THE RESEARCH DESIGN AND METHODOLOGY .1 The research methods used

Essentially set in the hermeneutic interpretivist paradigm, this qualitative case study does incorporate quantitative techniques to a limited extent. The interpretivist or phenomenological approach is appropriate in this case study as it seeks to understand how people behave and experience reality in their natural settings (see Creswell, 2007:37; Drew, Hardman and Hosp, 2008:185), more specifically how teachers interpret and make sense of their actions and experiences as they teach the AIDS curriculum in their natural settings – namely the schools. The choice of the case study is justified by the fact that it is a methodology that captures the unique and dynamic aspects of contexts by investigating the unfolding interactions of events

and other factors in a unique instance (Cohen, Minion and Morrison, 2007:251). The multiple realities being investigated in this study are so complex that a single methodology is inappropriate. I consider as critical to this study, Drew et al’s.

(2008:188) observation that methodological triangulation is necessary for corroboration of the data and enhancement of the reliability and validity or trustworthiness of the findings. For triangulation purposes therefore I will undertake small-scale quantitative analysis of data in addition to the qualitative methodology employed.

As the key research instrument, I will enter the field to collect evidence personally and directly.

1.11.1.1 Methods of data collection

Insights into the practical, real lived experiences of participants (teachers in this case study) operating in their practical situations are best obtained by means of qualitative techniques (Taylor and Wallace, 2007:85). This justifies the use of documentary analysis, lesson observations and post-lesson discussions to collect data on teachers’ adaptation of the curriculum and semi-structured interviews to collect data on factors that teachers perceive as opportunities or obstacles to their implementation efforts concerning the AIDS curriculum. The data collection instrument of document analysis was preferred because of its promise of minimal reactivity since ideas about the curriculum were documented in the absence of the researcher. Lesson schemes/plans are potentially original, truthful interpretations of individual teachers’ ways of implementing the curriculum. Documents are tangible manifestations that describe participants’ experiences, knowledge actions and values McMillan and Schumacher, 2010:321). Lesson observation, despite senilities from participants being observed, allows the researcher to directly see and record participants’ behaviours and enable the researcher to generate ideas about how and why behaviours occur (Baker and Lee, 2011:1437). Interviews are effective for accessing participants’ perceptions, meanings, and construction of reality in their own terms (Punch, 2009:144). According to Hobson and Townsend (2010:228) interviews create a conversational relationship between the researcher and the participant, providing a richer, deeper understanding of the phenomenon under

investigation. Details of the data collection procedures followed for each of the research questions are provided in Chapter 3.

1.11.1.2 Sampling

Purposive sampling will be used, in heeding Creswell, (2007:118) and McMillan and Schumacher’s (2010:325) assertion that this sampling method allows for the selection of information-rich cases from which the researcher will discover, understand and gain insight into the phenomenon under investigation. For uniformity of interpretation and facilitation of post-lesson discussions (see Punch, 2009:162) the study will employ purposeful homogeneous sampling where participants with similar traits will be involved (Creswell, 2005:206; Punch, 2009:162). Thus 3 (n= 3) Grade 6 class teachers who are known as the best AIDS teacher educators and are actively involved in teacher development on HIV/AIDS teaching will be chosen.

These will be drawn from a total of three schools with maximal variance from the Gweru Urban and Lower Gweru Rural school districts.

1.11.1.3 Data analysis procedures

The inductive, along with the deductive content analysis techniques based on the grounded theory approach (see Hsieh and Shannon, 2005:1279; Zhang and Wildemuth, 2007:3) guide this interpretive study. This approach is relevant since the study seeks to establish a thick description that is, a substantive, accurate and vivid picture of the phenomenon under inquiry (Drew, et al., 2008:348). The objective of this study, namely to generate concepts or categories to build a strategy (in this case a comprehensive strategy for implementation of the AIDS curriculum) (Elo and Kyngas, 2007:110), justifies the use of this approach. As it involves open coding and it creates categories and abstraction, inductive-cum-deductive content analysis is appropriate in the generation of a general explanation of teachers’ implementation of an educational programme. In the process theoretical generalisations are drawn from data on particular aspects of the phenomenon being investigated. I view qualitative research as a participatory social action in which the researcher and the participants are on an equal footing regarding their views (see Guthrie, 2010:9).

Therefore I combine emic, etic and negotiated perspectives of data collection and

analysis to derive a well-balanced, credible description of the phenomenon.

Detailed data analysis for each of the research questions is provided in Chapter 3.

1.11.1.4 Ethical considerations

As is customary with qualitative research, I will seek and obtain permission to gain access to the research sites and the participants by consulting with the relevant gatekeepers (see Creswell, 2005:210) in this case school heads at the research sites. Following Creswell’s (2007:138) advice, I will first build trust and confidence in the participants and reveal general information about the study. I will also explain to participants the benefits that they could derive from their participation in the study by defining the research, contributing their interpretations to the data analysis and knowing the results (see Guthrie, 2010:11). The costs in terms of time and effort that will be incurred will also be explained.

In compliance with Creswell’s (2008:33) advice I will seek permission to conduct this study by obtaining ethical clearance from the Nelson Mandela Metropolitan University Human Research Ethics Committee. I will then seek informed consent to conduct the study in schools from the relevant education management authorities, namely provincial education directors, school district education managers, and school heads. I will assure these authorities of anonymity and confidentiality in the treatment of information and inform them of the purpose of the study. Informed consent will be sought from the participants (the teachers) who will, in compliance with Drew et al.’s recommendations (2008:72) be informed about the purpose and methods of the study, its demands and the risks involved. I will also emphasise to participants that participation in the study is purely voluntary, and that they have the right to withdraw from the study at any time. To ensure confidentiality of information the researcher undertakes not to disclose information provided by the participants (Guthrie, 2010:11). To prevent violation of the participants’ right to privacy anonymity will be assured and observed. This will be achieved by using fictitious names or pseudonyms and interview codes to disguise the participants ‘identity (Drew et al., 2008:72; Guthrie, 2010:11).

1.11.2 A summary of chapter 1

This chapter explained the background of the study and the rationale for the study and provided a statement of the problem. It formulated the central research question, which guided the derivation of the specific sub-problems and research objectives of the study. The purpose and significance of the study were also clarified. For purposes of this study, key concepts were defined for uniformity of interpretation. A brief explanation of the conceptual/theoretical framework was given, as well as the research design that was employed.

1.11.3 Outline of the study

In this chapter I have presented a broad overview of the issues involved in this study, and I have introduced the research problem. In Chapter 2 a critical argument will be presented for a perspective of understanding the implementation of a curriculum by examining implementation factors that impact on teachers’ change efforts. This argument will be made through employing the conceptual lenses of the phenomenological approach to educational change and cognitive sense-making as proposed by Honig’s (2006:16) model and the related curriculum adaptation/mutation theoretical position that I have adopted. Chapter 2 therefore lays the theoretical foundation for the study, by articulating theoretical curricular issues pertaining to adaptation of the AIDS curriculum. In Chapter 3 I present an extension of the literature review by providing a description of various HIV/AIDS curricula. In Chapter 4 I present a detailed description of the methodology that structures and guides this research. Chapters 5, 6 and 7 which present the data involve a description of the configurations that the three teachers in the sample portray as they implement the curriculum. I also describe the meanings that the three teachers ascribe to their lived experiences regarding those factors that they perceive as presenting opportunities and obstacles in their policy mediation. In Chapter 8 I analyse and discuss the findings. In Chapter 9 I present the implications of the study for policy and practice, and present a proposed comprehensive strategy for improving the implementation of Zimbabwe’s primary school AIDS curriculum.

CHAPTER 2