RESEARCH METHODOLOGY
Section 1- Data collection
3.2. DECISIONS, DECISIONS
3.2.3. Research data collection techniques
3.2.3.1. Research instruments (Appendix A)
The decision about what research instruments to use were based on the collection of data on (1) the resource context of schools; (2) engagement of Grade 1 educators and learners with a Science focused OBE learning programme. I therefore decided to use the
following research instruments:
1. A questionnaire profile of the school.
2. A questionnaire profile of the Grade 1 teachers.
3. A questionnaire profile of the Grade 1 learners.
4. Classroom profile 5. Observation schedule.
6. Researcher observation notes
7. A post-observation interview with Grade 1 educators 8. Educator - documentation analysis
9. Learner - documentation analysis 10. Educators' reflective diary
11. Researchers' reflective diary 12. Post-session learner interview 13. Principals' telephonic interview.
Other data sources: photographic records, analysis of teacher and learner transcripts.
A plan of the research instruments and their use is provided in table 3.1. on page 48.
The research instruments included both quantitative and qualitative methods of data collection. The quantitative data were gathered by means of questionnaires, the
observation schedule and reflective diaries, and the qualitative data by interviews and participant observation.
As stated in the introduction to the chapter, Merriam (1988) provided a reason for combining qualitative and quantitative methods and Cohen & Manion (1980) supported this by stating that:
Triangulation techniques in the Social Sciences attempt to map out and explain more fully the richness and complexity of human behaviour by studying it from more than one standpoint and in so doing, by making use of both quantitative and qualitative data.
When I was deciding on the structure of the research instruments I used the research questions as the basic guide to the data that would be required to answer the research questions.
The school profile was designed to collect data on the resources available at the school, both physical and human. So, data on the resource context of the school had to be collected to give clarity to what was meant by a well-resourced, moderately resourced and under-resourced school.
The teacher profile was designed to collect data about the Grade 1 teacher's pre-service and in-service training and experience with relation to the implementation of OBE and the development of curriculum materials. The learner profile was developed to collect data on the Grade one learners, about their age, home language and their pre-school exposure. The decision to use a questionnaire was 'motivated by a need to collect routine data' (Guba, E. 1978).
The observation schedule that I developed was adapted from an English Language Educational Trust (ELET) research observations schedule which, was designed and
developed by Improving Educational Quality (IEQ). The components on the observation schedule reflect the educator indicators and learner indicators of OBE methodology, e.g.
educator/teacher indicators are: use of a variety of teaching strategies; use of materials by educator/teacher to enhance learning; educator questioning skills. Examples of learner indicators are use of materials by learners; learners ask questions and opportunities for learners. I used the basic format of the observation schedule where ratings were given to each component of an indicator. Each component was rated along a continuum of " 1 " to
"4", where "I" was for a least acceptable behaviour and "4" for the most acceptable behaviour. I modified the structure and language of the indicators on the observation schedule to match my research questions. The indicators were used to describe OBE 'in action'. The observation schedule was used to collect data on how the Grade 1 teachers and learners engaged with the Science focused OBE learning programme. Observation of the Grade 1 teachers' use of teaching and learning strategies, materials, language and the role of the teacher was made. Observation of the Grade 1 learners' use of materials, learner arrangement, learner activity and learners' use of language was to be observed.
The main principle governing the choice of questions for the semi-structured interview was that the information (data) to be collected should be objective and as free from interviewer bias and prejudice as possible. Leedy (1993) and Cohen and Manion (1994) mention that interviews are capable of eliciting information from participants which are usually not readily available, like perceptions, beliefs, values, knowledge, norms, fears, desires and attitudes. The Grade 1 teachers' responses to the questions should be a true reflection of their feelings, ideas and difficulties that they experienced while engaging with the materials. Also, a clear picture of the Grade 1 teachers understanding of an OBE Learning programme that had a Science focus should be presented. This was possible as the semi-structed interview gives the 'flexibility and freedom of asking immediate follow up questions' (Cohen and Manion, 1985). To gain maximum benefits from the interview, I tape-recorded with permission the entire discussion, which allowed for an efficient and versatile way of retaining the original communication. Since I was going to conduct all the interviews with the teachers, the question of variation of interviewees is not a problem.
Grade l-teacher(s) documents - planning documents for the programme organiser - Me in the garden was collected from the teachers after their week of observation. The planning document(s) was/were to have all the learning experiences for the programme.
These planning documents would give further insight into how teachers engage with OBE-based learning programme and also the teachers understanding of what is meant by A Science focus in an OBE -based learning programme.
A copy of Grade 1 learners' work, which reflects their engagement with OBE -based learning programme, was to be collected and analysed.
A copy of the Grade 1 teachers' reflective diary, where the teacher recorded critical incidents, was collected. The educator entered reflections of the day at the end of each day in the diary. This data was used to enhance the teachers' perception of a Science focus in an OBE learning programme.
A copy of the researchers' diary, where the researcher recorded critical incidents, was to be collected. This data was used to provide further clarity to what was observed during the research period.
A collection of learners' responses during an audio-recorded semi-structured interview gave further insight into the learners' experiences during the presentation of the
programme.
The data was collected using inputs of various perspectives. So, triangulation within a method was planned for.
Table 3.1. Plan of research instruments INSTRUMENT
1. School profile 2. Educator
profile 3. Learner
profile 4. Observation
Schedule
5. Educator interview 6. Educator documentation analysis 7.Learner documentation analysis 8.Educator reflective diary 9. Research reflective diary 10. Post-session learner interview 11. Telephonic interview
The instruments \
PURPOSE General profile of school Qualifications, experience and training Home
background and experiences Observation of engagement with OBE-science material Feelings, ideas and actions of Grade 1 educator Preparation and planning of unit Learner
engagement with materials
Record critical incidents/momen ts
Record critical incidents/momen ts
Feelings and behaviour of learners Financial and community resources
vere administered
UNIT OF ANALYSIS School
Grade 1 teachers
Grade 1 learners
Class
Educator
Educator
Learner
Educator
Researchers
Learners
School
at the three differe
FREQUENCY
nt schools:
ADMINISTER Principal
Teachers
Educator
Researcher
Researcher
Researcher
Researcher
Educator
Researcher
Researcher
Researcher
1. School A - highly resourced school;
2. School B - moderately resourced school;
3. School C - under-resourced school.