RESEARCH METHODOLOGY

The research method used is a case study. The case study research method is an empirical inquiry that investigates a contemporary phenomenon within its real-life context, when boundaries between phenomenon and context are not clearly evident; and in which multiple sources of evidence are used (Soy 1997: 1). In a case study a limited number of units of analysis, such as a certain group, are studied intensively. In case studies, one is directed towards understanding the uniqueness of a particular case in all its complexity. A case study emphasizes detailed contextual analysis of a limited

number of events or conditions and their relationships. The researcher investigates the object of the case study in depth to produce evidence that leads to understanding of the case and answers the research questions. The chief purpose of a case study can be descriptive or the in-depth study of a particular case can yield explanatory insights (Babbie 2005: 306).

In this case study the focus is on a certain group of people − learners in Grades 3 to 7 in urban and metropolitan areas – and the literacy environment (home, school and community) that supports their acquisition of literacy and the development of voluntary reading. This case study was limited to schools in the Highveld Ridge and East Gauteng area. Rural areas are not included because of budgetary and logistical constraints. The limitation of attention to a particular instance of something is the essential characteristic of the case study (Babbie 2005: 306).

In a case study findings cannot be generalised to all other subjects of the same type, but the case study findings will give insight into the issue.

The methodology used is survey research. For this study the researcher follows a deductive approach. According to Neumann (2000: 250) a deductive approach is one where the researcher begins with a theoretical research problem and ending with empirical measurement and data analysis. Research is used to test theories. Survey researchers sample many respondents who answer the same questions. An association among variables is measured with statistical techniques.

5.2.1

Literature survey

A theoretical basis for the research was provided by a literature survey that was done to investigate and describe the various aspects of literacy, voluntary reading and the literacy environment to provide a theoretical basis for the research. This theoretical basis defines the relevant concepts, and provides the conceptual framework within which the relevant phenomena are systemised and classified, and the relations between them identified.

In Chapter 2 various aspects of literacy are investigated, such as defining literacy, literacy practices and modern society, levels of literacy, the cultural and social foundation of literacy, literacy skills, the value of literacy, language and literacy and literacy in South Africa. Literacy is at the heart of education and mastering literacy is the first step towards developing a reading habit. In order to establish if learners get support from their literacy environment, the researcher needs to establish which issues can impact on literacy development and the development of a reading habit. Chapter 3 investigates the concept of voluntary reading. A positive attitude towards reading and motivation to read are two major factors in the development of voluntary reading and a reading habit.

Chapter 4 deals with literacy environment as a whole and includes environmental factors such as the home and school literacy environment, as well as the role of libraries, the community and society in supporting voluntary reading. These four environments form the literacy environment of the learner and the individual and the role and contribution of each to voluntary reading needs to be investigated and understood.

The literature survey comprised a thorough review of the available research on the research topic. This information was used to help identify variables and to formulate the questionnaires to ensure insightful and relevant questions about the problem were asked.

5.2.2. Empirical survey

The hypothesis being tested in this research is that in order to develop a reading habit and to become engaged in voluntary reading, learners need

i) support and encouragement from teachers, parents and others in their literacy environment and

The research question addressed in this study is:

Does the literacy environment at home, in school and in the community support the development of literacy and voluntary reading among young learners?

Sub-problems derived from the research question are:

• What factors in the environment support literacy and voluntary reading? • To what extent is voluntary reading present in the sample group?

• What kind of literacy environment does the home provide? • What kind of literacy environment do the schools provide? • What access to libraries do learners have?

• To what extent do they make use of libraries? • Do they have access to reading materials? • Do they read on their own?

Both qualitative and quantitative methods were used in order to validate and confirm research findings. The distinction between quantitative and qualitative data is essentially the distinction between numerical and non-numerical data (Babbie 2007: 23). Most of the questions are closed, but a few open-ended questions are asked to get opinions and views.

The empirical survey is mainly quantitative research. In the quantitative method predetermined categories and a more structured scientific approach are involved. The quantitative survey is a widely used technology for social research (Neuman 2000: 250). Quantification (the process of converting data to numerical form) makes statistical analyses possible and it is easier to compare and summarize data. The level of measurement is nominal. A nominal level of measurement involves allocating numerals to variables so that they can be identified, named or labelled. The numerical system used for a nominal level measurement is adequate if it contains three characteristics, namely

• Exhaustive: All possible values or categories are provided as response to the question;

• Mutually exclusive: All responses must fall within one and only one category or value as answer to the question;

• Each category that represents the variable as a subclass must be labelled with a different numeral, so that the categories or subclasses can be differentiated (Du Plooy 2002: 118-119).

The quantitative approach is characterised by

• Attention to a limited number of variables and constants which are important to the researcher and which are usually expressed in the language of his own investigation;

• A search for the significance of relative proportions, in order to identify what is more important and what is less so in the issue which the researcher is exploring;

• An attempt to understand the ways in which selected factors in a situation are structured or interrelated (Jankowicz 1999: 174).

Open-ended questions were also asked in the questionnaires for teachers and headmasters which did not require a standardised answer. The purpose of these is to discover opinions and add depth to the quantitative data and increase understanding of the situation.

This research is cross-sectional, as it observes at one point in time.

In order to enrich findings and provide multiple perspectives learners, teachers and school principles completed a questionnaire. A survey was conducted among headmasters and teachers to elicit information regarding their support for learners in becoming voluntary readers. This was done because the literature indicates that they play an important role in helping learners develop a reading habit. Learners were interviewed in order to find out about their reading habits and literacy environments.

A sample of respondents from each group was selected to complete a questionnaire. One hundred and seventy learners were interviewed, fifty teachers and twenty-two headmasters completed the questionnaires. In a purposive sample, the sample size will be determined by the feeling that the researcher has approached all the relevant respondents (Jankowicz 1999: 164). The size of the sample is frequently determined as much by the practical concerns of the researcher as well as by analytic ones (McIntyre 2005: 108). An analytic concern is that the more diverse the population, the larger the sample must be to capture diversity. Most researchers have limited resources in terms of time and money. For this reason, most decisions about sampling size reflect a compromise between analytic and practical concerns. One final factor should be taken into account when deciding on sample size, and that is the nature of the study and the number of variables that is included (McIntyre 2005: 108). The more variables that are of interest, the larger the sample needs to be.

The accuracy of results depends much more on the variety of different groups and subgroups in the population, and how much time and effort one can afford to spend, rather than on size.