Reliability in qualitative research refers to the consistency of the researcher’s interactive style, data recording, data analysis and interpretation of participants’ meanings from the data (McMillan & Schumacher 1993:385). It is therefore the extent to which independent researchers could discover the same phenomena between the researcher and participants.
3.4.1 Reliability in research method
The qualitative process is somewhat personal and subjective. Therefore no two observers, interviewers or document analyst can interpret same phenomenon exactly alike. McMillan and Schumacher (1993:386) mention the multi-modal nature of the qualitative methods. This means that in addition to interviews and observations the researcher may use tape recorders or other technical instruments to collect additional data to corroborate findings. To ensure further that other researchers in similar studies, using the same methods of data collection and analysis obtain results that closely resemble results to be obtained in this study, the researcher will consider a number of aspects.
McMillan & Schumacher (1993:386) suggest that in an attempt to improve reliability, attention be paid the researcher’s role, informant selection, social context, data collection and analytical strategies. A discussion of the strategies that will be applied to enhance reliability in this study follows.
3.4.1.1 Researcher’s role
The researcher’s social relationship with the participants is an important aspect that must be identified in a study (McMillan & Schumacher 1993:386). In this particular study it implies that the researcher is an educator in the same region where the selected schools are found, the researcher already has a social status within the group which poses a threat to the reliability of the study. The researcher will thus ensure that preconceived ideas and knowledge do not result in bias regarding the interpretation of research data.
This could be achieved by corroborating the findings by means of tape recorders, literal transcription of participants’ responses and quotations from documents.
3.4.1.2 Informant selection
To ensure that future researchers contact informants similar to these contacted by the researcher in this study, informants are described as principals, SRC learners, SGB members and educators from public Secondary schools that were established before 1994 in the Potchefstroom Area in the North West Province.
3.4.1.3 Social context
The social context in which interviews are involved, interpersonal relations among group members may explain individual’s actions and meanings (McMillan & Schumacher (1993:386). The researcher thus described the social context in terms of time, people or place to help in data analysis.
3.4.1.4 Data collection strategies
Gall et al (1996:574) recommend the triangulation process to eliminate biases that might result from relying exclusively on one data collection strategy, source or theory. In this study the process will entail interviews, observation and document analysis. The researcher will then match the statements from respondents with the information on biographical questionnaires (see Appendix B), evidence from documents and observational records. Finally, the statements will be checked for consistency with the theoretical framework established earlier. Drawing on corroborative evidence in this manner validates a case study (Gall, Ball & Gall 1996:574).
3.4.1.5 Data analysis strategies
The researcher needs to provide a retrospective account of how data was synthesized and identify strategies of data analysis and interpretation (McMillan & Schumacher 1993:388). Schedules and categories used for data analysis in this study will be listed in the appendix. This reduces threats to both reliability and validity which will be discussed later.
3.4.1.6 Analytical premises
Another way of guarding against unreliability is a clear description of the conceptual framework (McMillan & Schumacher 1993:388). Literature was studied from which prior research findings which informed this study were noted so as to be integrated or contrasted. Other researchers in similar studies could thus begin from similar analytical premises. Threats to reliability could also be reduced in the data collection process.
3.4.2 Reliability in data collection process
Verbatim accounts, low inference descriptors, multiple researchers, mechanically recorded data, participant researcher, member checking, participant review and negative cases are strategies that could be used in combination to reduce threats to reliability by qualitative researchers (McMillan & Schumacher 1993:388). From this list the researcher will discuss only those strategies that will be applied in this study.
3.4.2.1 Verbatim accounts
These are word for word accounts of interviews, transcripts and direct quotations from documents recorded to illustrate participants’ meaning. The researcher in this study used tape recorders during interview sessions. Taped discussion were transcribed and listed in Appendix C. The advantage is that the researcher was afforded what Gall et al (1996:23) refers to as tacit knowledge. This includes largely unarticulated, contextual understanding that is often manifested in nods, silences, humour and naughty nuances. Tape recorders also helped to eliminate shortcomings that could result from memory loss.
3.4.2.2 Low inference descriptors
This involves recording precise, almost literal and detailed description of people and situations. The aspects to be considered are history, physical setting, environment and members’ perceptions, amongst others (Blauw 1998:43, Gall, Borg & Gall 1996:572). This information helps one to make informed judgment about whether findings from a particular study are useful in understanding other situations. The researcher provided an outline of the physical setting, a brief historical background and some significant events of each chosen school.
The researcher has thus addressed reliability by providing the conceptual framework that forms the basis for this investigation; using triangulation and using tape recordings. Reliability was enhanced further by describing the socio-economic status of the communities in which the schools are situated, the schools’ broader context, the conditions of the buildings and the type of social relationships that prevailed.
It is evident from the discussion above that reliability is a serious threat to qualitative research. This problem may be attributed to the fact that each individual being studied constructs his or her own reality, the researcher becomes the central focus of the inquiry process and no inquiry has any authority over any other. On the other hand, as will be seen in the following discussion, validity may be the major strength of qualitative research.