THE PARADIGM THAT GUIDED THIS STUDY

The research was positivist and it only concentrated on objective, quantifiable, observable and measurable data to enable the researcher to observe frequencies and prevalence of violence in the schools. It was the most practical and purely scientific paradigm which could bring out the answers to the questions of this research without any ambiguity and controversy.

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The following question was the focus during this research as mentioned in chapter 1:

A Study of the Relations of Family and School Attachment to forms of Learner Violence in Secondary School Communities in Amathole Education District, Eastern Cape

The research question and sub-questions that guided this research were as follows:

What are the relations of family and school attachment to dimensions of adolescent-learners’ violent behaviours (verbal violence and physical violence) at school?

a) Does attachment to school relate to the (1) overall level, (2) prevalence and (3) frequency of verbal violence by adolescent-learners?

b) Does attachment to family relate to the (1) overall level, (2) prevalence and (3) frequency of verbal violence by adolescent-learners?

c) Does attachment to school relate to the (1) overall level, (2) prevalence and (3) frequency of physical violence by adolescent-learners?

d) Does attachment to family relate to the (1) overall level, (2) prevalence and (3) frequency of physical violence by adolescent-learners?

e) Does the pattern of results at (a) to (d) differ for adolescent-learners of different gender?

f) Does the pattern of results at (a) to (d) differ for adolescent-learners from different social environments (i.e. economically deprived communities and less economically deprived communities)?

g) What are the implications of the results above for violence prevention in secondary schools?

The main question and its sub-questions required the researcher to focus on:

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(1) Overall levels, measured by observation of frequencies in specific questions in the questionnaire

(2) Prevalence measured by observation of frequencies and means.

(3) Frequency of forms of violence by adolescent-learners measured by observing frequencies in specific questions in the questionnaire.

This question required the researcher to look deeply at the possibilities of correlations between violence and home and school attachment and to look at various variables that influence these primary caregivers and the adolescent learners. The nature of the question usually determines the type of paradigm and research design to be used (Maree, 2007). Only the positivist approach could produce measurable, reliable and valid answers to this question.

4.9.1 RESEARCH DESIGN

This study used the survey research design. Research design is defined as a structure of conducting a research (Trochim, 2006). It provides direction to the researcher in getting answers for his/ her research questions. It is also defined as a blue print or structure of a research (Creswell, 2003). It provides epistemological answers to the question under research. Brown (2002) argues that it guides the manner in which the study is to be conducted and it provides a frame work for the study. It puts into place conditions for the collection of data so as to align the research to its purpose. In actual fact the research design fulfils the philosophical arguments of the research paradigm. It decides the quantitativeness or the qualitativeness of the paradigm.

Design also determines how the researcher will deal with the data and with his subjects during and after research (Maree, 2007). It guides the researcher on matters of ethics and on methods of reporting findings. Hence the survey design chosen for this research was suitable because it determined how research instruments and data were to be administered.

4.9.2 WHY DO A SURVEY?

The research adopted the survey design as a way of conducting the research. The survey design is broad as it consists of asking people questions through the

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telephone, the internet, the questionnaire, and in many other emerging methods (Adams et al, 2007).

Despite the criticism that surveys lack imagination (Goldenberg, 1992) the following are the qualities of the survey design that influenced the researcher to use it apart from the dictates of the question:

4.9.2.1 UNIQUENESS

It gathers information not available from other sources. Thus the survey design enables the researcher to acquire original data to produce original information. Using a survey enables researchers to always find something new in the society (Payne and Payne, 2007).

4.9.2.2 NON-PROBABILITY AND PROBABILITY SAMPLING

It has unbiased representation of population of interest as most subjects are given equal chances to participate (Trochim, 2006). It is also flexible in that a researcher can still use the non-probability sampling if the sample is as big as the one used for this research.

4.9.2.3 STANDARDIZATION OF MEASUREMENT

Surveys gather the same information collected from all respondents making it easy for the researcher to deduce information. Surveys collect data from different points but all respondents respond to the same question using the same instrument making it easy for the researcher to be guaranteed of getting standard information.

4.9.2.4 ANALYSIS NEEDS

Surveys use data to complement existing data from secondary sources. Theories can be tested or verified using surveys. By virtue of being able to assess human behaviour in a large sample or population, what writers have said or hypothesised can be verified or tested within a short space of time.

4.9.2.5 CONVENIENT SAMPLE SIZE

This type of design which allows the researcher to use his/her discretion can enable the researcher to deal with big sample sizes within a short time (Creswell, 2003).

Hence the study was able to gather data from 317 adolescent learners, in more than

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10 conveniently chosen schools in the Amathole District within two months which could not have been done by other designs.