The samples for this study comprise educational policymakers and inspectors, ECCE teachers, and parents of children attending ECCE institutions in Lagos state. Hence, the study was conducted within the following sampling framework:
Policymakers and inspectors involved in policy formulation, curriculum development, supervision and monitoring of ECCE provision in Lagos state, Nigeria.
Teachers involved in the training and education of children in ECCE settings;
This study utilises two policymakers and four inspectors, twenty teachers and twelve parents (see Table 5).
Table 5: Participants categories and size9
Participants Criteria Number selected
Policymakers Staff involved in policy formulation 2 Inspectors Staff involved in quality assurance
and monitoring of ECCE
4 2 private pre-
schools
ECCE teachers from Brownie N/P school
5 ECCE teachers from BlueChip N/P school
5 2 public schools ECCE teachers from Pinkcourt
N/P school
5 ECCE teachers from Genesis N/P school
5 Parents Parents of children attending
ECCE in the selected schools
12
Total 38
The sample size makes a total of 38 participants. A total of fifteen interviews, five focus group discussions and twelves observations were conducted for this study (see Table 5). The sample size considerations were based on literature review of previous work that has been done in similar area using a qualitative approach to data collection. These studies (Myers, 2005;, Parker, 2013, Dahlberg et al., 2007, Smith, 1996, Fenech, 2011) all suggested that sample size could small because no statistical generalisation of findings will be done. Moreover, the choice of the sample size composition was based on inclusion criteria, availability, time and cost constraint and distance. The inclusion criteria emphasize participants’ association with ECCE provision and utilisation.
Another basis for justifying the number of interviews and observations conducted in this study is connected with what Glaser (1967) refers to as data saturation. I found out that my interviews went through a cycle such that ideas, interpretations and information were clarified to the point that no new opinions were generated.
The qualitative approach adopted for this study does not involve statistical manipulations and control of variables. The study rather lends itself to the quality of the sample compositions and their relevance to achieving the research objectives. Indeed, Creswell (2007) and (Ritchie et al., 2003) argue that qualitative studies usually employ a small sample size, since its core features are its intensive and contextual exploration of the research issue. Thus, it is not appropriate to use a large sample size of participants within the scope of this study. Moreover, since the study does not aim to make generalisations but build up a theoretical model, a large sample size was not an option.
The sample selection within the framework of the research design for this study followed a stratified, purposive sampling technique. Purposive sampling, according to Creswell (2003:181) is a sampling technique that chooses participants with an intention to gain a deeper knowledge of a key phenomenon. Likewise, Robson (2002) admits that purposive sampling allows the researcher to make use of discretion in the choice of participants in order to explore the research questions in-depth. Hence, sampling begins with a range of choices about “with whom, where, and how” a researcher wants to go about the research (Palys, 2008). In this case, I was open to approach the
sampling process with an intention to reach the necessary stakeholders that would advance the course of the study.
Teddlie and Yu (2007) as well as Palinkas et al. (2015) further note that purposive sampling as a sampling strategy often employs pre-selection criteria on a group of participants that are relevant for a study. This method has been used in studies ranging from the study of HIV-positive women and unemployed men in the city (Atkinson and Flint, 2001).
However, Patton (2002) and Palinkas et al (2015) observe that purposive sampling is not limited to the study of pre-selected criteria group participants only. They argue that purposive sampling, for qualitative data collection and analysis, when combined with other sampling strategies, produces samples that can provide viable information related to the research questions. The authors identify principles of using purposive sampling; that is, finding samples that are experienced and have adequate knowledge of the research study, and the willingness and aptitude for communicating opinions in a reflective way (Bernard, 2002).
Purposive sampling becomes stratified (Patton 2002) when groups display variation on a particular phenomenon but each of which is fairly homogeneous, so that subgroups can be compared. Furthermore, the reason for selecting the stakeholders for this study using purposive sampling is because the population to select from is large. Hence, the adoption of purposive sampling procedure. In the study, I started with the selection of three Local Government Areas- Lagos Mainland, Kosofe and Ajeromi-Ifelodun, from 20 LGAs that make up Lagos state. These LGAs have been chosen because the three major ethnic
groups of Yoruba, Hausa and Ibo can be found in these three regions respectively. I purposively selected four nursery and primary schools from the three LGAs, out of whom two were privately funded (Bluechip and Brownie) and two publicly funded schools (Pinkcourt and Genesis10). The selection of schools was based on proximity and recommendations of SUBEB officials. I did not take account the ownership structure because I was not interested in comparing teachers’ constructions based on the type of school that the participants are drawn from, but rather on groups’ composition.
Table 6: Participant overview11
Position Participants Data collection
instruments
Number
Educators Teachers Focus groups
discussions, interviews and observation
4 focus groups consisting of 5 participants, and 5 individual interviews Government
officials
Inspectors Interviews 4 individual interviews Policymakers Interviews 2 individual interviews Parents Those in the
PTA/ Centre management committee Focus groups discussions, and interviews.
2 focus groups consisting of 6 participants, and 4 individual interviews
Estimated total number of
participants
38
I purposely selected five teachers in the each of the four pre-school sections of the schools to form four FGDs. six parents were each selected from Brownie and Genesis for the study to form two FGD (see Table 6). The teachers were
10 The names of these schools are pseudonyms to ensure anonymity 11 Including the composition of focus groups and interviews
personally selected by the researcher. After conducting a week of pre- classroom observations in each of the school, I was able to identify teachers that met the criteria I have outlined for research participants by interacting with them during the pre-classroom observation visits. However, the teachers selected for the study cut across different age groups and they all have qualifications in education (see Table 7). Moreover, the composition of teachers’ FGD display different ethnicity but the predominant ethnicity was Yoruba. This might relate to the geographical location of Lagos state which lies in the Yoruba region. I also observed that the scarcity of Hausa ethnic tribe in the teaching profession in this region. I presume this should do with the cultural belief of this ethic group about the roles of women and education. The Ibo ethnic group are predominant in the teaching profession but as it was observed, their beliefs about education seem to be at par with their Yoruba counterparts. The background of the pupils can be said to range from poor to average and above average. I observed that public schools are mostly patronised by parents from the low socio-economic backgrounds and record many pupils from poor backgrounds. Many of the parents in the public schools are not educated but desire that their children get educated. The class size in the two private ECCE centres was twenty-eight pupils with two teachers and one helper. The other two public schools have one teacher to about twenty-five pupils.
For the policymakers, their selection was done through a snowballing technique (Browne, 2005). This is consistent with the opinion of Atkinson and Flint (2001) that a snowball sampling strategy offers the opportunity of referral from privileged authorities, which in this case are the elitist ECCE “experts”, to
other individuals who can provide required information on the research questions. For instance, a policymaker suggested an inspector because of his experience and knowledge about ECCE programme.
A pilot study was carried out in Osun state before the main research was conducted on the samples selected. This allowed me to make necessary adjustments to the research instruments and procedures before proceeding to the research field. Thus, it is noteworthy that a pilot study, a total of fifteen individual interviews, five FGD and twelve observations were conducted within a period of six months. This period was marked by interruptions due to school vacation periods, public holidays and other contingencies. Within this period, prior contacts were made with the participants and follow-up calls also made while some interviews appointments were re-scheduled. Furthermore, data for the document analysis involved in this study, which are secondary in nature, were searched out from schools, government agencies and ministries. In view of this, I believe that the sample size selected for this study has made possible the conduct of appropriate and thorough data collection procedures.
The tables below show the categories of the research participants, their background information, fieldwork time table and the flowchart of the research approach.
Table 7: Participants' Background Information
Particip ant
Size Gender Qualifications
Years of Experience Age Ethnicity M ale Fe mal e B .E d. M .E d P hD 5 -10 11 -15 16 ab ov e 30 -40 41 -50 A bo ve 51 Y orub a H au sa Ibo Inspecto rs 4 2 2 1 3 - 1 1 2 2 2 3 - 1 Policym akers 2 1 1 - 1 1 2 1 1 2 Teacher s 20 3 17 1 6 4 - 5 6 9 4 1 0 6 13 1 6 Source12 12 Gbadegesin, 2016
Table 8: Field work time table
Activity Date
Arrival to Lagos state, Nigeria June 22nd, 2015
Preliminary contacts with Lagos state SUBEB and other government officials (submission of Letter of introduction from the University of Leeds)
June 30th, 2015
1st, 2nd, 3rd and 4th interviews with government officials in
ministries and agencies.
July 6th, 10th 16th, and
20th respectively
Submission of letters of introduction to LGEAs, Lagos 21st July, 2015
Pilot study phase in Ile Ife, Nigeria and adjustments on interview
30th July 2015
Review of certain aspects of teachers and parents’ interview guides
1st - 10th August, 2015
Preliminary analysis of policymakers and inspectors’ four narratives
11th-22nd August,
2015
Visit to ECCE settings for pre-classroom observations 23rd Aug- 1st Sept, 2015
1st, 2nd , and 3rd Focus Group Discussions with teachers 4th, 11th & 18th Sept.
1st, 2nd and 3rd Individual interviews with teachers 8th, 16th & 24th Sept.
Preliminary analysis of teachers’ narratives 29th Sept –7th Oct, 2015
5th and 6th individual interviews on policymakers and
inspectors
10th October, 2015.
Collection of secondary data (policy document, reforms, handbooks) from SUBEB, Ministry of Education and agencies.
10th – 11th October
1st, 2nd and 3rd classroom observations 11th – 13th November,
4th, 5th and 6th individual interviews with teachers 13th – 15th November
Recruitment and contacts with parents 16th -18th November
1st and 2nd FGD with parents 18th- 20th November
Preliminary analysis of parents’ narratives 20th -30th November
1st, 2nd and 3rd and 4th interviews with parents 1st – 20th December
Figure 3-1: A flowchart of the research approach Research Paradigm Qualitative Research Approach Interpretive Data Collection
Pilot Study Semi –Structure & Focus Interview
Observation Secondary
Information
Data Analysis
Familiarizing with the data. Generating initial codes Searching for themes Defining
and naming themes Reporting
: A flowchart of the research process