Data collection methods and procedures

Qualitative research data collection requires that the researchers dedicates him or herself in the participants’ space Neuman (2000). Anney (2014) agrees that one should be on site, being physically present as a researcher in the field, helps the researcher himself/ herself to gain a better understanding of the background of the study, which will lessen any falsifications of evidence that might arise. The researcher’s extended time in the field with the participants improves the trust of the respondents and provides a greater understanding of the participants’ culture and context. The lengthy time period in the field is important because a strong bond between the researcher and the participants increases. Being in the field can change the attitude of the participants and they may volunteer differently and often the more sensitive information can emerge and be shared openly than it did at the beginning of the study. Lengthy time period in the fieldwork helps the researcher to greatly understand the fundamental issues that might positively affect the quality of the data collection because trust can then be strongly established with study participants.

The data collection for the study was mainly conducted through interviews. For the purpose of this study, personal interviews and focus group interviews, which were semi structured in nature, were conducted. Focus groups interviews are beneficial because of their nature. Interaction among interviewees of focus groups likely to yield the best information because often interviewees are similar and cooperate with each other. Moreover, when time to collect information is limited, focus groups are useful, and, lastly, when individuals are interviewed on a one-on-one basis they may be hesitant to provide useful information (Kruger, 2000, Morgan 1988 and Stewart & Shamdasani 2015). However, they caution that with focus group interviews, researchers should encourage all participants to talk, share thoughts freely and not hesitant to express themselves. They add that at the same time, researchers should monitor individuals who may dominate the discussion.

Kruger (2000) continues by stating that carefully choosing the venue needs to be considered. The less eloquent and shy interviewee may present the researcher with less but pleasing data. For best

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results recording the participants discussions when conducting one-on-one or focus group interviews are recommended.

The choice of using these data collection methods was to better understand the narratives of the roles and experiences from the SBST and from the perspectives of teachers who received the support in dealing with learners who are experiencing barriers to learning in their respective inclusive classrooms. Cavana, Delahaye and Sekerana (2005) assert that personal interviews comprise an information gathering process where an interviewer and interviewee meet in person. Chilisa and Preece (2015) argue that in semi-structured interviews, it is claimed that the sequencing of questions posed are not the same for all participants as this rests on the individual’s processing thoughts and answers. Accordingly, Denzin and Lincoln (2008) believe semi-structured interviews are best used when you want to get more than one chance to interview someone to collect data. Semi-structured interviews with the classroom teacher participants and focus group interviews with the SBST were conducted.

Maree (2007, p.91) observes that a popular format for the focus group interview is a ‘formal structure’ where a researcher can start with a broad and less structured set of questions to draw participants into the conversation. Focus group interviews were conducted because data yielded provide the researcher with better understanding of the phenomenon under study. This might not have been otherwise available in a one-on-one interview.

I met with participants in an arranged quiet office for an interview which took nearly thirty minutes for each. At the completion of the interview, I gained a better understanding of the experiences of the participants because they were relaxed and comfortable with the process.

Throughout the of interviews, insights into the role of the SBST in the school were obtained and clarified and in-depth information on teacher support was based on school issues at which were discussed. Similarly, face-to-face personal interviews were held with each participant at a time and place convenient to them. Interviewing the SBST and classroom teachers individually provided me with the opportunity to ask probing questions and that happened when the last session with the focus group interviews was conducted. By so doing deeper and more insightful information was obtained. The interviews were audio recorded with permission for such recording from the participants of the study.

59 3.6.1 Instruments: Interviews

3.6.1.1 Individual interviews

Individual interviews were conducted with the aim of establishing the core information and afforded classroom teachers an opportunity to present their lived experiences of the role of the SBST in the rural primary school in the Embo area. An interview schedule with questions that focused on the role of SBST support in a rural primary school were prepared. Maree (2007) states that the interview schedule mostly describes the line of inquiry for the researcher to use during the data collection of the study.

Mason (2002) claims that all qualitative and semi-structured interviewing has certain central features which are common even though distinctions in their style traditions are recognised. Below are common features as adapted from Mason 2002, p. 62:

1.The interactional exchange of dialogue (between two or more participants, in face-to-face or other contexts).

2. A thematic, topic-centred, biographical or narrative approach where the researcher has topics, themes or issues they wish to cover, but with a fluid and flexible structure.

3. A perspective regarding knowledge as situated and contextual, requiring the researcher to ensure that relevant contexts are brought into focus so that the situated knowledge can be produced. Mason (2002, p. 1) lists some of the strengths of qualitative interviews that are sometimes lost from sight, she says that through them we can explore:

• the texture and weave of everyday life;

• the understandings, experiences and imaginings of research participants; • how social processes, institutions, discourses or relationships work; and • the significance of the meanings that they generate.

As a researcher, I employed follow-up questions in order to clarify any misunderstandings from the participants while the interview guide ensured that I collected similar data from the

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participants. I conducted interviews with each classroom teacher of each phase. The purpose of these individual interviews was to engage with classroom teachers who deal with learners who experience difficulties to learning in their classroom with the intention of obtaining their perspectives and experiences of their daily interactions with the SBST. I asked questions, listened to their opinions and views and gained an understanding of their lived experiences of the SBST role in their rural primary school. They shared ideas and information about the challenges they were experiencing about teaching learners experiencing barriers to learning in their classrooms and the support they received from the SBST. Individual interviews are more effective at producing a comprehensive variety of items point out Namey, Taylor and Eley (2017). The interviews conducted for the study were tape recorded to obtain raw data of these narratives. Each interview lasted between thirty to thirty-five minutes. Opdenakker (2006) confirms that using a tape recorder during interviews is beneficial because it is more accurate than writing notes. During interviews, I observed body language and facial gestures which were demonstrated by the participants paid my attention to the interviewee’s responses.

3.6.1.2 Focus group interviews

Focus group interviews are recognised by Stewart and Shamdasani (2015) as interviews which bring people together in different forms of communication. Among the types of focus groups, the single focus group is the common one. The discussion is interactive and about a subject by a group of all participants with a facilitator as one group in one place. This type of data collection has been widely used by both practitioners and researchers across disciplines which are different attest Ochieng, Wilson, Derrick and Mukherjee (2018). The latter further allude to the interviews of the focus groups as being dependent on the facilitator’s skills for success, who will be fully operational in guiding the group’s discussions till the end. The facilitator should possess certain number of techniques and skills to ensure that the issues are discussed broadly among other skills can be listening, observation or communication other skills.

Interviewees can communicate through the internet, video conferencing or physically in an office or at home. Nyumba et al additionally note that focus group interviews can serve as a stimulus for discussion when they occur in a natural environment like home or office. Correspondingly, Krueger and Casey (2015), assert that in focus group interviews, there is a better understanding in

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discussions about how people feel or think about a particular issue or rendered service. Participants are selected to participate because of common characteristics they possess. They recommend that the discussion must take place in a non-threating environment. A group of between five to twelve people can be led by a skilful interviewer who conducts the discussions in a relaxed atmosphere while seeking for ideas and perceptions of the interviewees so that they flow and the desired results be achieved.

Focus group interviews were held with the SBST to gather information about its constitution, the nature of support provided for teachers and any other information relevant to the study focus. Focus group interviews were held in one afternoon in a room arranged by the principal. This interview was an hour and thirty minutes long.

Focus group interviews create a space for sharing opinions about the manner in which the SBST provide support in a rural primary school. Namey et al. (2017) says that numerous sorts of sensitive and personal discoveries are more expected in a focus group setting, and that more themes can usually occur in the focus group setting. Wutich, Lant, White, Larson, and Gartin (2010) advise that amongst other things, there can be limitations in focus group interviews such as, the unwillingness of participants to share information, which I addressed by asking questions that did not evoke undesired responses from the participants. Focus groups interviews were used because the participants were understood to be the experts of their own life situations. The SBST had a role to play and had experiences of providing support to teachers, they knew where and when they had experienced challenges and what intervention strategies were employed to address these challenges in their rural primary school.