RESEARCH METHODOLOGIES AND DESIGN

Mouton (2005:56) asserts that research methodology focuses on the process and the kind of tools and procedures to be used by the researcher. The point of departure is on specific tasks (data collection or sampling) at hand. Methodology also focuses on the individual (not linear) steps in the research process and the most “objective” (unbiased) procedures to be employed.

For the purpose of triangulation, both qualitative and quantitative methodologies were employed. McMillan and Schumacher (2010:25-26) state that triangulation is used to the extent that the results from each method converge and indicate the same results. Furthermore, it is emphasised that triangulation is the strategy of using different kinds of data-collection instruments such as tests, direct observation, interviews, and content analysis, to explore a single problem or issue (Borg and Gall, 1983, in McMillan and Schumacher, 2010: 25-26). Triangulation in this study was informed by the fact that the researcher wanted to explore all aspects related to incorporating language teaching and science content teaching.

3.2.1 QUALITATIVE RESEARCH DESIGN

Qualitative research is regarded as an unstructured approach to inquiry that is flexible with regards to the objectives, design, sample, and questions asked in order to explore the nature of a problem, issue, or phenomenon (Kumar, 2002, Van Staden, 2010:51). In addition the qualitative researcher uses a variety of research methods and empirical materials such as interviews and texts written by individuals to get a better understanding of the situation or the problem at hand (Denzin & Lincoln, 2000, Van Staden, 2010:51).

With reference to this study, the qualitative part of this study was informed by the fact that the researcher wanted to explore the effects of incorporating English language teaching in science classroom in depth. This could only happen if the researcher utilised qualitative methods in order to better understand the situation. One of the aims of this study is to identify teaching methods that are used in language teaching which can be incorporated in science classroom. Such methods can be observed in class and this can only happen if the researcher is using qualitative methodology.

3.2.2 QUANTITATIVE RESEARCH DESIGN

The quantitative part of this study followed the pre- and post-test methods. In the past behavioural Sciences conformed to the scientific epistemology which advocated that any phenomenon could be described and reduced to its statistical or numerical elements, and collated and attributed to causal powers (Setati, 2011:100). Leedy and Ormrod (2005:94) explain that quantitative research is used to answer questions about relationships amongst measured variables, and about testing hypotheses with the purpose of explaining, predicting, and controlling phenomena.

A non-equivalent group pre-test-post-test control or comparison group design was employed in the study. According to McMillan and Schumacher (2010:278) in these control designs the researcher uses intact, already established groups of subjects, gives the pre-test, administers the intervention condition to one group, and gives the post-test. With reference to the research aims of this study, one of the aims of the study is to investigate whether incorporating English language teaching in science education can improve learner academic performance. Therefore the quantitative part of this study was based on that fact and that is why the pre-test/post-test method was utilised.

3.2.3 CASE STUDY

Qualitative and quantitative approaches are applied in case study research designs. According to De Vos (2005:389) a research design is a logical strategy for gathering evidence about desired knowledge. McMillan and Schumacher (2010:22) further indicate that research design summarises the procedures for conducting a study, including when, from whom, and under what conditions the data will be obtained. In other words, a research design indicates the general plan: how the research is set up, what happens to the subjects, what methods of data collection are used, and how the data generated will be analysed and interpreted.

As indicated above a research design summarises the procedures for conducting a study. McMillan and Schumacher (2010:344) emphasise that a case study is an in- depth analysis of a single entity. In this study a single school was used instead of many schools because the nature of the study required an in-depth investigation.

Johansson (2003: 2) confirms that a case study is expected to capture the complexity of a single case; this has developed within the social sciences. Such methodology is applied not only in the social sciences, such as psychology, sociology, anthropology, and economics, but also in practice-oriented fields such as environmental studies, social work, education, and business studies.

Johansson (2003: 2) further adds that triangulation provides an important way of ensuring the validity of case study research. Normally, data collection methods are triangulated (many methods are combined), but in addition to this, data sources, theory, or investigators might also be triangulated. The above statement explains why it was necessary to use a mixed-methods approach in the study.

3.3 SAMPLING

Mkandawire (2009:48) defines sampling as a process in research whereby a small group that forms part of a larger group is identified. The small group is called a sample from which Information is obtained. The study was conducted in one school in the Kwamhlanga area in Mpumalanga Province. The school was chosen using convenience sampling because the researcher works at the school.

Convenience sampling is a type of non-probability sampling method of selecting subjects who are accessible or available (McMillan and Schumacher (2010: 486). That is, readily available and convenient. In most cases the researcher chooses a sample based on who they think would be appropriate for the study. The nature of this study required that the researcher regularly works and teaches the learners to identify the effects and patterns that emerge from incorporating Physical Sciences and language teaching.

Kwamhlanga area is formally known as KwaNdebele area. This means that majority of the people in the area speak IsiNdebele as a home language. The school is a post level 5 school and for this reason it is one of the biggest schools in this area with about 1400 learners and 48 educators. The language of learning and teaching in the school is mainly English. The school is offering isiNdebele and Sepedi as home languages. The lowest grade at the school is grade 8 and the highest grade is grade 12.

Most of the learners come from poor family backgrounds and for lunch they depend on the school’s feeding scheme. The KwaMhlanga area is economically poor since there are no factories or towns near the area. The learners’ academic performance is affected by the contextual factors mentioned above.

It is difficult for some of the learners to even do their homework as they often share a room with other siblings, and sometimes the whole family live in a one- bedroom shack where they have to wait for other children to sleep before they can study. This situation is exacerbated by the fact that they are not proficient in English which is the language of learning and teaching. In order to survive academically interventions must be made to lower the language barrier.

Physical Sciences learners in Grade 10 participated in the study. In grade 10, there are two classes of learners that are majoring in mathematics and Physical Sciences. Initially 75 learners participated in the study but for reporting purposes the results of 68 were used. This is because some of these learners were absent when the pre-test and the post-test were written. Therefore their results could not be used when reporting as they only have marks for one test. The learners are English second language learners which mean that their proficiency in English is not satisfactory. Since the language of teaching and learning is mainly English it means that they learn in a language that is different from their home language.