Data collection instrument

Figure 3.4 An illustration of the mixed data collection instruments

In this study a triangulation of face-to-face interviews, focus group interviews, narratives, field notes and observation were undertaken in order to obtain multiple realities and information of the phenomenon being studied.

Mixed Data collection instruments

Individual interviews:

Parents &

Teachers

Narratives:

Teachers

Focus groups:

Health personnel/

healthcare workers Survey:

Multi-disciplinary

team

3.7.1.2.1 In-depth interviews

According to Polit and Beck (2012:544), in-depth interviews are an extremely flexible approach of gathering data as it allows people to talk freely and to take initiative of the discussion. The researcher prepared the venue and ensured that it was conducive for conducting face-to-face interviews. Face-to-face interviews were beneficial as follow-up questions could be asked and non-verbal communication used where necessary. The establishment of rapport and trusting relationship was vital in order to gain cooperation.

Indeed, participants participated well during the interviews from the beginning until the end. The digital recorder was used to capture and store data in order to enhance trustworthiness and for later use during data analysis. This assisted in eliminating biases as the researcher could refer back to the recorder where necessary. More importantly, the researcher used two recording systems for back up to avoid losing crucial information in case one failed. In this study, the researcher used the battery operated digital recorder and the cell phone for recording purposes. According to Polit and Beck (2012:534), digital recording ensures that interview data are participants’ actual verbatim responses. The researcher conducted the interview to ensure consistency. In-depth information was collected from few participants. In this study, one-on-one interviews were conducted with parents, teachers and other experts working at schools of learners with special educational needs (LSEN). According to De Vos et al (2011:239), personal interviews provide a wealth of information than the correspondence or telephonic contact. Therefore, the researcher’s intention was to collect in-depth information from the personal interviews in order to obtain the reality from the lived experiences of teachers, experts and parents.

Participants shared their own personal views and opinions. This assisted in realising the strategies that would assist adolescents’ transition into adulthood. Interestingly, most participants believed that it is possible for adolescents with IDs transit into adulthood. This brought the unknown to the fore and rejected views that it was impossible for adolescents with IDs transit into adulthood. According to De Vos et al (2011:239), the interviews are purposed to elicit the unknown perspectives to the fore or to confirm or reject the researcher’s own views. The interview guide was followed which consisted of number of questions to be asked (see Annexure G). The interview guide assisted in ensuring consistency.

The interviewing process lasted for 30-60 minutes and it was divided into four phases as follows:

3.7.1.2.1.1 Preparation phase

The researcher prepared the venue and ensured that it was warm with adequate ventilation, light and minimal noise. Chairs were setup for seating arrangements in a square position. A table was set aside to put on the digital recorder. A notice was put on the door to avoid interruptions from potential intruders. In certain instances, offices were not available and the researcher improvised by identifying a quite spot where interviews could be conducted to facilitate effective communication. The digital recorder was switched on in readiness for the interviews. Participants were called in the interviewing room or the area.

3.7.1.2.1.2 Introduction phase

The researcher switched on the recorder button, welcomed and greeted the participant.

The researcher introduced herself and the purpose of the study. The participant was reassured to feel free and relax. Permission was obtained from the participants to continue with the study as suggested by Belmont Report (1979) and this was recorded in the digital recorder. The duration of the interview was mentioned to the participants. Most of the interviews lasted from 20-60 minutes from the beginning to the end.

3.7.1.2.1.3 Working phase

The researcher started by asking open-ended question: “Tell me about your experience of caring/teaching for adolescents with IDs” in order to explore the experiences of caring/teaching for adolescents with IDs. Field notes were taken during interviews to note non-verbal communication. Communication techniques such as probing were used to encourage participants to tell more. Reflection of feelings was encouraged to allow participants to express their feelings on how does it feel like to work with individuals with IDs. Furthermore, non-verbal communication techniques such as silence and minimal verbal cues such as “Mmm” and “I see” to encourage the participant to open up and come up with the strategy they used in assisting adolescents with IDs’ transition into adulthood.

3.7.1.2.1.4 Termination phase

The researcher gradually concluded the session. The researcher indicated to the participant when the session was about to end. In addition, the researcher evaluated by asking the participants how did they feel by participating in the study. Most participants felt appreciated and happy by participating in the study. They reported that the interviews were interesting, eye opening and thought provoking. Every participant was thanked for taking part in the study. The recorder was switched off after every interview. Participants were offered opportunity to listen to the recorder to confirm their actual recording. Most did not see any need to listen and few participants agreed to listen to their recordings.

3.7.1.2.2 Focus group interviews

Focus group interviews refer to a group of five or more assembled in one venue and selected in a homogenous group to promote a comfortable group dynamic and in-depth discussion. In this study, each focus group consisted of two to three nursing assistants and health care workers/child care workers of the same category/level. The use of homogenous groups assisted in obtaining in-depth information and multiple viewpoints from a larger population in a short period. An open-ended question asked was, “Tell me about the strategy in assisting adolescents with IDs transit into adulthood” in order to obtain multiple perspectives and views based on their personal experiences. The same format for in-depth interviews was used to conduct focus group interviews. The only difference in the focus group was that two or three participants were interviewed at the same time. The advantage of focus group was that each individual was allowed to share his or her personal views and to reach consensus. This assisted in obtaining multiple viewpoints. According to De Vos et al (2011:361), the purpose of the focus group is to know what other feel and think. This promoted a degree of self-disclosure among participants. A non-threatening environment was created in order to encourage participants to open up. Interviews took place in a private office that is quite, warm and well lit. To guard against some participants dominating the interview, each was given an opportunity to respond to each question. This stimulated multiple responses and shed light for the quantitative data. The advantages of focus group were that follow-up could be done immediately and information is already transcribed. The interviews were captured in the digital recorder and filed notes were taken to note non-verbal cues. The interview guide was followed in order to ensure consistency. The guide consisted of

number of questions to be asked (Annexure G). To ensure the success of the focus group interviews, the researcher planned for the date, time and venue; where and when the interviews would be conducted.

3.7.1.2.3 Written narratives

Narratives are self-report data that allow people to share their personal experiences or tell a story in their natural settings (Polit & Beck 2012:54). Furthermore, narratives are viewed as a “cultural envelop” into which people pour their experiences (Riessman 1991) and narrate stories on how it make sense and the meanings thereof (Polit & Beck 2012:504). The grand tour question for this section: “Write down your thoughts and feelings about how you experienced transition of adolescents with IDs into adulthood and the challenges you faced. This was asked in order to allow participants to freely express their experiences and tell a story in writing depending on how reality was perceived. Clear instructions were given to participants on how to go about filling the information.

Anonymity and confidentiality were maintained as numbers were used to protect participants’ identity as suggested by Belmont Report (1979). This was further explained in the information leaflet issued to volunteered participants (Annexure B). Notebooks were issued to participants who were working at one of the state special school so that they could narrate their stories in writing. According to Marshall and Rossman (2016:158), narrative inquiry allows participants to express their feelings and opinions in written language and to validate their meaning/facts with other symbolic systems such as the signs and symbols. It also promoted multi-paradigms, namely, the ontological perspectives, epistemological perspective, constructive processes and narrative inquiry as their stories were unique. Multi-paradigms involved the use of multimethod approach in their natural setting (De Vos et al 2011:310). There were no time restrictions, but participants took 30 minutes to 60 minutes. Others wrote a paragraph and other few pages of the notebooks. The use of narratives was of great importance as it allowed the participants to tell the story freely in a relaxed atmosphere without being pressurised.

Participants were left alone to write in their notebooks.

However, the narratives had the pros and cons. This was more advantageous compared to individual interviews where the participants were expected to answer spontaneously to the question asked. This also assisted in obtaining in-depth data from the insiders’ point of view in different ways. According to De Vos et al (2011:314), narratives produce rich

descriptive data as it allows an individual to provide a true reflection of the story. However, some of the disadvantages was that the researcher had to wait for a longer period to allow participants to finish writing unlike the individual interviews were information was obtained immediately. Some did not return the narratives. This was respected and regarded as freedom to withdraw at any time during the study. Ten notebooks were issued and only eight notebooks were returned. Therefore, 80% was good return and 20% was poor return. Follow-up was made regarding and mostly reported they did have time to fill in;

they were too busy.

3.7.1.2.4 Participant observation

According to Polit and Beck (2012:544), participant observation seeks to understand and observe people and their environments in their natural settings with a minimum of structure and interference. In this study, the researcher spent reasonable time observing participants in their natural settings in order to elicit data information under the phenomenon being studied. Accordingly, the researcher visited the research sites on several occasions to familiarise herself with their daily routines and activities. Participant observation was used as one of the data collection methods to obtain the reality and truth.

In this study, the researcher visited two LSEN schools. What the researcher observed was that learners were interacting well with their educators and their classes were very stimulating with colourful pictures. The researcher had an opportunity to see some of the things made by the learners. In one of the schools, one learner had to stay in class during break while others enjoy outside. Furthermore, researcher observed how they employ discipline to learners with demerits. In class, learners had merit cards with various scores.

Learners with more merits indicated that they were well-behaved while those with less merits indicated that they were not well behaved. They also had congratulation cards.

This were given to learners who were doing well in class in order to motivate them work harder.

3.7.1.2.5 Field notes

According to Polit and Beck (2012:548), field notes are broader, more analytic and more interpretive than a simple listing of occurrences as it represents the researcher’s efforts to record information, synthesise and understand the data. The use of field notes assisted in data collection and data analysis in order to ensure validity of this study. Field notes as

one of the data collection methods was used in this study during which the researcher immediately jotted down information on what have been seen and heard. This assisted in excluding bias and not to trust in one’s memory. The researcher could refer to the jotted information, re-read the information to familiarise herself with the information. Jotted information was also beneficial during data analysis. In every site, the researcher jotted down important information that was useful to the study. Based on the observation made by the researcher, it seemed that most of the participants enjoyed the sessions and preferred interviews than the narratives. Participants were more welcoming and more willing to give information. In one of the independent centres, all the staff members were actively involved. During feeding and group activities, everybody would come to the ward /units and participate in activities of the day. This was quite surprising. Every Friday afternoon from 14h00 to 15h00, patients and all staff would enjoy dancing together even patients that were bedridden would be wheeled to the activity wall.