Research Methodology

Research methodology is a way of thinking about and studying social reality; about how we know the world, or gain knowledge of it (Bassey, 1999). The justification for this methodology draws from the epistemological and theoretical perspectives previously discussed.

The purpose of this study is centred on exploring stakeholders’ perspectives and behaviours which involve face-to-face interaction with participants. This study will uncover the influence of cultural and contextual activities that shape the behaviours and beliefs of the stakeholders. Therefore, case study is appropriate as justified below.

commitment to some version of the naturalistic, interpretive approach to its subject matter, and ongoing critique of the politics and methods of post positivism (Denzin & Lincoln, 2000, p. 8). Qualitative researchers stress the socially constructed nature of reality, the intimate relationship between the researcher and what is studied, and the situational constraints that shape inquiry. Qualitative researchers emphasise the value-laden nature of inquiry. They seek answers to questions that stress how social experience is created and given meaning (Denzin & Lincoln, 1994, p. l2). The basis of qualitative research is where reality is seated in the perceptions of subjects.

Case Study

Case study is a generic term used for the investigation of an individual, group or phenomenon (Sturman, 1994), increasingly becoming a popular approach to social research (Lincoln & Guba, 1985). Some researchers refer to case study as a method that complements survey and experimental techniques and provides detailed information about the complexity of particular cases. Others refer to it as a means to promote a distinctive and self-sufficient approach to studying the social world, one that contrasts with positivism (Gomm, Hammersley & Foster, 2000, pp. 234-255).

Case study is different from other research knowledge in four important ways:

1 Where knowledge is more concrete; in that, knowledge resonates with our own experience because it is more vivid, concrete, and sensory than abstract;

2 Where knowledge is more contextual, in that, our experiences are rooted in context, as is knowledge in case studies. This knowledge is distinguishable from the abstract, formal knowledge derived from other research designs;

3 Where knowledge is more developed by reader interpretation, in that, readers bring to a case study their own experience and understanding, which lead to generalisations when data for the case are added to old data. These generalisations can be considered as part of the knowledge produced by case studies; and

4 Where knowledge is based more on reference populations, determined by the reader, whereby, the reader in generalising as described above, readers have some population in mind. Thus unlike traditional research, the reader participates in extending generalisations to reference populations (Stake, 1981, pp. 35-36).

Case study is the study of particularity and complexity of a single case, employed to understand its activity within important circumstances. Furthermore, a case has a boundary and contains a coherent system. Case study is both a process of inquiry about the case and the product of that inquiry (Kemmis, 1980). Case study is an empirical inquiry that investigates a contemporary phenomenon within its real-life context, especially when the boundaries between phenomenon and context are not clearly evident. Studying the holistic nature of cases may involve patterns or interrelated systems or relationships between the components of each case (Sturman, 1994). In a study of a singular case, there is a belief that human systems develop a characteristic of wholeness and are not loose collections of traits (Sturman, 1994). As

a consequence of this belief, case study researchers hold that to understand the case, they have to provide an explanation of why things happen as they do. Furthermore, to generalise or predict from a case example requires an in-depth investigation of the interdependencies of the parts and of the patterns that emerge (Sturman, 1994).

Case study in the context of educational research is a systematic, critical and self-critical inquiry, which aims to contribute to the advancement of knowledge and wisdom (Bassey, 1999, pp. 38-41). Educational research is a critical inquiry aimed at informing educational judgement and decisions in order to improve educational action (Bassey, 1999). Both of these statements “inform” educational action. Case study research also contributes to theoretical knowledge about a specific-context or variables known as “discipline research in education” (Bassey, 1999, pp. 38-41). Whatever the intentions are, educational case study contributes to understanding important concerns associated with the teaching profession. In this study, two cases (schools) have been selected using a “judgemental sample” to allow the researcher to focus on an outside phenomenon. Stake (1995) termed this approach “instrumental case study” because it is a qualitative study of a specific issue and serves the purpose of illuminating the selected issue. In instrumental case study research, the focus is on one or more particular situations in order to try to understand an outside concern. A case is instrumental in accomplishing an understanding of the broader issue. A case study has to be specific, and unique, and is a bounded system, which has usefulness in the epistemological (knowing the world/relationship) rationale (Stake, 2000).

Intrinsic case study refers to research into a particular situation for its own sake, irrespective of outside concerns (Stake, 1995). The case is given. Researchers who show an interest in the case do so, not because the researcher learns about other cases or about some general problem, but because the researcher needs to learn about a particular case. This is relevant for this study.

Where the focus is on the issue rather than the case, the “insider” or native’s perspective is considered as reality (Fetterman, 1998). The insider’s perception of reality is instrumental to understanding and accurately describing situations and behaviours. Equally important is the consideration of contextual elements, historical background, physical setting, cultural, economic and political situation of the specific case. Consideration of related cases and informants can provide more information about the issue under study (Stake, 2000, p. 439).

which influenced the implementation of educational standards in Papua New Guinea elementary and primary schools.

This case study involves interpretation of data collection from selected cases. General conclusions will be drawn from the selected cases. However, it is acknowledged that the concept of generalisation can be considered according to “naturalistic generalisation” (Stake, 1995) or “transferability” (Lincoln & Guba, 1989, p.141). The implication of these two concepts is that generalisations can drawn by readers depending on their understanding and the context of their realities (Gomm, Hammersley & Foster, 2000, p. 100). This case study provides thick descriptions of the two cases studied in the research.

An important characteristic of this research is the interrelated components of data collection, analysis and interpretation of the components. These relate and function as a system. In a study of cases as instruments of an outside phenomenon, data collection methods such as open-ended questions and field notes used in the study of a case can be standardised. These can then be used in a study of a second case of the same phenomenon.