2.5 E FFECTS OF POOR DISCIPLINE
3.3.8 D ATA I NTERPRETATION
Qualitative data have several features to take into consideration. The data was subjective, interpretative, descriptive, holistic and copious (Hancock, 2002:21; Tuckman & Harper, 2012:387). The themes and categories which emerged from the data analysis phase were used to structure the results section of the research report.
The data list (explained in the previous section) containing the main themes from the transcripts, was used as a point of departure. As suggested by Silverman (2010:439), Hancock (2002:21) and Rabiee (2004:658) the following adapted procedure was used to interpret and present data:
86 - The themes gathered from the data list were presented in sections with the categories as subsections. Categories of data were used to construct a case that the themes are the main findings of the study.
- Key quotations from the various transcripts were selected to illustrate the meaning of the data and to support the findings. A range of quotations were selected to illustrate such features as: the strength of opinion or belief; similarities between respondents; differences between respondents; the breadth of ideas. Careful selection of quotations demonstrates the reliability and validity of the data analysis.
- Links between categories were made to demonstrate how the themes emerged and how conclusions about the findings were drawn.
- Some qualitative data can be dealt with in a quantitative way. If an idea appears in the data frequently it may be feasible to measure how often it appears. It may be feasible or even desirable to present some of the results quantitatively using tables and figures. This was the approach taken in this study.
Using qualitative and quantitative techniques for analysis of data can strengthen the analysis.
3.4 CONCLUSION
This chapter reported on the empirical phase of this study. This included a description of the basic research design, an account of ethical measures and measures to ensure trustworthiness and a description of data collection and data processing methods. In the next chapter, the findings of this empirical investigation will be reported.
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CHAPTER 4-
PRESENTATION,
ANALYSIS AND
INTERPRETATION OF DATA
4.1 INTRODUCTION
The purpose of this research study was to examine the current discipline problems experienced at a secondary school in Gauteng, as perceived by the learners. The focus of the study involved an in-depth look into the school’s disciplinary system and measures taken by the school to keep learners in line. Possible causative factors were investigated in order to gain a better understanding of the challenges learners face (Marais & Meier, 2010:50; Chepkilot & Kiprop, 2011: 272). Each facet of the school system, from school rules to classroom management, were discussed in an attempt to identify the strengths and weaknesses of the discipline system from the point of view of the learners on whom the system is enforced.
4.2 RESEARCH
PROBLEM
The following research questions informed this study:
- What do learners suggest as causative factors for the manifestation of poor behaviour?
- How do learners perceive the current disciplinary problems at a secondary school in Gauteng?
- What are the strengths and weaknesses of the disciplinary system at a secondary school in Gauteng as perceived by the learners?
88 The answers to these questions could have serious implications for the way in which discipline is implemented within secondary schools. It would appear that often these learners agreed with the strategies the school had put in place, but differed on the way in which these strategies were carried out (Tungata, 2006:11; Lochan, 2012:25).
During the focus group discussions, study participants described their perceptions and experiences of the discipline problems within the secondary school and attempted to explain some of the possible shortfalls within the system.
The research findings that this chapter reports are based on the analysis of the following data sources: school policies, mixed question questionnaires, focus group discussions and a semi-structured in-depth interview.
4.3 RESEARCH
DESIGN
The approach taken for this empirical design was that of a mixed method approach, thus both quantitative and qualitative data were collected. As a point of departure the researcher studied the code of conduct and other policies regarding the discipline system at the secondary school (McMillan & Schumacher, 2006:356; May, 2011:191). This information, as well as the information obtained from various sources consulted in the literature review in Chapter 2, were utilised in the formation of the mixed question questionnaire.
Participants were instructed to complete a questionnaire in which they were asked various questions regarding their experiences of discipline at school. These questions were closed questions which then asked the respondent to qualify their response with an explanation. This gave rise to both quantitative and qualitative information which could be compared for any discrepancies, thus strengthening validity (Hesse-Biber & Leavy, 2010:277). The answers given in the questionnaires also shaped the guidelines for both the focus group discussions and the semi-structured interview.
89 The focus group discussion attempted to elaborate on the responses obtained earlier in the study through the questionnaires (Silverman, 2010:129). These discussions sparked various ideas regarding possible solutions.
The in-depth interview was used to conclude the work in the field and involved finding an expert (the current principal) on the phenomenon (Hesse-Biber & Leavy, 2010:93).