CHAPTER THREE
3.2 Theories on Research .1 Research Paradigm
My research falls within the interpretive paradigm. The interpretive perspective leads to what has become known as naturalistic research. Naturalistic research is conducted in natural, uncontrived, real-world contexts with the researcher not being intrusive.
(Cohen, Marion and Morrison 2000: 139). The setting is the classroom. The researcher
approach, no data can be 'objective'. This research is underpinned by the idea that people's behavior is very context dependent.
3.2.2 Qualitative versus quantitative research.
Quantitative researchers collect facts and study their relationship. They use techniques that produce generalizable conclusions. Researchers who adapt a qualitative perspective are more concerned with people's perceptions of the world. They question whether a 'scientific' approach can be used when dealing with human beings. However there are occasions when qualitative researchers draw on quantitative techniques and vice versa.
Lincoln and Guba (1985:140) have outlined different assumptions in qualitative
compared to quantitative research. The first is that in quantitative research, the nature of reality is assumed to be single, tangible and fragmentable whilst in qualitative research it is multiple and socially constructed. Secondly in quantitative research, the role of the researcher and researched is independent whereas in qualitative research, it is interactive.
Quantitative research methodology uses measurement to compare and analyze variables, it is represented by numerical data, qualitative research makes use of descriptive
language to record and interpret data.
I chose qualitative research methods because they are especially suited for investigations in social science fields such as adult education and training because we want to improve practice. "The improvement of practice comes from understanding the experiences of those involved" (Merriam et al 1995:97)
3.3 Qualitative research methods
Merriam and Simpson (1995:103) state that the three well known qualitative research methods are ethnography, case study and grounded theory.
3.3.1. Ethnography
Ethnography involves the study of behavior in natural settings and the researcher cannot have adequate knowledge of social behavior until he or she understands the world in which the subject lives. Merriam (1995: 104) believed that every social group has something distinctive about it, and the best way for the researcher to understand the subject is to become part of the natural setting. The term ethnography covers the methods and techniques used to collect the data, as well as the written record, which is the end result of the data that has been collected.
The procedures used in ethnographic procedures are participant observation, in-depth interviewing, life history, documentary analysis and investigation diaries which all involve participating within the culture under investigation. An ethnographer will also interview people and evaluate documents.
3.3.2 Case Study 3.3.2.1 Definition
A case study concentrates on a single phenomenon and looks at all variables within a single unit. Yin (1994:179) has written that "in general case studies are the preferred strategy when 'how' or 'why' questions are being posed when the researcher has little control over events when the focus is on a contemporary phenomenon within some real life context."
This study is a case study of one adult educator. Case study research involves in-depth, intensive enquiry reflecting rich and lively reality of the case. The uniqueness of the case study method is that it examines a particular event, situation or phenomenon which the researcher selects to understand in depth. Although the study focuses on a specific instance, it can illustrate a general problem or situation.
I chose the case study approach in order to arrive at a detailed, in-depth understanding of the educator and her teaching strategies in the classroom. This case study allowed me the opportunity to look into a 'real life' situation and a close up view of what exactly occurs
in the classroom. Insight will be provided into the educators thinking and her methods of presentation. I will also gain insight into the reasons for the educator's methods of presentation. My leading research question is to gain an understanding of the teaching strategies utilized in the adult education classroom. This question will be answered by observing the educators lessons in the classroom. In order to ascertain the effectiveness of the educators teaching strategies in meeting the learning needs of the learners, the
learners will be interviewed and they will be observed in the classroom learning situation.
This will allow me to test the effectiveness of the educators teaching strategies. The effectiveness of the teaching strategies could then be compared to the Theory of Andragogy.
3.3.2.2 Purpose
The purpose of the case study is to explain why things happen as they do and to
generalize from a single example, an in-depth investigation of the patterns that emerge.
The purpose is to explain why certain teaching methods are used in a given context.
In accordance with Cohen, Manion and Morrison (2000) a case study strives to portray 'what it is like' to be in a particular lived experiences of thoughts and feelings for a situation. Researchers often use a case study method when tackling educational studies.
Case studies use both qualitative and quantitative data and usually employ a variety of data collection methods and sources.
3.3.2.2.1 Features of case study research.
The first step in conducting a case study is to select the case to be studied, the raw data must then be collected and organized and the final step is to write the case study
narrative. Merriam and Simpson (1995:109) state that in a case study, the object of study is looked at a whole and because the researcher is concentrating on something specific, it is possible to identify all of the processes, which are involved. It could be useful in providing additional information for a larger study and it offers a lot of information, which could be used to solve problems or to change policy. In a nutshell, a case study focuses on a particular situation the end product is a description, which will add to the
readers understanding of the phenomenon. It is inductive in that the researcher makes use of vague hypotheses or hunches to guide the research. The research is not formally structured and once data has been collected and analyzed, tentative explanations are offered.
Qualitative case studies are based on inductive reasoning. Concepts, hypotheses and generalizations are derived from an examination and analysis of data collected. A
characteristic feature of the nature of case studies is the discovery of new knowledge and understanding rather than verification of hypotheses formulated before the
commencement of the study.
The case approach is studied as a whole or system. The parts of the case, that is the educator, the learners, the classroom environment and the educational background of the learners and educators are studied in a dynamic relationship to each other. Such a
relationship is fundamental to a case study where the temporal and spatial boundaries are constructed and where the relationship between the different parts and people involved are necessary for a full understanding of the case. This relationship includes the
curriculum studied and their relationship to each other.
The end product of a case study is a rich, "thick description" of the phenomenon studied.
The description is usually qualitative and makes use of prose and literary techniques instead of numerical data to describe and analyze phenomena and report findings. Case study reports can incorporate visual material, for example, photographs and newspaper articles, and also include statements which express the opinions of respondents in their own words.
Yin (1984:48), recommends that a case study be deliberately used to cover contextual conditions believing that these may be highly pertinent to the phenomenon of study.
In this case study a number of lessons will be observed between five o' clock and eight
o' clock in the evenings. The place of observation is an adult learning centre in Newlands West in Durban. The conditions include the study of adults in an Adult basic education and training class at level four.
3.3.2.2.2 Generalizing results of a case study
Generalizable results are not a necessary outcome of a case study research. The findings might be informed by the particular context and location of the case. Evaluative case studies, provide educational decision makers with information that will help them to decide the merit and worth of policies, programs and institutions.
Bell (2000:142) identifies the limitations as the difficulty of cross-checking information in all cases. The case study might be strongly influenced by the particular sources consulted and might turn out different with the use of other sources and methods. The particular bias of the researcher is likely to influence the case studied.
The researcher studied the teaching strategies of the educator in four different learning areas. The research design focuses on subunits as well as larger units of analysis. The smaller or minor units of analysis were the resources used by the educator.
3.3.3. Grounded Theory
Grounded theory according to Merriam and Simpson (1995) is the development of theory. Merriam and Simpson (1995:112) state that "as an exploratory methodology, grounded theory is particularly suited to investigating problems for which little theory has been developed. The explanation of an area of human interaction or social process
emerges from a grounded theory study as credible, substantive or formal theory."
Grounded theory is thus a method of generating and constructing theory. In a grounded theory study, one is constantly comparing groups in order to identify similarities and differences and to categorize the data. The categories are then tested by collecting data from different groups.
According to Bell (1999:9) grounded theory has been criticized for being undisciplined and impressionistic. It must be borne in mind that the researcher is formulating the theory through constant comparison and must ensure that methods of data collection are
recorded. Records must also be kept of the methods of coding and how the categories and hypotheses emerged from the data. The onus is on the researcher to research the theory thoroughly to make it credible.