The trustworthiness and validity of a qualitative study refers to the measures that the researcher takes to ensure that the findings are an accurate representation of the participant’s experience. This includes credibility, transferability, dependability and confirmability (Ravitch & Carl, 2015).
3.9.1 Credibility
Trustworthiness can be established in qualitative research by ensuring that data is auditable and interpretations are credible (Moule & Hek, 2011). Credibility refers to the researcher being cognisant of all the complexities that may arise within the research process and the ability to deal with patterns that are not easily explained (Ravitch & Carl, 2015). These complexities were addressed and meaningful information was gathered by choosing a research design and data collection process suitable to my research question.
Credibility is further understood as the extent to which qualitative researchers can demonstrate that their data is accurate and appropriate (Tight, 2017). I made use of respondent validation as a technique to ensure that recorded data is a correct representation of participants’ meanings and experiences. Respondents were asked to clarify unclear responses and to comment and confirm the research findings. Whereas participants were asked to reflect on the positive outcomes achieved by Grade 2 learners during their Grade 1 and 2 years, there was a risk that information based on their memory would not necessarily reflect sound factual knowledge. I therefore required of them to refer to factual documents from 2017-2018 (such as class work, reports or Individual Education Plans (IEPs)), to motivate the ratings of identified learners.
The use of various forms of data throughout the data collection process (triangulation), such as individual interviews, document reviews and focus group interviews, further confirmed insights gathered from various participants and thus ensured credibility (Ravitch & Carl, 2015).
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Transferability refers to how qualitative studies can be relevant and applicable to broader contexts, while still being true to the richness of its own context (Tight, 2017). I attempted to ensure transferability by providing a detailed description of the data as well as the context to make it possible for readers to compare the study to other contexts. Readers can hereby transfer aspects of the study by taking different contextual factors into account without replicating the design and findings (Ravitch & Carl, 2015).
I was however aware of the fact that my research site is a private school situated in an upmarket area with various resources at its disposal. With normal mainstream and full-service schools being expected to adopt a more inclusive approach and establish a caring environment, I recognised that some schools may not have all the resources required to make this a reality. I was hoping that my research findings would reveal some practical and cost-effective methods that might assist these schools in integrating community resources into the transdisciplinary approach in order to better develop resilience in Foundation Phase learners with SpLD.
3.9.3 Dependability
Dependability is regarded as the data’s stability over time. The researcher is hereby expected to form a logical argument for the data collection process, with the data answering the research question. This can also be ensured by triangulation, together with an explanation as to why the particular data collection was chosen as a means to answer the research question (Ravitch & Carl, 2015)
The various forms of data collection that I selected for the research study such as individual interviews, document review and focus group interviews allowed for thick description and confirmation of insights obtained from participants. I justified my choice of qualitative rating scales and questionnaires, individual interviews, document review and focus group interviews as means to collect data in relation to the research question in Section 1.7.3-1.7.4.
3.9.4 Confirmability
Confirmability refers to researchers being aware of the influence that their own subjective views may have on the research process (Ravitch & Carl, 2015). Another definition describes confirmability as recognising the role of the self in qualitative research and keeping an open
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mind. This was assured by my attempt to not neglect data that did not fit the preferred analysis and also by considering rival or alternative explanations (Tight, 2017).
I strived towards developing greater self-awareness by means of reflexivity. This refers to conscious self-reflection on the influence that my own subjectivity may have had on the research process. I took constant stock of my actions and role as a researcher (see 3.4) (Ravitch & Carl, 2015).
I was cognisant of how participants responded to me and how the research setting may have affected them. This was a consideration in my choice of conducting interviews with parents/caregivers separately from the focus group, as there was a chance that the focus group environment might influence their objective responses. I further provided participants in the focus group interviews with an agenda presenting possible discussion points beforehand. This minimised my interaction with them and allowed for their responses to be more objective.
CONCLUSION
This chapter described the selected research approach, paradigm and design in line with the research question and relevant literature. It further provided insight into the selection of the site and participants by discussing the procedures that were followed and data sources that were used in the selection process. It then discussed the research process, gathering of data and analysis framework. The role of the researcher was considered together with the risk of possible research bias. The Chapter concludes with the procedures followed to ensure that the research was conducted in an ethical manner, ensuring the study’s trustworthiness.
The following chapter focuses on the data analysis in an attempt to understand and describe how the transdisciplinary approach was implemented to support Michael and how he appeared to benefit from its implementation through the process of thematic content analysis.
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CHAPTER FOUR
DATA ANALYSIS AND FINDINGS
4.1 INTRODUCTION
The focus of this chapter is on data analysis, to understand and describe how the transdisciplinary approach was implemented to support Michael and how he benefited from its implementation. The process of thematic content analysis was followed. Emerging themes are described with supporting evidence from the questionnaires, individual parent interviews, focus group interviews and relevant documents. Verbatim responses are included to enhance the clarity of the analysis of the results. The interpretation and discussion of the findings will follow in Chapter Five.