Data Collection Methods

There are several methods associated with qualitative research, as mentioned previously, for example, interviewing, focus groups and observation. Due to the complexity of the issues being discussed, one-to-one, semi-structured interviews were deemed preferable to focus groups so as to give ample opportunity to participants to explain and clarify their experiences (Lewis and McNaughton 2014).

3.8.1 Semi-Structured Interviews

Interviews are a useful research instrument ‘when investigators are interested in understanding the perceptions of participants or learning how participants come to attach certain meaning to phenomena or events’ (Berg and Lune 2012, p. 115). Similarly, Schostak (2006) describes interviews as an extended conversation between partners which aims to uncover in-depth information about a certain topic through which a phenomenon could be interpreted in terms of the meanings interviewees bring to it.

The method of semi-structured interviews allows for flexibility in the way the interview is conducted and the adaptation of the pre-determined questions to suit the interviewees. This was important in this research as some of the participants were principals and some were teachers. Robson (2002) describes semi-structured interviewing as using:

...predetermined questions, but the order can be modified based up the interviewer’s perception of what seems most appropriate. Question wording can be changed and explanations given; particular questions which seem inappropriate with a particular interviewee can be omitted, or additional ones included (p. 270).

Denscombe (2014) contends that the time and effort involved in conducting interviews are most worthwhile when the researcher wishes to explore complex and subtle phenomena such as gaining opinions, emotions, feelings and the experiences of participants. Similarly, Berg and Lune (2012) state that semi-structured interviews give scope for further probing beyond the initial questions. This style of interviewing allows participants to develop their ideas

around the topics discussed throughout the interview (Denscombe 2014) and allows for a deeper understanding of the participant’s reality to be harvested.

Semi-structured interviews were therefore deemed the most appropriate form of data collection for this study. They require participants to reflect on and question their practices as well as critically evaluate their experiences. It is also, according to Merriam, ‘the best technique to use when conducting intensive case studies’ (2009, p. 88). The advantages of using interviews as a method of data collection is that it allows the interviewer to modify the line of enquiry if an interesting response emerges in a way that questionnaires cannot. According to Bell, an advantage of the interview is its adaptability:

A skilful interviewer can follow up ideas, probe responses and investigate motives and feelings, which the questionnaire can never do. The way in which a response is made (tone of voice, facial expression, hesitation etc.) can provide information that a written response would conceal (1999, p. 135).

3.8.2 The Parental Questionnaire

In an attempt to reach as many parents of children in Community National schools as possible, questionnaires were distributed to parents as the most suitable means of data collection. The use of an electronic questionnaire was considered the most appropriate way to engage parents for this study. Questionnaires are a traditional method of research design used in a variety of research fields. They are an efficient method for systematically collecting data from a broad spectrum of individuals and educational settings (Leedy 1997). Questionnaires provide anonymity and can help the researcher ‘learn about individual attitudes, opinions, beliefs and practices’ (Creswell 2012, p. 384). Questionnaires also provide a numeric description of trends, opinions or attitudes of a population (Creswell 2014). O’Leary describes questionnaires as a process that ‘asks a range of individuals the same questions, related to their characteristics, attributes, how they live, or their opinions’ (2014, p. 202).

This approach seemed most appropriate for this study as access to the views of parents can be challenging due to the constraints of time and family commitments. The parents associated with seven different school communities is also a large population size. Previous research conducted with parents in Community National schools using focus groups

also reported challenges due to cultural and language limitations (Lowe 2011). Therefore, an electronic questionnaire was deemed the most effective way to access the views of parents for this research.

According to Denscombe (2014) electronic questionnaires have a number of advantages when used in small-scale social research. They encourage completion due to web-based access, design and layout. The questionnaire can use a number of features from the software to reduce the possibility of errors during the process of completing the questionnaire and the software helps with the data processing. This ‘removes an element of the survey process where human error can occur’ (p. 179). Disadvantages associated with the use of electronic questionnaires include the lack of in-depth data that can be collected and the inability to probe answers for clarification or further consideration (O’Leary 2014). Creswell (2012) also cautions that web-based surveys may be biased towards a certain digitally literate demographic.

Questionnaires use a method of research that can employ both open and closed questions. Closed questions generally seek precise answers by offering the respondent a small set of responses to choose from. Open-ended questions do not impose these restrictions and seek deeper explanations and responses. The latter, however, can be difficult to collate (O’Leary 2014). In the context of this research, a number of closed questions were used to elicit data about the beliefs and motivations of parents when sending their children to Community National schools. A five-point Likert Scale sought to gauge parental attitudes to the guiding principles of Community National schools. Open questions were also used to gather the views and experiences of parents regarding any challenges that may arise for them due to their religious faith or belief.

Burgess (2001) cautions against long, unwieldy questionnaires and maintains that the key to a good questionnaire is the clarity of its aims and how the questions reflect the aims. The questions asked must be the right ones. ‘Respondents are more likely to commit to answer a questionnaire when they see it as interesting, of value, short, clearly thought through, and well presented’ (Burgess 2001, p. 5).