Data Collection Methods and Techniques

This study has applied both mixed aspects of research design in data collection attempting to reduce as much as possible limitations of one research design by the other. For example, whilst quantitative research design data collection methods study TVET influence on secondary schools on a shallow, wider perspective, qualitative do so on a deeper understanding thereby generating thick-explanatory data. It is on the basis of these that the researcher has made a sound, thick generalisation.

6.4.3.1 Quantitative Data Collection method and technique

The quantitative data collection method in this study is survey. Survey is about conducting a study on a very large population using the instruments or techniques – questionnaires and interviews. In this case, the questionnaires target covering a large population so that generalisation on the behaviour can be made. But since there is always a need for having detailed information in order to understand the behaviour better, some interviews are therefore employed. In this sub-section (quantitative), only questionnaires analysis appears regarding their formation and administration whilst interviews much detailed within procedure for qualitative data collection.

The researcher has followed within a scale of data, ordinal/ ratings enabling to detect the extent to which secondary schools acknowledge the influence by TVET for societal development by curricula‟s relevance. The researcher has attained a degree of responses using rating scales,

Likert scale, developed by Rensis Likert (1932) (Ary, Jacobs, Sorensen, Razeveid 2010: 209). This among quantitative ways of eliciting data is advisable on the ground that it covers differing degrees of opinions impossible in dichotomous and multiple-choice type questions. According to Cohen, Manion and Morrison (2007:345), the widest series of Likert scale includes such five options as 1=strongly disagree (SD), 2=disagree (D), 3=Undecided (UD), 4=agree (A) and 5=strongly disagree (SA). This has been adopted by the study in its questionnaires.

In this survey, the researcher has formulated closed-ended questions to test the hypothetical statements. Although such questions are difficult to construct, the researcher has found them easy to analyse (Ary et al. 2010:392). In the course of questionnaires construction, the researcher has fully ensured several fundamental attributes. Initially, the researcher has drawn operationalising questions from the specific questions to eventually achieve the study focus. Secondly, the researcher has made it a point that the questions are precise and concise while lastly, not leading and threatening (Cohen et al. 2007:263).

Ensuring data validity, the researcher drew operationalising respondents‟ questions from research questions as well as objectives. The researcher took full responsibility that questions address all aspects of the objectives to fully explore the study purpose (Kumar 2011:169). Sample further promotes validity of data through its representativeness thus enabling generalizability: internal and external validity. The researcher finally incorporated construct validity from which a degree of commitment in alerting secondary schools by TVET and curricula‟s relevance for societal development has been established. Concerning data reliability, the researcher established its aspects based on different groups of respondents in the same unit of analysis (Kumar 2011:171). Since having the same attributes, the researcher found generally the same results from such groups.

In administering the questionnaires, the researcher planned that he would present them and collect them the same day to avoid delay and failure to get back all of which. Also, he planned to meet the lecturers to take them to their classes to collect data. However, it happened differently at Motheo TVET College. The campus manager was observant enough to see a problem of delay and asked one lecturer to take the questionnaires administer them to his class which was to be in

in the evening that with the same class of N5 students. The researcher then set the date for collection. On the set date, the questionnaires were ready for collection. At Lerotholi Polytechnic, the students were undertaking examinations and many came for writing and at their own scheduled time for revision. The researcher, as a resort, decided to check the time-table and came on the day they write. Waiting near the door, he was holding questionnaires. As they came out, he called them, introduced the study and gave a questionnaire. All questionnaires were answered and received back. In the case of the lecturers, in both institutions, they were visited in their offices until 13 of them were met. This happened in the same manner at Lerotholi Polytechnic. All the 10 lecturers filled the questionnaires in the presence of the researcher.

6.4.3.2 Qualitative Data Collection Method and Technique

After the administration of the questionnaires, the researcher embarked on the next stage of data collection that is through interviews to validate or source more information. The researcher identified the prospective respondents and these were three lecturers, three students and one marketing officer in each of the two institutions. The process of validation is explained by (Bhattacherjee 2012:92) in another context as triangulation. It is indicated to have the same essence as the above which is proving the findings generated with the use of questionnaires. It is only qualitative methods that have the capacity to generate explanatory data and it has been for the need of such data in this study that interviews were applied to all lecturers, students and marketing officers. The researcher‟s alertness in balanced argument has remarkably assisted him find it worthy to yield some data from respondents‟ experiences catering for special cases not covered by questions. In which case clarity was essential by whichever party involved, prompting or probing instantly occurred (Trumbull and Watson in Djan 2014:102).

Prior to conducting interviews, the researcher prepared interview schedule with three mixed interview designs: fixed-alternative, open format questions and scales (Cohen et al. 2007:376), without any dominating, reducing study‟s validity compromise lying in their shortcomings. This initiative thus has culminated in generally what is a semi-structured interview. The fixed- alternative aspect is identifiable in gender and qualifications related data. Semi-structured questioning, with some variables, appears in eliciting data concerning explanation on TVET ways of sensitising secondary schools and relevance of their curriculum preparing productive

graduates in societal development. It is within this questioning that scale questions‟ nature (showing phenomenal degree), but without options, appears. With all these elements integrated, the researcher undoubtedly stands a chance to elicit thoroughly valid and reliable data. The researcher furthermore decides to apply direct and indirect questions (Cohen et al. 2007). The former is significant in attaining data on sex, qualifications and less sensitive data on experiences, attitude and opinion. The latter is of importance, in opposition, where information based on respondents‟ experience is sensitive.

In this study, fill in responses on sex and qualification data occur from direct questions. The semi-structured questioning interview technique, as with other questioning techniques, dictates the mode of response. Then tabular-like responses follow measures enhancing secondary schools‟ students in tertiary participation and relevance of TVET curricula and the last part of many questions has open-ended part to which respondents give reasons from their subjective point of view (Cohen et al. 2007:378).

Administering interviews, the researcher, at Motheo TVET College met first the marketing officer at the headquarters of Motheo TVET College on career awareness and infrastructural issues of the institution. Thereafter, the researcher went to Motheo TVET College campus at Hill‟s view where he met lecturers and students. The lecturers were visited in their offices. The students were found outside classes. The first N5 students met guided the researcher to others. Interviewing was performed with the short while as the interviews were just 6 in all. In the case of Lerotholi Polytechnic, one student was known and found met coming for study. It was this student who guided the researcher to find others (her colleagues). The researcher, then, happened to meet team-member while looking for any hub lecturer. In the case of other lecturers, the researcher was directed to their offices. To any respondent the researcher as bound ethically by research had to introduce himself thoroughly and precisely and requested permission in yielding data (Creswell 2012:206). In addition to this, the researcher alerted the respondents of their significant contributions regarding motivational presentations and curriculum relevance of tertiary TVET towards youth societal development. Asking questions, the researcher started from the top to the bottom of the interview schedule. Both interviews and questionnaires of the

lecturers made the researcher to spend some days in each institution. This resulted from appointments that were made with some.

Even in qualitative data collection method, the researcher thought of and implemented validity and reliability with the effect of scholarly respect. Validating data, the researcher considered first the study‟s specific objectives and research questions and matched them with field questions logically – face validity (Kumar 2011: 167). Forthwith, the researcher asked a range of field questions to elicit data to fulfill study focus - content validity (Kumar 2011:167). On the basis of data generated, it is the interest of the researcher clearly to indicate degree in variables indicating levels of measures for interest and curricula relevance to societal development generation in TVET – construct validity (Kumar 2011: 167) – for progress seek. Concerning reliability, the researcher has banked his trust in triangulating units of analysis testing consistency. The questions asked had variables in nature allowing testing reliability (Kumar 2011:168).