A self-administered questionnaire

The essential nature of the problem under investigation, namely, why RE teachers are reluctant to respond to the MoE directive in applying their subject using a multireligious approach in Zambian secondary schools, necessitates the use of the self-administered questionnaire in this study. This method had been chosen because of the following advantages (Babbie 1979:150; Kerlinger 1964:487):

4.3.1.1. A self-administered questionnaire is relatively inexpensive and more quickly carried out than a mailed questionnaire when one’s geographical area is limited.

4.3.1.2. It is more appropriate in dealing with sensitive issues such as the problem of confidentiality, because it offers anonymity and can be used more easily to gather information from the RE teachers.

4.3.1.3. Through this method, data can be gathered at regular intervals in the secondary schools found in the two cities and seven towns of the Copperbelt Province (Ghosh 1992:246).

4.3.1.4. It is possible to leave questionnaires with respondents for a period of time with instructions to complete and collect them later (Judd et al 1991:222).

4.3.1.5. The data obtained through this method, because of the use of scientific tools such as questionnaires, is more valid and reliable (Ghosh 1992:246).

4.3.1.6. It can be used to gather information about attitudes, behaviours, teaching activities and responses to events (Wisker 2001:147).

4.3.1.7. A well-designed questionnaire translates the research objectives into questions that will help the researcher to obtain the information s/he needs (Judd et al 1991:222).

In all, it can easily be used to gather information on the perceptions of RE amongst the targeted RE teachers within the Province.

To overcome the pitfall of information gaps in the questionnaire, the researcher will compile one which will be accompanied by clear and carefully worded instructions at the level of the targeted RE teachers. In addition, the pre-testing of the questionnaires will be helpful to clear some of the misunderstandings revealed by respondents. The researcher will also personally deliver the questionnaires to the senior secondary schools concerned and leave them with the Head teachers who will administer them to the RE teachers during the first term (January to April, 2006). Misunderstandings, therefore, will be overcome through direct explanation by the Head teachers to the teachers being surveyed.

The questionnaires will comprise several variables such as:

• Section A- the personal details of the RE teachers

• Section B- the RE teachers’ perceptions of the Zambian educational context • Section C- the RE teachers’ perceptions of the RE aims.

• Section D- the RE teachers’ perceptions of the RE content. • Section E- the RE teachers’ perceptions of the teaching methods. • Section F-the RE teachers’ perceptions of syllabuses 2044 and 2046. • Section G- the RE teachers’ perceptions of their pupils.

• Section H- perceptions of the role of an RE teacher in multireligious secondary schools.

These variables are selected because they have bearing and influence on the teaching of RE in multireligious Zambian secondary schools.

In order to help the researcher to attempt to examine these concerns, the self-administered questionnaires will consist of forty-six closed-ended and fourteen open-ended questions measuring the perceptions of the RE teachers in the following areas as already mentioned: the current Zambian educational context, RE aims, content, teaching methods, the syllabuses 2044 and 2046, pupils, RE teachers’ roles in a multireligious secondary schools. According to Coombes (2001:124,126) closed-ended questions are very popular with researchers because

they provide a greater uniformity of responses and are more easily coded and analysed by computerised statistical software programmes. Open-ended questions give the respondent room to provide the information needed without restricting the respondents’ categories of choice on the subject being studied. Nachmias & Nachmias (1981:211) add that open-ended questions are flexible. They have the potential to dig deeper into the issue under investigation and enable the researcher to clear up any misunderstandings created by either the questionnaire or the respondents. Coombes (2001:126) also affirms that bias is reduced because responses are not limited to certain ready-made answers. While the majority of questions will be closed-ended in this study, the RE teachers will be asked to comment freely on the open-ended questions at the end of each section.

The self-administered questionnaires will be given by hand to all RE teachers found in the five (5) districts randomly chosen in Copperbelt Province so that they can complete them over two days during the school periods (7:45 hours to 12:40 hours and 14:00 hours to 17 hours) of the week of the survey. After they have filled them in, they will hand them over to the Heads of their schools. Thereafter, the researcher will collect the questionnaires at an agreed time from each school. In order to maintain confidentiality, the RE teachers will be encouraged to fill in the questionnaires without discussing them with other RE teachers.

For the purposes of variation, the questions will be structured on a five-point Likert scale with directives formulated as follows: Strongly Agree, Agree, Unsure, Disagree, Strongly Disagree (UNISA Research Methodology Study Guide 2000:39). These categories will be used in the questionnaires because they are believed to measure the perceptions of RE teachers and their contribution to effective teaching and learning of the subject in Zambian multireligious secondary schools.

Although there can be pitfalls in the questionnaire as an empirical way of collecting information, it is incumbent upon the researcher to ensure that RE teachers are afforded an opportunity to speak for themselves.

4.3.2. Validity

Research instruments are always considered in terms of their validity, relevance and reliability. According to Treece & Treece (1977:111), validity refers to whether an

instrument actually tests what it is supposed to test. If the test is valid, it will measure what the researcher is actually trying to measure. Koul (1984:122) asserts that the test, as a data collection tool, must produce information that is not only relevant, but also free from systematic errors; that is, it must produce valid information. Unfortunately, it is not always easy to ascertain if the test or survey items are relevant to the subject under investigation. In this research, therefore, the validity of the measuring instrument will be based on the content validity.

The following areas form the essence on which content validity is based:

4.3.2.1. The teaching of RE in multireligious Zambian secondary schools.

4.3.2.2. Investigation into the perceptions of RE teachers in Zambia.

4.3.2.3. The aims, content, and teaching methods used by RE teachers in Zambia.

4.3.2.4. The relevance of the RE syllabuses 2044 and 2046 to Zambian multireligious secondary schools.

4.3.2.5. The way teachers perceive the pupils in the RE classrooms.

4.3.2.6. The perceptions of the role of the RE teachers in Zambian multireligious secondary schools.

For this reason the designed questionnaire will be given to a number of experts at the University of South Africa, the Theological College of Central Africa, and in the RE department at the Ministry of Education Headquarters in Ndola. This is being done to ascertain the validity of the instrument to measure the perceptions held by the Zambian RE teachers. In addition, twelve (12) questionnaires will be distributed to twelve RE teachers in four secondary schools in Luanshya district, namely: Da-Gama, Luanshya Central, Mpatamatu, and Roan Antelope. These schools are listed in alphabetical order and they were randomly selected for the pre-testing of the questionnaire. These schools are not part of the target population sampled for this study. The RE teachers will be asked to make comments on whether or not the questions are clearly understood. Revisions will be made according to

the feedback received to ensure the validity of the tool and that any inherent ambiguity is uncovered (Leedy 1984:136).