146 Table 6:Summary of data analysis
Research Objective Research question Data Sources For m
Data Analyses To analyse the causal
factors of vocational education curriculum responsiveness to the learning needs of A1 farmers in Masvingo province of Zimbabwe
What is the VET curriculum responsiveness to the
learning needs of A1 farmers in Masvingo
province of Zimbabwe and why has it come to be this
way?
• Document analyses
• Semi-structured interview
• Focus group interview
• Observations
Text Inductive analysis Retrodict
ion
To identify ways in which the VET curriculum has responded to the learning needs of A1 farmers in Zimbabwe and why?
How has the VET curriculum responded to the learning needs of A1 farmers
• Document analyses
• Semi-structured interview
• Focus group interview
Text Retroduc tion
To highlight experiences of principals, lecturers and learners on curriculum responsiveness
What are the experiences of principals, lecturers and learners
regarding VET curriculum responsiveness?
• Semi- structured interview
• Focus group interview
• Observations
Text Inductive analysis
Thematic analysis
To highlight the challenges that affect VET curriculum responsiveness to the
learning needs of A1 farmers
What are the
challenges that affect VET curriculum responsiveness to the learning needs of A1 farmers?
• Semi-structured interview
• Focus group interview
• Observations
Text Thematic
analysis
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is no one absolute truth. However knowledge is true to the extent to which it represents the realities as they are revealed by informants (Chilisa & Preece, 2005). Hence, in this study where necessary, direct quotations from research participants are included.
In order to enhance the credibility and trustworthiness of this study, the researcher used multiple methods in data collection: semi-structured interviews, focus group interviews and document analysis. Triangulation is based on the assumption that it can assist in eliminating biases (Chilisa & Preece, 2005). Apart from triangulation of data sources, trustworthiness in qualitative research can also be established from prolonged engagement in the field for data collection.
Another important aspect was that the researcher made familiarisation visits to the sites well before data collection in order to appreciate the study context. These visits meant that the researcher was in the field much longer. The researcher was also able to go back to the field after data collection had officially ended to gain clarity in certain areas. In addition, the researcher used member checks after collecting data through interviews at both colleges. This was done to correct interview transcripts. The researcher also held two feedback meetings (one at each of the two colleges) with research participants after consolidating findings from study. These feedback meetings assisted in validating the research findings.
5. 9 Ethical considerations
The need to consider ethical principles in research cannot be over-emphasised. In research, it is important for researchers to consider ethics in order to protect the dignity of research participants involved (Bryman, 2015). The research community and those using the findings have a right to expect that research is conducted rigorously, scrupulously and in an ethically defensible manner (Cohen et al., 2011). In this study the researcher had to consider ethical principles that are critical to research, namely; informed consent, anonymity, no harm to the participants and ethical clearance. Another important ethical issue the researcher considered was dissemination of research results.
148 5.9.1 Informed Consent
The autonomy of all people participating in this study was respected and this involved getting the consent of all people taking part in the study. The researcher emphasised the point that participation was voluntary and that participants were free to withdraw from the study at any time. Getting participants’ consent is critical and this was done without deception in that the purpose of the research was clearly articulated to the participants. Participants were informed on their role in the research. Consent thus protects and respects the right of self-determination and places some of the responsibility on the participant should anything go wrong in the research (Cohen et al., 2011).
Participants filled in a consent form prior to their participation in the study. The consent form was written in simple language, was clear on the purpose of the study and how it would be conducted. Informed consent, that is, expressed in writing is a way of formally recording the agreement to participate and will also protect the researcher against accusations of acting improperly when selecting the participants for research (Bertram & Christiansen, 2014;
Denscombe, 2014). All the participants in this study were asked to fill in a consent form in line with the requirements of the University of KwaZulu-Natal’s Ethics Committee. An example of the informed consent form used in this study is in appendix 3.
5.9.2 Anonymity
Anonymity is another important element that contributes to doing no harm in research. All the identities of research participants and institutions under study were protected by the use of pseudonyms. Anonymity in this study assisted in dealing with ‘fear’ exhibited by some participants in the study who were not comfortable in discussing issues around the FTLRP which they considered a ‘politically charged issue’. Preserving participants’ anonymity goes beyond the use of pseudonyms even though this is important (Barbour, 2014). According to Barbour, where aspects such as gender, age and setting in which data were collected are not important in the study, these can be changed to enhance participants’ anonymity. In this study, the real names of the two colleges studied were kept anonymous, as well as names of all participants.
149 5.9.3 No harm to the participants
Many people have been harmed in the name of research, not only in medical research but also in social research. Non-maleficence is an ethical principle which means ‘do no harm’ (Bertram
&Christiansen, 2014).In chapter 1, under section 1.10 on limitations, the researcher indicated that research participants in the study exhibited some level of ‘fear’ when he mentioned that the research was about aspects related to the FTLRP in Zimbabwe. In order to address the participants’ concerns, the researcher was guided by the ethical principle ‘do no harm’. Doing no harm is a critical consideration in this study; the researcher upheld this principle to avoid causing any physical, emotional, social or any other harm. In order to do that, confidentiality was assured and maintained. Data collected from the field were not labeled with identifiable labels that could be traced back to the sources. The researcher also ensured that raw data were kept in a lockable cabinet away from access by a second person. Data in soft copies were not easily accessible as passwords were used to access it. Storage of all data for the study was done by the study Supervisor for a period of five years after the completion of the study as required by the UKZN research ethics guidelines. At the expiry of five years the data will be destroyed.
5.9.4 Ethical clearance
Application for ethical clearance from the university one studies with has become an indispensable element of research in recent years and this is usually done through the university’s ethical committee (Ogletree & Kawulich, 2012, p. 71). The UKZN also has an ethical committee that approves research done by its students to ensure that they comply with best practices. The researcher successfully applied for ethical clearance. The ethical clearance certificate is attached in the preliminary pages of this thesis. .
5.9.5 Dissemination of research findings to research communities
Dissemination of research findings after completion of the research has been observed to increase a researcher’s responsibility for the participants (Flick, 2015). This is supported by a number of studies done under the ethical issue of respect for communities (Fernandez, Kodish, &
150
Weijer, 2003; Ferris & Sass-Kortsak, 2011). This study will be disseminated in the form of a thesis submitted to the UKZN. The researcher hopes to increase the visibility of the study through publication of findings in peer reviewed academic journals for the benefit of future researchers. Findings from the study will also be presented at an international conference for the benefit of academics in the field of vocational education and training. Apart from disseminating the study to the academic communities, the researcher will fulfill the ethical principle of sharing research findings with the participants themselves, in this case the two colleges studied.