3 CHAPTER
3.4 METHODS AND INSTRUMENTATION
The methods used in this study were a questionnaire, interviews and observations. According to Gay and Airasian (2003), a questionnaire is appropriate for a study because it permits the respondents to have freedom in terms of responses. It also allows for data collection from a large population like that of teachers and learners. A questionnaire requires less time to answer and analyze and is less expensive
42 (Airasian and Gay 2003). Most of the teachers in my study filled in the questionnaire relatively quickly because many people are familiar with questionnaires. Nearly everyone has had some experience completing questionnaires and they generally do not make people apprehensive. I was able to get the completed questionnaires within the expected time. The fact that questionnaires can be answered anonymously made it easy for the respondents to answer the questions more confidently and candidly. Questionnaires reduce bias because the researcher would not be present to influence the respondent to answer questions in a certain manner because there are no verbal or visual clues to influence the respondents (Babbie et al. 2007). This increases the reliability and the validity of the data.
Although there are several advantages of using questionnaires, there are also some disadvantages. Firstly, the disadvantage of questionnaires is that misunderstandings may occur. Due to the fact that the questionnaire is standardized but impersonal, respondents may find some ambiguity. (Ackroyd & Hughes 1981). Secondly, the accuracy of the answer or response may not be high. (Punch 2003). This may generally be for various reasons such as respondents not willing to reveal too much of information to the questionnaire or their answers might be influenced by other respondents. I tried as much as possible to use simple and clear wording to avoid ambiguity and to make each respondent feel competent in responding to the questions without much consultation. All questions were in closed format form. I also assured the respondents that feedback of the research project would be given once the research is completed. This was a great motivation for the teachers to complete the questionnaires.
There is also a risk of getting a low rate of response to the questionnaires you sent out (Babbie et al. 2007). Some people may not like or enjoy completing a questionnaire. In my case two teachers did not return the questionnaire. To compensate for this I had issued 32 questionnaires. I was still able to get back questionnaires of 30 teachers.
In the study I also used interviews to generate data. Qualitative interviews may take several forms: the informal conversational interview, the interview guide approach, and standardized open-ended interview (Regehr et el. 1998). These forms all vary in the degree of structure and planning and the comparability of responses in data analysis. In the informal conversation interview, the questions emerge from the immediate context and are asked in the natural course of events (Regehr et el. 1998). There is no predetermination of question topics or phrases. In the interview guide approach, topics are selected in advance (Regehr et el. 1998). The researcher decides the sequence and the wording of the questions during the interview. Both conversational and the interview guide approach are relatively conversational and situational. In the standardized open-ended interview, participants are asked the same question in the same order, thus reducing interviewer flexibility (Regehr et el.1998).
43 Furthermore, the same author who maintained that standardized wording of questions may constrain and limit the naturalness and the relevance of the response.
In this study I combined the use of the interview guide approach and formal conversation interview within a group context by using the focus group interview method. I conducted face-to-face focus group interviews with six groups of learners in the intermediate phase. A Focus group could be defined as a group of interacting individuals having some common interest or characteristics, brought together by a moderator, who uses the group and its interaction as a way of gaining information about a specific or focused issue (Krueger 1988).
A focus group is typically comprised of seven to ten people who are unfamiliar with each other. These participants are selected because they have certain characteristics in common that relate to the topic of the study. The moderator or interviewer creates a permissive and nurturing environment that encourages different perceptions and points of view, without pressuring participants to vote, plan or reach consensus (Krueger 1988). The group discussion is conducted several times with similar types of participants to identify trends and patterns in perceptions. Careful and systematic analysis of the discussions provides clues and insights as to how a product, service, or opportunity is perceived by the group.
I commenced by establishing rapport with the potential participants in order to gain their cooperation. In this type of interview I was able to clarify ambiguous questions and where appropriate sought follow- up information (Leedy & Ormrod 2001). To guide the focus group interviews, I developed a focus group interview schedule.
I also generated data in this study through observations. Observations are useful to researchers for a variety of reasons. They provide researchers with ways to check for nonverbal expression of feelings; determine who interacts with whom; grasp how participants communicate with each other and check how much time is spent on various activities (Schmuck 1997). Observation allows researchers to check definitions of terms that participants use in interviews, observe events that participants may be unable or unwilling to share when doing so would be impolitic, impolite, or insensitive. Moreover, one observes situations that participants have described in interviews, thereby making them aware of distortions or inaccuracies in the description provided by those participants (Marshall & Rossman 1995).
I engaged in classroom observation of intermediate phase teachers. All the classes in grades 5, 6 and 7 were observed. The classroom observation was done twice in each classroom. The lessons lasted
44 from 30 to 45 minutes depending on the subject area, this enabled me to see and hear what was occurring naturally in the classrooms.
By observing naturally occurring behaviour I was able to enrich my understanding of the phenomenon being studied, namely; the intermediate phase learners and the strategies applied in motivating them to learn. In addition, an observation schedule was developed (see Appendix I). The observation schedule was structured in order to observe events and incidences covered in the questionnaire and the focus group interviews. I wrote notes of my observations in regard to the areas reflected in the observation schedule.