Data generation methods and techniques

Anney (2014) noted that triangulation involves the use of multiple data generation instruments, methods, sources or theories to obtain corroborating data. In addition, Yin (2013) believes that triangulation assists the researcher to reduce bias and to cross check participants’ responses. In this research study, the researcher employed two triangulation techniques one of which made use of

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the multiple researcher technique since an assistant researcher was engaged to capture videos during lesson observations, activity observations and interview sessions. Furthermore, data triangulation technique, that is, application of different data generation instruments, was also employed in this study.

Yin (2012) believes that the use of different sources, instruments and the number of schools may provide rigour in the research study because the greater the number the more replication and the greater the rigour. The use of triangulation of instruments in this research validates the results because this enabled the researcher to realise the credibility of the results

Observation guides were used to observe young learners as they engaged in activities as well as teachers as they taught mathematics to learners (3-8-year olds). The observation schedules were used to explore how teachers nurtured critical thinking skills to improve learners’ mathematical literacy. Interview guides were also used to solicit data from teachers on their perceptions of teaching critical thinking to young learners and the factors they thought were related to the teaching of critical thinking skills. Additionally, teachers’ responses were probed to explore why there was a need to impart critical thinking skills to young learners.

Data generation has been done in the form of structured interviews with early childhood development (ECD) teachers and video recordings of teachers conducting mathematics lessons or mathematical activities with learners in the3-8-year age range. Video recordings of young learners engaging in activities were also captured. An analysis of the video recordings was done as a reflective process for generating field notes to create a vivid picture of the lived experiences during data generation. The subsequent subheads focus on how different instruments used in the data generation process were administered.

4.5.1 Interviews

The present research study used structured interviews with a predetermined list of open-ended questions. Gary (2011) submits that a structured interview can be easily administered, and the responses easily coded. The use of in-depth interviews permits the researcher to obtain rich qualitative data which could not be acquired from observation alone. In the current research study, the researcher employed the use of open-ended questions in which each teacher was asked once while the assistant researcher was video recording the interactions. The videos recordings of the

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interviews were meant to be analysed latter to solicit data on how teachers nurtured critical thinking skills in young learners to promote mathematical literacy during the teaching of mathematics (See Appendix B). In order to enhance the chances of obtaining rich data, participants were allowed to respond in any language they felt comfortable with. Cohen, Manion and Morrison (2011) admit that interviews with participants must be as explicit and as detailed as possible. The interviews lasted between 45 minutes to one hour. To avoid disturbing lessons, all interviews were conducted in the classrooms of the respective teachers after young learners had finished their lessons. The advantage of using interviews was that the researcher further probed respondents for more details based on each participant’s response.

4.5.2 Observations

Mathematics lessons were observed and an observation guide with behaviour traits attributed to critical thinking was used right across all the age groups under study (see Appendix C).Learners’ actions were recorded and the actions done by teachers to support their charges were also noted. Gary (2011) suggests that the distinct feature of observation as a research process is its provision for an opportunity for the researcher to generate first-hand information from naturally occurring social situations. Videos recording and observations were recorded within a period of five weeks starting from school A to school F during the teaching of mathematics. Data was collected though interviewing, observing teachers teaching mathematics and observing the 3-4-year age group (ECD A), 4-5-year age group (ECD B), 6year olds (grade 1), 7-year olds (grade 2) and eight-year olds (grade 3) at each of the five schools. One week was spent on each of the five schools to make a total of five weeks of data collection. Cohen and Manion (2011) believe that, through observations, the researcher directly obtains what happens at the scene rather than relying on second-hand accounts.

Another observation guide was employed to observe young learners as they interacted and engaged in activities ( Appendix D). The young learners were observed while engaging in mathematical activities in groups ranging from 3 to 13 members per group to explore the critical thinking skills involved in what they said and what they did. Characteristics of critical thinking were recorded. The young learners were observed while they were engaged in activities in groups since the present research study is hinged on social constructivism. Sohel (2012) argues that young learners are usually observed when they are involved in their everyday activities but there may be occasions

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when there is need to set up specific activities to support specific observations. In this research study, observing young learners assisted the researcher to observe behaviours that might otherwise not been seen by merely observing teachers or by interviewing them. To make the best of learners’ observations, a systematic approach to observing each learner was ideal. Therefore, observations were deemed suitable for this research study because they assisted in gathering first-hand data. This was done by directly observing how teachers stimulated critical thinking skills in learners and how learners acquired critical thinking skills as they engaged in their activities.