Conclusiones

The field data collection was done by the researcher with the help of three research assistants due to the relatively large number of respondents. The researcher first trained the research assistants by conducting orientation sessions with them where the purpose and the methodology of the research were outlined and explained. Training of research assistants was done to

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reduce inter-rater variability so that data collected by the research assistants would be as close to what the researcher would have collected as possible.

During data collection, from each of the sampled schools, the researcher first reported to the headteacher‟s office. The researcher then introduced himself and research assistants to the headteacher and explained the purpose of the study whose data were being sought. The researcher then personally administered the headteachers questionnaire (HTQ). The administration of the questionnaire by the researcher helped familiarize the headteacher with the study and create rapport for ease of work.

The research assistants helped in the administration of the teachers questionnaire (TQ) and pupils questionnaire (PQ) with guidance and close supervision from the researcher. Completion and collection of the TQ and PQ was done the same day they were administered. However, the HTQs were collected after two days to allow the respondents adequate time to complete the questionnaires. The researcher personally did the review of various curriculum documents including syllabuses and course books to obtain data on the curriculum content taught in the NFS.

The researcher interviewed the Director of City Education (DCE) using an interview guide (see Appendix D). The interview enabled the researcher to get more information from the respondent that may not have been possible through use of a questionnaire. The researcher also personally observed and

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got a feel of the sampled schools particularly with respect to quality of schools infrastructure. In line with these ethical requirements, the researcher took a number of measures as part of ethical considerations for present study. First, a research permit was obtained from the National Council for Science and Technology (see Appendix G). The application for the research permit was accompanied with a copy of the research proposal complete with abstract giving details that included the purpose of the research (to write a doctoral thesis). The acquired permit allowed the researcher to visit and conduct research in the Non-formal primary schools in Nairobi. The researcher also obtained a letter from the Director of City Education authorizing him to visit the schools within the city (see Appendix H).

During data collection, the researcher started by paying a courtesy call to the District Commissioner (DC) and then proceeded to the District Educational Office where copies of the research permits and a letter of introduction were given to the District Education Officer and the purpose of the study explained. This procedure was repeated in all the eight districts in the City of Nairobi. Permission to conduct research in the sampled schools was sought from the respective head teachers and copies of the research permit and letter from the Director of City Education were given to them. The headteachers then introduced the researcher and the research assistants to the teachers and the pupils.

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Before commencement of data collection from the respondents, the researcher first introduced himself to explain that he was carrying out a research on the quality of education provided in the NFS in Nairobi. The researcher then sought consent from the participants to be included in the study. Two types of consent forms, one for the teachers (see appendix I), and the second one for parents/guardians to the pupils (see appendix J) had been designed and used for this purpose.

The researcher also explained that no financial or material benefits would accrue from taking part in the research. The researcher explained that benefits would be in as far as the findings of the study would help in improving the quality of education and human welfare. Copies of the study results would be available at the National Council of Science and Technology, Ministry of Education and the University library where interested teachers, Ministry of Education officials and other interested parties would be able to access the results of the study.

At the data collection stage, ethical matters were taken care of through by upholding honesty during the administration of questionnaires and conducting of interviews. The interviewer limited himself to the questions pertaining to the study as outlined in the interview schedules and questionnaires.

The interview was conducted in private with only the interviewer and interviewee to ensure some privacy and confidentiality during data

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collection. The researcher began the data gathering process by explaining the purpose of the study to the respondents, indicating that participation in the research was voluntary. The respondents were asked to voluntarily give information without coercion and the consent form to sign.

During data analysis and dissemination of results privacy, anonymity and confidentiality of the participants were ensured by not including the names of schools in the study report. The researcher took some photographs of the NFS through the consent of the headteachers to include them in the document. (Arthur, Waring, Coe, & Hedges, 2012) argue that in using visual methodologies, the question recognition of participants is vexed.