RESEARCH METHODOLOGY
3.3 PARTICIPANTS
3.3.2 Sampling
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in confidence in the results and/or findings through the confirmation of a preposition by using multiple independent tools (Heale & Forbes, 2017: 98).
Moreover, one of the main advantages of triangulation is being able to mitigate bias through the usage of numerous sources of data, such as the RC criterion-referenced test, the questionnaire and the interviews employed in this study. The reliability of the study results can be enhanced by the application of this approach (Fusch, Fusch &
Ness, 2018: 20). Mixed-method research is suitable for studies when the use of either the qualitative or quantitative methods appear to be insufficient to establish a complete understanding of the research problem. One of the advantages of mixed method research is its ability to maximise the strengths and to reduce the limitations of a single method (Wium & Louw, 2018: 4, 11).
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because the population of interest normally comprises too many individuals as participants (Majid, 2018: 4). A sampling unit consists of the individual population, object or element or group of individual population which is used as the basis of sample selection. Sampling is called a finite subset of the population. Twenty (20) students were sampled at University A, 21 at University B, 16 at University C, another 21 at University E and four students at University D. In addition, three (3) lecturers were sampled in each four universities and two lecturers in one other university.
The size of a sample is influenced by factors such as the purpose for the size of a sample drawn, and the heterogeneity of the sampling unit in the population (Bhatt, 2020: 3). Sampling involves the process of selecting the segment of the population to be investigated. This is a process of selecting a sample of unit from a set of data in order to measure the traits, beliefs and attitudes of the individuals (Rahi, 2017).
Sampling is also a process of measuring the traits of the population by studying only a part of the chosen population. There are two kinds of sampling: probability and non- probability sampling (Bhatt, 2020: 4).
Probability sampling is also known as random sampling, whereas non-probability sampling is also known as non-random sampling. Probability sampling is a sampling approach where each unit has an equal chance of a probability of being selected. The five categories in probability sampling are simple random sampling, systematic random sampling, stratified random sampling, cluster sampling and multi-stage sampling (Rahi: 2017: 3). On the other hand, non-probability sampling refers to a sampling approach where the chance or probability of each unit to be selected is unknown or unconfirmed. The non-probability approach can further be categorised as convenience sampling, snowball sampling, quota sampling, and lastly, judgement sampling (Rahi: 2017: 3).
In this study, the sample was selected through probability sampling in which the population was first divided into clusters, and then a sample was selected randomly from the clusters (Showkat & Parveen, 2017). Students who have registered for a first year English language module at specific HBUs were clustered according to those who attended rural, township and Model C schools. Twenty (20) first entering English language students and three (3) English language lecturers of first entering students
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were selected from the rural and township clusters in the sampled universities.
Additionally, in line with the above, the sample comprised 20 first entering university students and three lecturers from each of the following six HBUs in SA: Universities of Limpopo, Venda, North West (Mafikeng Campus), Zululand, Sefako-Makgato and Mangosuthu.
Data was collected from the five universities. Initially, six universities were sampled but only five participated. The sixth university did not respond to the researcher, even after several follow-up emails were sent. Eventually, the researcher settled for five universities. The universities that participated were then labelled as University A, University B, University C, University D and University E to maintain anonymity. The first sample was made up of 82 students who took a criterion-referenced test based on an RC passage. It aimed at testing their RC by asking questions related to the texts (see Appendix A). The reading comprehension test results were used to establish the reading comprehension competencies of the students. The test was also used to support the data provided by the students through the questionnaires.
The second sample comprised 82 first entering English language students who filled in a questionnaire on RC. The implementation of this tool was due to the fact it is a fast, less expensive and an effective means of attaining information from students (Etikan & Bala, 2017: 219). The questions designed by the researcher aimed at yielding information about knowledge of RC competencies by 20 first entering students per institution (see Appendix B). The students’ survey questionnaire consisted of three sections: personal information, reading comprehension application and reading comprehension prospects.
The third and last sample consisted of 14 English language lecturers who responded to semi-structured interview questions. The questions were centred around RC competencies of their first entering students in English language. Semi-structured type of interview questions were used because the researcher wanted to have in-depth information on the area of interest (see Appendix C). The layout of lecturers’ interviews had six sections: personal information, reading comprehension of students, forms of reading comprehension support, vocabulary, reading comprehension effects and improvements to reading comprehension.
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