Research design: sampling (The main study)

In this study, multiple sampling techniques were adopted. Purposive, cluster and random samplings were used at various stages of sampling process in order to suit with the needs and purposes of the overall mixed methods research design. I divided the s ampling process into two stages.

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5.7.1 Stage I: Determining the sampling based on demographic characteristics

Purposive sampling was used in selecting the institutes of teacher education/universities and primary schools due to time constraint and financial resources. It was chosen based on several criteria: general and specific.

a) General

i) Location: Peninsular Malaysia

Since Malaysia is geographically divided into Peninsular and East Malaysia, only institutes of teacher education, universities and primary schools that situated in Peninsular Malaysia were considered in this study. For the schools, I narrowed down my scope to one particular state in southern part of Peninsular Malaysia, Johor. I chose Johor because of personal and specific reasons. Personally, I live in Johor and thus, I am familiar with some of the locations. Specifically, Johor has eight districts: Johor Bahru, Kota Tinggi, Mersing, Pontian, Kluang, Batu Pahat, Muar and Segamat. Based on the statistics (EPRD, 2009), there are 7,655 primary schools in Malaysia. There are more than two thousands (2,268) primary schools in Johor. There are five types of primary schools in Malaysia: National, National Type (Chinese), National Type (Tamil), Special Education and Islamic schools (Government subsidiary). Based on ratio of primary schools in Malaysia, Johor has roughly balanced ratio for all different types of schools and thus, the selected sampling could be assumed to be representative of the sampling population.

b) Specific: Institutes of teacher education and universities (for pre service teachers)

i) Bachelor program

In 2006, the Ministry of Education changed one of its policies in which a bachelor program in primary school education can be offered by institutes of teacher education. Previously, institutes of teacher education only offered Diploma and Certificates in Education. In recent years, majority of the teacher training colleges have been upgraded i nto institutes of teacher education. However, among twenty seven institutes of teacher education in Malaysia, I narrowed my selection to those offering bachelor programs in primary education. Also, I only selected universities which offered bachelor programs in primary education. In

145 summary, excluding those institutions118 and also the ones which are situated in East Malaysia left me with 15 institutions (three universities and 12 institutes of teacher education) which fit with the characteristics of the sampling in terms of location and programs offered.

ii) Prompt reply

Due to time constraints, I decided to select the institutes of teacher education and universities which responded to my request to conduct the study at the respective institutions before first week of April 2009. There were only four institutes of teacher education and a university responded before mid-April 2009 and thus, only four were selected in this study. For the schools, I went to each school which I randomly selected and met the headmaster of each school to get approval.

5.7.2 Stage II: Determining the sampling based on research designs

In this study, two main approaches were used: quantitative and qualitative approach. Therefore, the participants were selected differently in both approaches to suit with the nature of the research instruments used in each approach.

a) Quantitative design (Survey)

After I received approval letter from the institutes of teacher education and the university, I went to the respective institutions to distribute survey questionnaires to the pre service teachers. After a discussion with the administrator and some lecturers, to minimise class disruption, I purposely chose students whose classes were either before lunch break or the last class of the day. This is to ensure that the students had ample time to answer the questionnaire without taking the questionnaire back to their respective accommodation.

In addition, for in service teachers, to choose the schools from the 2,268 primary schools all over Johor, I clustered the schools into two groups urban and rural. After identifying the schools I clustered the schools again based on type of schools national, national type (Tamil), and national type (Chinese). In summary, upon clustering the school s based on location and

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I excluded eight teachers’ training colleges which have not been upgraded as institutes of teacher education as well as universities which do not offer bachelor programs in primary school education might not fit with the needs of this research.

146 type, I randomly selected the schools from a list of schools in Johor. For the special education and Islamic schools, since there are only less than five special education and Islamic schools in Johor, I only conducted the study at schools which have granted me permission. The approvals from the headmasters of the selected schools were obtained as courtesy119. For the in service teachers, I gave them a choice either to fill in the questionnaire while been waited by me or to fill in the questionnaire when they are free and I would collect the completed questionnaire later on (a drop-off approach) as a measure to minimise any unnecessary disruption on their teaching schedules.

b) Qualitative design (Semi structured questionnaire and interview)

During the distribution of survey, I invited the pre service and in service teacher to participate in the interviews. Participants were given a choice to participate in the study and thus, the selection was based on their willingness and consent to participate in the study120.