Quantitative research perspective

Creswell (1994: 6) asserts that “a quantitative study involves an inquiry process generally based on testing a theory composed of variables, measured with numbers and analysed with statistical procedures, in order to determine whether the predictive generalisations of the theory hold true.”

3.3.2.1 Advantages of quantitative approach

 The setting is highly formalised and more explicitly controlled (Mouton & Marais, 1990: 155). The study will be conducted within a particular institution (in this instance, specific schools in the area), with certain respondents identified and chosen with respect to their roles and responsibilities so as to complete the questionnaire.

 The questionnaire can be seen as being close to physical science as an instrument of testing (Mouton & Marais, 1990: 155).

 By using a survey method, and a questionnaire in particular, internal control and reliability of the construct investigation into the factors that influence the implementation of the NCS (Mouton & Marais, 1990: 170).

3.3.2.2. Qualitative research perspective

Delport (in De Vos, 2002: 79)maintains that qualitative paradigm stems from an anti-positivism and interpretative approach, which then makes it essentially holistic. The main aim of the qualitative researcher is to collect data and to study the relationship between one set of data and another. In the process, data are measured using scientific techniques that are likely to produce generalisable conclusions.

A qualitative methodology, therefore, rests on the assumption that valid understanding can be gained through accumulated knowledge acquired first-hand by a single researcher. Methods such as participant observation and unstructured interviews are used so as to acquire an in-depth knowledge about the phenomena. (Fouché and Delport in De Vos, 2002: 80).

On the basis of the information provided above, the researcher maintained that, due to the fact that he was required to go through the research cycle more than once, has helped to increase the reliability of the study. For example, the initial assumptions and categories were checked against the data, and were then adapted. The researcher was also equally aware that repeating the research cycle was of value, but that this process did not ensure that the findings would have high reliability. This is due to the face that the qualitative approach is subjective and impressionistic, and the ways in which the information is categorised and interpreted often differs considerably from one investigator to another. The researcher has tried to avoid being influenced by biases and theoretical assumptions, but attempted to understand the study participants as rounded individuals in a social context.

3.3.2.3. Advantages of qualitative approach

 The researcher is the primary instrument in collecting data. Through an inductive process, builds abstractions, concepts, hypotheses and theories from the details of data collected. This process will inevitably lead to the establishment of the benchmarks demonstrated in a contextualised setting by implication of the NCS framework (Creswell in Mouton, 2001: 148).

 Due to its limitations, qualitative research normally investigates smaller groups so as to ensure quality. In this particular study, the researcher has made use of interviews, as well as naturalistic research (Denzin in Mouton, 2001: 148).

Patton, Hoepfl and Meulenberg-Buskens in Matobako (2007: 26) assert that the qualitative approach is considered significant in contributing towards rich, informed and insightful research outcomes as a result of the following:

 It is oriented towards the respondents;

 it emphasises the contextualisation of the process of knowledge construction;

 it presents itself as an open and flexible method in the area of research design;

 validity and reliability of the research results tend to, to a large degree, be dependent on the researcher‟s skill and sensitivity;

 the scope of such research tends to be on a small scale;

 it creates synergy among respondents, as they build on each other‟s comments and ideas; and

 it creates an opportunity for a researcher or interviewer to observe, record and interpret non-verbal communication signs, which are valuable during interview or discussions and analyses.

Over and above the foregoing justification, it should also be observed that qualitative methodology recognises that the subjectivity of the researcher is intimately involved in scientific research. Subjectivity guides everything from the choice of topic that one studies to formulating hypothesis, selecting methodologies and interpreting data. With qualitative methodology, the researcher is encouraged to reflect on the values and objectives he/she brings to the research, and how these affect the research project.

Other researchers are also encouraged to reflect on the value that any particular investigator utilises (Gergen in Matobako, 2007: 27).

3.3.2.4 RESEARCH DESIGN AS WORLDVIEWS, STRATEGIES AND METHODS

According to Creswell (2009: 16), “worldviews, strategies and methods all contribute to a research design that tends to be quantitative, qualitative or mixed. Table 1.4 creates a distinction that may be useful in choosing an approach. This table also includes practices of all three approaches. Typical scenarios of research can illustrate how these three combine into a research design”.

 Quantitative approach-post-positivist worldview, experimental strategy of inquiry, and pre-and post-test measures of attitude. In this scenario, the research tests a theory by specifying narrow hypotheses, and the collection of data to either support or refute the hypotheses. An experimental design is used in which attitudes are assessed both before and after an experimental treatment. The data are collected on an instrument that measures attitude, and the information is analysed using statistical procedures and hypothesis-testing.

 Qualitative approach-constructivist worldview, ethnographic design and observation of behaviour. In this situation, the researcher seeks to establish the meaning of a phenomenon from the views of the participants. This means identifying a culture-sharing group and studying how it develops shared patterns of behaviour over time (i.e. ethnography). One of the key elements of collecting data this way is to observe participants‟ behaviour by engaging in their activities.

 Qualitative approach- participatory worldview, narrative design, and open-ended interviewing.

Table 3.2 below shows the selection of a research design: qualitative, quantitative, and mixed methods approaches.

Tend to or typically Qualitative approaches

knowledge claims  Pragmatic

knowledge claims

experiments  Sequential, concurrent and

participants

A wide range of aspects have been covered in the research design to ensure that an area of interest is systematically studied. A research design is a basic plan of study.

The term research design, therefore, refers to how the study is to be carried out (Imenda and Muyangwa, 2006: 92). The research design is further described as the

“plan” or “blueprint” of how one intends to do the research study (Mouton, 2001: 55 and Thyer, 1993: 94). According to Nyanjui (2009: 9), a research design is “the conceptual framework within which the research will be conducted. Some scholars have called it the blue print of the research. The research design is meant to ensure efficiency of the