DATA ANALYSIS

Analysing qualitative data is a challenging task but potentially the most important part of the research process as we try to understand what we have learnt through our inquiries. Qualitative data analysis is based on an interpretive philosophy, where the researcher makes sense of or explains the data that has been collected during the research process (Barnes, 2011:47).

Unlike quantitative researchers who wait until the end of the study to analyse their data, qualitative researchers analyse their data throughout their study (Siegle, 1999:1). The qualitative researcher begins data analysis from the initial interaction with participants and continues that interaction and analysis throughout the entire study. Data analysis is a continual process where the researcher tries to identify relationships, similarities or differences from the data (Gay et al., 2009:449). In this research study content analysis was used to make sense of the qualitative data.

Content analysis focuses on analysing and interpreting the transcriptions of recorded interviews and research journal (Ary et al, 2006:32). Once data have been collected, the ensuing stage involves analysing it, often by some form of coding or scoring. Data coding begins by identifying small pieces of data that stand alone. According to Gay et al., (2009:449), one way to proceed with analysis is to follow interactive repeating steps or

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stages. These include reading, describing what is going on in the setting and classifying the research data. The process focuses on becoming familiar with the data and identifying potential themes, examining the data in depth to provide detailed descriptions of the setting, participants and activities. The process is followed by categorizing and coding pieces of data and grouping them into themes. Through this process the researcher gets a sense of the data, generates initial codes from the data, compares codes for duplication, tries out provisional coding and finally continues to refine the coding system (Cohen, 2000:282). McMillan and Schumacher (2010:371) suggest that most qualitative studies will include thirty to fifty initial codes.

The most important step in the analysis process is to elicit themes or categories from the identified codes. The themes represent major ideas that are used to describe the meaning of similarly coded data. Themes are the first level of induction by the researcher. Similar codes are put together to form the themes, which are then labelled to capture the essence of the codes (McMillan & Schumacher, 2010:377).

The following steps were used to elicit themes: reading the data, coding was used to divide the data up into themes, identification, comparison and exploration of themes, labelling of themes and lastly conclusions were made and interpretation followed (Lieblich et al., 1998:112-114). In qualitative data the data analysis method used is interpretive. Therefore, the data analysis is not a completely accurate representation but more of a reflective, reactive interaction between the researcher and the de-contextualised data (Cohen, 2000:282). According to Gabel (1995:5), it is very important that the researcher remains open to new opportunities and insights.

4.6 TRUSTWORTHINESS

The reliability of the data was verified by means of a variety of approaches to ensure the credibility of the study. I aimed at leaving an audit trail as a pathway of decisions that were made in the data analysis process that could be checked by another researcher (Ary et al., 2006:509). In the case of this study, reliability of data was ensured through

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sensitivity towards the research data and results. I endeavoured to remain as objective and unbiased as possible (Ary et al., 2006:511; Mertler & Charles, 2005:18). All interactions with the schools focused on the support strategies that were implemented to enhance the acquisition of CALP. I committed myself to ensuring that this study was practical and could benefit the schools and ESL learners in similar public secondary schools.

The reliability or truth value of the research was further achieved through the discovery of human experiences as lived and experienced by the participants. Documentation of the research was kept, including original transcripts of interviews, as well as any relevant documentation, which allows fellow researchers and supervisors to access information and provides assurance of the credibility and reliability of the study. Member checks with the participants were done in order to ensure that what they wished to express on the topic had been understood and recorded correctly (Merriam, 1998:204).

Credibility was established through triangulation, a process of collecting data in as many different ways and from as many diverse sources as possible (Terre Blanche & Kelly, 2002:123; Hendricks, 2006:72). Credibility was also be enhanced through allowing the practitioners in the school to view the research findings and judge them as meaningful and applicable or not, in terms of their experience. A presentation of the overall findings will be given to the research participants; in this study this included all the staff members (SMT, SBST & Grade 8 & 9 educators) and a LSE at each school as well as the DBST at District level. This will ensure that good practices will be implemented across schools in the district.

The credibility of the research was further based on basic principles of validation for qualitative research. These include face validity, content validity and criterion validity that are applied to the interviews with the participants involved (Maree & Petersen, 2007c:217). Sensitivity to context entails the use of the relevant theoretical and empirical literature and consideration of the socio-cultural setting.

110 4.7 ETHICAL PROCEDURE

Permission was sought from the University of Johannesburg, Gauteng Department of Education, the principal of each school as well as each individual participant of the focus groups. All consent letters are available as appendixes (cf. Appendix 4).

In addition, the participants took part freely in the research process and all ethical procedures were implemented, namely: confidentiality, privacy and informed consent. Commitment to thoroughness was evident through data collection and the depth and breadth of the analysis, the methodological competence and the in-depth engagement of the topic. The effect and importance of the practical theoretical and socio-cultural aspects of the study were considered. Coherence and transparency were evident in the clarity and power of the argument, the fit between theory and method, the transparent methods and data presentation and reflection in the research journal (Mertler & Charles, 2005:18).

4.8 CONCLUSION

As mentioned in chapter two and three educators seems to be overwhelmed by the demands of addressing the learning needs of ESL learners within an inclusion environment. Therefore I have chosen Appreciative Inquiry as research methodology because it shifts the focus from seeing the situation as a problem to be solved, to seeing it as a multidimensional miracle to be appreciated (Cooperrider & Srivasta, 1987:323). It is the cooperative search for the best in people, their organizations and the world around them” It is further based on the assumption that every living system has a hidden and underutilized core of strengths, its positive core, which, when revealed and tapped, provides a sustainable source of positive energy for transformation (Cooperrider, Whitney & Stavros, 2005:3).

The second part of the chapter described the way the research was conducted. Data were collected by conducting focus group interviews with SMT’s, SBST’s and members of the ISS Unit as well as by conducting individual interviews with Grade 8 and 9

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educators as well as LSE’s and a speech therapist. Field notes were taken and observations were also done. The data was analysed together with my supervisor and my colleague (psychologist at the District Office).

112 CHAPTER 5