Research Instruments of this Study

Generally speaking, if the research instrument is carefully designed to ensure that the significant data are collected, the degree of validity will be higher, i.e. to guarantee the authenticity. Igwe points out that:

A good research paper must be able to provide valid and convincing support for its findings and conclusions. This can only be achieved through detailed and deep probing of the topic. For this reason, what a particular research intends to cover should never be too ambitious, too general or vague. Precision is essential and limited to a specific problem or question.

(Igwe, 1993: 17-18)

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Igwe suggests that textbooks are usually not the best sources of information for research papers because “they are mostly written on established facts and not so much on the evaluation of the evidence on which they were made, as is principally the case with research” (1993: 15-16). Igwe advises that journals are better sources of information for research papers because journal articles are written and published much more quickly than books and the contents are usually much more up to date.

Furthermore, journal articles may be regarded as primary sources for research because the person who has carried out the investigations is usually the author. Journal articles also frequently refer to earlier and related researches by the author or someone else and such references may also provide useful sources of information (Igwe, 1993:

15-16).

Beyond journals, research papers and theses are also valuable for research. Suggested elements that will be covered in the research instruments for this research include a review of relevant up-to-date journal articles, theses, news cuttings and official reports. As Van Dalen (1979) remarks:

One does not master a single method of obtaining data, such as the questionnaire, and apply it to every problem that arises. Each tool is appropriate for acquiring particular data, and sometimes several instruments must be employed to obtain the information required to solve a problem. Researchers, therefore, must possess considerable knowledge about a wide variety of techniques and instruments.

(Van Dalen cited in Al-Nabhani, 1996: 126)

Procedures of the Research Instruments

On the other hand, beyond the function of indicating the reliability and validity of research, research instruments also influence the design and outlook of the research to be done. The research instruments of this thesis include reviewing literature, sending questionnaires and doing face-to-face personal interviews. The working steps are, firstly, a pilot study will be undertaken; secondly, a questionnaire will be sent to secondary school principals, school music teachers and students (parents are not considered for this research because usually they have very little interest in the curriculum and syllabus of music education in schools); thirdly, the face-to-face interviews will be undertaken; and fourthly, by reviewing and comparing relevant literature, official and non-official reports will be presented where appropriate (chapter 6). Also the hypotheses will be tested after the feedback of questionnaires and interviews are received (section 6.1).

5.3.1 Questionnaire

Except the literature review, the following description (sections 5.3.1 and 5.3.2) is derived from information provided in course modules I, II and III presented by Hull University representatives in Hong Kong during the period June to November 1998.

Generally speaking, a questionnaire is a widely used and useful instrument for collecting survey information which includes structured, often numerical data, being able to be administered without the presence of the researcher, and often being comparatively straightforward to analyze (Cohen, Manion & Morrison, 2000: 245). A common sequence in designing a questionnaire is that:

ethical issues;

approaching the planning of a questionnaire;

operationalizing the questionnaire;

structured, semi-structured and unstructured questionnaires;

avoiding pitfalls in question writing;

dichotomous questions;

(Cohen, Manion & Morrison, 2000: 245)

The common advantages of questionnaires are those of efficient use of time, anonymity for the respondent, possibility of a high return rate and, with standardized questions, easy to analyze. However, the limitations of questionnaires may include that the information collected tends to describe rather than explain why things are how they are, information can be superficial; and the time needed to draft and pilot the questionnaire is often underestimated. As a result, the usefulness of the questionnaire is reduced if preparation has been inadequate. The researcher will have to judge the appropriateness of using a questionnaire for data collection, and what kind of questionnaire it will be. At the preliminary stage of design, it can sometimes be helpful to use a flow chart technique to plan the sequencing of questions thus the

researchers are able to anticipate the type and range of responses that their questions are likely to elicit (Cohen, Manion & Morrison, 2000: 245-246).

The data gathered from the questionnaires in this research were analyzed by means of the 5-point Likert scale in this study. The Likert scale is usually considered as effective for evaluating attitudes which include five possible responses to each statement: strongly agree, agree, no comment, disagree and strongly disagree, so as to ascertain the attitudes of people. However, this method can check roughly the responses which the interviewees choose, a high degree of detail is not provided.

5.3.2 Interview

Three classes of interview may be distinguished: the structured, semi-structured and unstructured.

Structured Interview

The characteristics of structured interviews are that pre-established questions and pre-set response categories are prepared for the respondent. The same questions in the same order are all delivered in a standardized manner. Usually the respondent answers only “yes”, “no” or “do not know”. As a result, the responses are limited with little self-expression. This type of interview is not suitable for studies searching for open-ended ideas, like this piece of research.

Semi-structured Interview

Structured questions are set also, but then probe more deeply, using open-ended 171

questions for collecting more complicated data. In other words, the nature of this kind of interview allows more objectivity. Opinions and reasons behind the choice of the answers become more persuasive. Usually a semi-structured interview is considered ideal for education research, like this study.

Unstructured Interview

The unstructured interview is also called the ethnographic interview. Through the conversation, the complex behaviour of people in the enquiry is explored. Thus the insights of the interviews required the researcher’s in-depth means of semi-structured interviews technique. This kind of interview deals with the scientific description of individual human societies, which is not suitable for this study.

Interview data were presented in a straightforward form in this study. Comparing the answers in the completed questionnaires, the researcher has to look for the similarities and differences. The interview is an oral questionnaire with open-ended questions.

The relationship is face-to-face. Talking face to face can enhance the understanding of the problems and the researcher can understand the feelings of the respondents, thus building up a good relationship with them which can facilitate the implementation of change in this research. On the other hand, the researcher has to try to get into the interviewee’s ideas. The responses captured may be complicated, in-depth, and vivid and nuanced.