Evaluation of method

To be able to evaluate the extent of which the collection of data is coherent with the demands on use of method, the data and the method of data collection needs to be examined with focus on validity. This is done to evaluate if the study is to be considered valid, and evaluate the validity of the conclusion. Further, details that could be of relevance, such as the difference in final participants is discussed.

3.5.1 Validity and evaluation criteria

Different researchers create standards for validating research in different ways. Thus, many perspectives on the importance of validation has been described through the years, both following traditional and contemporary ways of thinking. One example of this is Lincoln and Guba (1985), who are cited in Creswell & Poth in their use of terms such as credibility, authenticity, transferability in their quest for establishing trustworthiness instead of the commonly used terms internal and external validation, reliability and objectivity (Creswell & Poth, 2018, p. 256). To check if the approach is valid, Creswell & Poth recommend that the researcher engages in at least two of their nine strategies that are frequently used: triangulation, disconfirming evidence, researcher bias, participant feedback, prolonged engagement, participant collaboration, external audits, thick description or peer review. This study has been continuously focused on peer review, which Lincoln and Guba define as the “devil’s advocate”. It should be someone who takes the role seriously, even it means that it “…produces pain for the inquirer.” (Lincoln & Guba, 1985, p. 309).

The “peer debriefer” in the case of this study the researcher’s mentor, who is tasked with asking tough questions about method and meaning to make sure the researcher stays honest to the research and its methods. The other validation procedure used in this study is the disclosing of the researcher’s bias. This is done so that the reader can understand the position that the researcher takes in the inquiry. Weiner-Levey and Popper-Giveon (2013), cited in Creswell & Poth (2018, p. 261), calls this “dark matter”, that is illuminated by the researcher, and too often omitted in qualitative research.

Given the background and motivation for conducting this study, the researcher’s bias is clearly a factor in the study that could have an impact on interpretations. As an active user of various music technology products, my intention to promote music technology may have been embedded in the study, both subjectively and unconsciously. During previous education programs within the field of music, the subject of music technology has repeatedly been favoured, which may have strengthened this bias. Throughout the interviews, as well as in analysing of the data collected, a neutral common ground has been attempted, voiding any colouring of statements and opinions expressed. As this is disclosed, there may certainly be occurrences that have slipped through, in either conversing during the interviews, or in discussion during analytical procedures.

In their book, Creswell & Poth (2018, p. 279-280) write about evaluative criteria for a good case study. As an example of that, they present Stake’s (1995) criteria for assessing a good case study report. Examples of these criteria are: Is the report easy to read? Is the case adequately defined? Were sufficient raw data presented? Are personal intentions examined?(Stake, 1995, p. 131). The characteristics of an exemplary case study according to Yin (2014) are also presented, which focus more on the description presented in a case study (Creswell & Poth, 2018, p. 280). They emphasise how the researcher has focused the case, if the case’s boundaries are clearly defined, if sufficient evidence is displayed and if the case is presented in an engaging manner (Yin, 2014).

3.5.2 Acquisition of final participants

According to Statistics Norway (abbreviated as SSB), nearly 40% of teachers in the music subject at mandatory schools (primary and lower secondary) do not have any formal education in the field of music. 17% have between 1-29 credits (Lagerstrøm, Moafi, & Revold, 2014), which is just below the official requirement of 30 credits to teach music at lower secondary schools and at primary schools in Norway (Ministry of Education and Research, 2015). This may have been a possible reason for the lack of willing participants for this study, as some teachers may not be comfortable participating in a study on a subject where they have little to no formal education. Another possible reason could also be lack of available time, which is also something that is mentioned during the interviews by participants. The e-mail that was sent out to acquire participants may not have reached the desired teachers in the first place. This is because the contact websites to the different schools do not display who works as a music teacher, and the schools would not give out that information when phoned either. This forced

me to rely on the schools’ forwarding system from the general email inbox. In some cases, the principal replied, telling me that their teachers were too busy to participate, and indicating that they decided on behalf of the teacher. This initial lack of respondents, for several months, caused me to inquire with my personal contacts for aid.

3.5.3 Difference in selection of participants

Because gathering participants proved unusually difficult for this project, I did not have the luxury to pick and choose and partner with whomever I wanted. The task of finding available time for two teachers at the same time as well increased the difficulty of the task. This is the main reason for the two interviews and participants being so different from one another as well as the small selection. If the participants had been more similar, worked at the same school level, for instance, the interviews would have been more easily comparable to each other. However, given that they differ, more factors come into play than if this had not been the case. There are obvious differences between primary schools and secondary schools when it comes to teaching, the students and in general how one acts as a teacher. Still, the interviews are nonetheless comparable for the purpose of this project, but with the bonus of having different participants and interview settings. If more elements or aspects were to be included in this study or future studies on the subject, for instance gender and school level, such a differentiated selection of participants would be very suitable.