Group interviews with

students PHASE 7 Data Verification Acclimatization Period (3 months) Site Research (4 months) Data verification (3 months)

3.8. Data Analysis

According to Bogdan and Biklen (1982), qualitative data analysis is a process of “working with the data, organizing it, breaking the data into manageable units, synthesizing it, searching for patterns, discovering what is important and what is to be learned, and deciding what you will tell others” (p. 145). In this study the researcher followed Creswell’s (2008) six steps in analyzing and interpreting qualitative data to ensure systematic analysis of the data obtained from interviews, classroom observations and document analysis. These steps include “preparing and organizing the data, exploring and coding the database, describing findings and forming themes, representing and reporting findings, interpreting the meaning of the findings, and validating the accuracy of the findings” (p. 244).

As this is not a canonical study, therefore the researcher analyzed and thematized the data in her writing-up. The data for this study involved observational data consisting of observational transcripts, audio-taped recordings, fieldnotes, classroom observation sheet, and the data from interviews consisting of teacher’s and students’ interview protocols, audio-taped recordings of interviews and interview transcripts as well as the results of document analysis.

The data collection and analysis were done simultaneously (Patton, 2002). So, information from the first observation and interview could be used to refine interview questions and helped me ask questions specific to the experience of the teacher.

In the current study, the researcher applied Nvivo 10 software to analyze the data using the constant comparative method. In the first phase of data analysis that is called ‘open coding’ the researcher read through all the transcriptions to develop the codes. During the process of open coding, the data is broken apart in an analytical way which leads to a grounded conceptualization (Strauss, 1987). Many codes were developed in this phase.

In the second stage which is axial coding, the researcher put the codes into conceptual categories and made relationship between subcategories and categories to make the data manageable. Then, in the third phase, the core categories that have emerged from the axial coding helped the researcher to refine the interview questions and gain more relevant data from interviews, observations and documents. However, as the analysis progressed, the initial codes were reclassified and the emergent themes were reformulated to find the final categories and summarize the data collected during 10 months in the selected school. A sample of the process of open coding applied in analyzing the data is shown in Appendix L.

It should be mentioned that, in Chapter 4, the pattern of social interaction among students and between teacher and students is illustrated in sociogram that is a diagram to depict pattern and structure of interactions at a specific point in time.

Patton (2002, p. 14) suggests that “in qualitative research, the researcher is the instrument”, meaning that in qualitative research the trustworthiness relies on the “skills, competency and rigor” of the researcher.

3.9. Ethical Guidelines

In order to minimize the ethical issues, the participants were exposed to the research objectives, the significance of their cooperation and the procedure of their participation, providing informed permission letter and keeping all the information confidential to ensure that the participants were unidentifiable throughout the study (Creswell, 2008).

As mentioned in passing, an informed permission letter (Appendix A) that provided the relevant information for participants was given to the principal of the selected school, the participating teachers throughout the study process as well as the students’ parents. Moreover, in order to conduct this study, the researcher obtained

approval from University of Malaya before proceeding with data collection and analysis. The researcher also got permission from the Ministry of Education (MOE) and state education department. All the approval letters are attached as appendix B.

The most efficient way to collect data is to apply a camcorder since it is a lot less distracting than making notes in the field and provides a verbatim record of the response information (Ary, Jacobs, Sorensen, & Razavieh, 2010). The memory of most observers usually is not reliable enough for meaningful research, thus a coding system involving video-recording what is observed is the best solution (Ary et al., 2010). So in the observations, the researcher should ask for permission from the participating teachers whether or not they are ready to be video recorded (Lichtman, 2009). However, the participants in this study did not agree to be video recorded; therefore the researcher tape-recorded the events during observations and interviews and this was to abide to the rules of research ethics.

Lack of a mutual reliable rapport between the researcher and participants is an important ethical issue in interviewing (Lichtman, 2009). Therefore, in this study, the researcher kept in constant contact with the selected participants. When the researcher is regarded as a close friend, the participants would trust the researcher and might forget that a research study is in progress (Ary et al., 2010).

Before and during the report process of this study, the researcher ensured the participants’ anonymity and confidentiality and used “pseudonyms or code numbers to keep track of what information come from whom without revealing identities” (Ary et al., 2010, p. 484). Moreover, participants took part in this study on a voluntary basis so they could withdraw from the study at any time without negative consequences.

During the data collection, the participants were ensured individual emotions, values, outlooks, as well as various needs rather than only ‘participants’ for the

research, and the obtained data in relation to the study were not shared with others outside of the research study (Creswell, 2008).

3.10. Validity and Reliability

With its focus on a specific context and process, case study is so unique. Thus, it is not generalizable to other contexts to ensure reliability. It is also undeniable that researchers’ bias might have influenced the data. However, in this study the researcher adopted some strategies to enhance validity and reliability.

Many researchers urge the use of various data collection methods, to reduce bias and to strengthen the research design (Patton, 2002). Using multiple methods to collect data intensifies the validity and trustworthiness (Gay & Airasian, 2000; Goldman- Segall, 1995; Merriam, 2009). Therefore, in this study the researcher adopted various data collection methods, namely, classroom observation, interviews and analysis of relevant documents. The researcher tried her best to avoid bias by ensuring objectivity in interpreting the data. Bogdan and Biklen (2007) mentioned that comprehensive and illustrative fieldnotes that consist of researchers’ reflections on their own bias and subjectivity determine the accuracy of the data.

Member check was another strategy used to ensure the credibility of the study (Merriam, 2009). To this end, during the transcription of the data, four different ‘checkers’ were used in order to ensure the reliability of the transcription before subjecting data to the coding processes. When coding was done a second coder checked the codes to minimize researcher bias to a greater extent. Also, the participants were later called for another session to read the coding of the data and when they agreed to the analyzed data, then only the researcher started to write the results of the study.

CHAPTER 4