Kurebwa mercy thesis submitted in fulfilment of the requirements for doctor of philosophy



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1.11 LIMITATIONS OF THE STUDY


The study was confined to a few schools in Gweru District, hence the findings could not be generalised to the entire Zimbabwean education system.
Secondly, perceptions are quite difficult to quantify and qualify. Oppenheim (1992) argues that attitudes are part of a wider spectrum of values, beliefs and feelings; hence this could lead to measuring of the wrong perceptions.
The study was based on voluntary cooperation. As such, the lack of it would have weakened the study.
Furthermore, the findings were both specific and circumstantial due to different social contexts. Some aspects that occurred in one school did not occur in another school during the visits made by the researcher (see paragraph, 3.6.1 to 3.6.4).
While these confounding circumstances were likely to thwart the understanding of the results of the study, they were overcome and controlled by thoroughly observing what was raised on validation of the research design.

1.12 RESEARCH METHODOLOGY


In this research, a qualitative, interpretivist paradigm was preferred. The aim of this paradigm is to understand how people in everyday settings create meaning and interpret events in their world (Wimmer and Dominick, 2000). The phenomena of interest unfold naturally in that it has no pre-determined course established by research such as would occur in a laboratory. Observations take place in real world settings and people are interviewed with open-ended questions in places and under conditions that are comfortable and familiar to them (Patton, 2002) (see, 3.2)

1.12.1 Research Design: The Case Study Research


The researcher used the qualitative research methodology drawing largely on the case study, which allowed the researcher to go deeper into the assessment problems teachers’ encountered in schools. The case study allowed the researcher to use a variety of data gathering methods to facilitate triangulation (see 3.3).

1.12.2 Sampling Techniques


A comprehensive purposive sampling was adopted. In purposive sampling, the researcher sought individuals and sites that could best supply relevant information needed to answer the research questions raised (Creswell, 2008:214).Gweru district schools comprise ninety two (92) urban, rural, government and private schools which are found in all parts of Zimbabwe. The distribution of schools according to urban, rural, government and private was also meant to enable the reader to apply the findings to a new situation (see paragraph, 3.6.3). Furthermore, grade seven teachers were be able to show if the public examination has anything to do with assessment procedures in the primary schools. All the ninety two (92) head teachers of the selected schools were part of the sample. This sample of head teachers allowed for in-depth interviews. Grade 3 to7 teachers were purposefully selected from each school to constitute eight focus groups. Focus groups helped the researcher to understand the perceptions and behaviours of respondents with regard to assessment. Furthermore, responses from head teachers were verified. Observations were also verified through focus groups. ZIMSEC Officers, Ministry of Education, Sport, Arts and Culture Officers were also purposively selected to participate in individual interviews. A focus group discussion was held with college lecturers that were randomly selected from lecturers who taught professional studies (see, 3.4.5).

1.12.3 Data Collection Techniques


The study used the multiple measure instruments to establish validity and reduce uncertainty of interpretation. Manion & Cohen (1980:208) define triangulation as, “the use of two or more methods in data collection.” The methods used in this study were, focus groups, interviews, document analysis and participant observation (see, 3.4.6).

1.12.4 Data Analysis Procedures


This research used grounded theory to analyse data (see, 3.5).

1.12.5 Validation


In ensuring internal validity, the following strategies were employed: triangulation of data, use of member checking, observing the situation over a long period of time in order to develop an in depth understanding of the phenomenon, peer examination and use of thick description to convey findings. The researcher also used audiotapes in interviews to augment field notes, wrote down all the questions asked in order to make sense at a later date, out of answers recorded earlier as well as to reduce distortions and to clarify the bias the researcher could bring to the study. This self-reflection creates an open and honest narrative that will resonate well with the readers. Audit trial was also employed to allow others to examine the thought process involved in the research and also enable them to assess the accuracy of the conclusions (see, 3.5).

1.13 LIMITATIONS OF THE STUDY


The study was confined to a few schools in Gweru District, hence the findings could not be generalised to the entire Zimbabwean education system.
Secondly, perceptions are quite difficult to quantify and qualify. Oppenheim (1992) argues that attitudes are part of a wider spectrum of values, beliefs and feelings; hence this could lead to measuring the wrong perceptions.
The study was based on voluntary cooperation. As such, the lack of cooperation would have weakened the study.
Furthermore, the findings were both specific and circumstantial due to different social contexts. Some aspects that occurred in one school did not occur in another school during the visits made by the researcher (see paragraph, 3.6.1 to 3.6.4).
While these confounding circumstances were likely to thwart the understanding of the results of the study, they were overcome and controlled by thoroughly observing what was raised on validation of the research design.

1.14 ETHICAL CONSIDERATIONS


Researchers have a responsibility to conduct their investigations and report their findings without harming research participants (Keyton, 2001: 251). In this research informed consent was sort from all the participants. Furthermore consent was sought from the Ministry of Education, Sport, Arts and Culture, ZIMSEC, and the Ministry of Higher and Tertiary Education. Participants made the choice to be part of the research after some explanations pertaining to the study. The research results from all participants were summarised and given as a research report with no names. Any materials that were collected through document analysis, interviews, observations, audio tapes, were kept away from the data collection site to further enhance confidentiality. Participants were not deceived in order to take part in the research. The true nature of the research including procedures was spelt out (see, 3.7).



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