Methods of data collection

Generally, qualitative researchers use three main methods for collecting data, namely observation, interviews and records review (Mertens 2010:241). Therefore, in an attempt to present adequate data to support the findings of the study, the researcher used semi-structured interviews, observation and documentary analysis. This would further allow for triangulation (see chapter 1.3.6) where the use of more than one method of collecting data is used. Triangulation facilitated the trustworthiness of data as well as it assisted in understanding human behaviour by studying it from more than one perspective.

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4.3.1.1 Semi-structured interviews

Koshy (2010:85) states that a researcher should conduct interviews to gather responses which are more in-depth and informative than questionnaire data. The advantages of interviews are delineated by Koshy (2010:88):

• Interview transcripts provide powerful evidence when presenting data and making conclusions.

• Interviews can provide a relaxed context for exploration.

• Information from interviews can supplement what has been gathered from other methods of data collection, for example observation and documentary analysis.

• The interviewer can steer the discussion through a fruitful route. • Interviews can often provide unexpected but useful perspectives.

The researcher had selected semi-structured individual interviews as one of the methods of data collection. In a semi-structured interview, the researcher prepares a set of questions in addition to a set of sub-questions. This is used to further elicit ideas in order to gather more information (Koshy 2010:87). A semi-structured interview allowed for further clarification and elaboration. Furthermore, a semi-structured interview ensured coverage of the important issues, yet allowed for flexibility in the participant’s response.

A one-on-one interview will reveal information about the worldview of a single individual in terms of the phenomenon that is researched (James, Milenkiewicz & Bucknam 2008:69). For the purpose of this study, one-on-one in-depth semi-structured individual interviews with three principals and the educator in each school that is responsible for pre-vocational skills training revealed information about the respondent’s perception on inclusive education and their understanding and promotion of vocational training.

The main disadvantages of interviews expressed by Koshy (2010:88) are that interviews are time consuming. Further, the presence of the interviewer may make interviewees nervous and uncomfortable and this may bias their responses. However, the researcher overcame this limitation by attempting to be completely objective.

64 (2010:242-243):

• Establish rapport by providing assurances of confidentiality. • Focus attention on what the person is saying.

• Sequence questions from general to specific.

• Use a constructive framework to structure questions of a critical nature; • Place answers in perspective and ask for clarification.

In order to establish full potential of the interviews, the interviews were tape-recorded (with the consent of the respondents). The researcher is aware that a disadvantage of tape recording is that it does not capture non-verbal communication such as mannerisms, posture and facial expressions. A further disadvantage is that this recording can be intimidating to the participants. However, the researcher recorded the observations of the interview as unobtrusively as possible. The researcher also attempted to keep interviewees as comfortable as possible.

During the interviews, participants were assured of anonymity so that they felt comfortable in articulating their views and expressing their opinions.

4.3.1.2 Observation

Welman et al. (2005:194) mention two types of observation, namely participant observation and non-participant observation. In participant observation, the researcher assumes an active role by participating in the group or event that is being studied. The researcher decides on the degree of participation, bearing in mind that it remains the task of the researcher to watch the activities and experiences of the group closely with a view to writing them down.

According to Blanche and Durrheim (1999:134) the interpretive approach to research emphasizes studying events as they naturally unfold. Therefore, observation generally takes the form of participant observation where the researcher becomes fully involved in the setting being studied.

Non-participant observation refers to observing actions and interactions by being a “fly on the wall in the classroom or sitting at the edge and taking field notes” (Rose & Grosvenor

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2001:31). A further clarification of non-participant observation is articulated by Creswell (2012:214). He states that non-participant observation involves an observer recording observations without becoming involved in the activities of the participants.

For the purpose of this study, the researcher conducted in-depth observations of a participatory as well as a non-participatory nature of three learners with special education needs in each school, carrying out their school jobs/tasks assigned to them as part of the vocational training and transition planning programme. Since the presence of the observer who is unfamiliar to the learner, may have an effect on the behaviour to be observed, the researcher interacted with learners to allow the learners to become familiar with the researcher’s presence. However, a somewhat detached position was also maintained to allow the researcher to observe the actions and experiences of the learner in addition to writing field notes (Welman et al. 2005:170) (see section 1.3.5).

Observation can be very useful when examining workplace behaviour since it is possible to observe an individual’s physical actions, non-verbal behaviour (such as tone and body language) and the time taken to perform tasks (Welman et al. 2005:170). Therefore, in addition to observing learners involved in prevocational activities within school, the researcher also accompanied learners to their specific places of work out of school. In this regard, permission to observe learners was sought from the respective service providers.

4.3.1.3 Documentary analysis

Scott (in Rose and Grosvenor 2001:50) defines a document as a written text. For the purpose of this study, documents such as schools’ mission statements and documents from non- governmental organisations pertinent to the investigation, served to corroborate the evidence obtained from other sources, namely interviews and observation.

Koshy (2010:90) mentions the following advantages of gathering documentary evidence:

• Documentary evidence can provide insights into a situation where research takes place.

• Documentary evidence provides information without too much effort.

66 accessed through documents.

• Documents can support other forms of evidence collected.

An advantage of documentary evidence as an important component to this study is articulated as follows by Koshy (2010:89) “… [D]ocumentary evidence can be very illuminating, especially when you are comparing what is claimed and what has happened in practice”. In this study, documentary analysis served to corroborate responses from interviewees.

McDonald and Tipton (in Punch 2009:199) emphasize that in addition to documentary evidence, triangulation is required to ensure the credibility of the study. In this regard, as mentioned in section 4.3.1 the researcher employed interviews and observation to ensure the credibility of the study.