In mixed methods research, the data collection procedure consists of several key components: “sampling, gaining permissions, collecting data, and recording data” (Creswell & Plano Clark, 2011, p. 171). The selection of procedures regarding setting, participants, sampling procedures, sample size and recruitment were made in the knowledge that although there are no widely accepted typologies for mixed methods sampling strategies (Teddlie & Yu, 2007), all decisions should be based on the objective of using the appropriate methods to answer the research questions. In addition to this, there are decisions specific to the convergent design including; the selection of the two samples, the size of the samples, the design of the data collection questions and the format and order of the different forms of data collection (p. 180).
4.4.2 Sample
The design of this mixed methods case study was focused on gaining information-rich data rather than generalizable data; for this reason, a purposeful sampling strategy was selected.
4.4.3 Purposeful Sampling
Purposeful sampling involves the conscious selection of a particular sample for a defined purpose (Creswell & Plano Clark, 2011). Decisions relating to the
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sample were based on recruiting participants most conducive to addressing the research questions. A review of the literature identified that the components of ethical understanding are multidimensional and that assessment of ethical understanding requires the consideration of multiple perspectives. To gather multiple perspectives of children’s ethical understanding, the decision was made for the sample to comprise students, teachers, and parents. Given that the
participant sample included students, teachers and parents, and that the purpose of this study was to investigate the development of children’s ethical understanding within an educational context, the most appropriate setting for the study was considered to be a school. Additionally, the literature review indicated that existing instruments designed to measure aspects of ethical understanding require participants to have achieved independent literacy skills equivalent to an
approximate reading age of 12 years old; therefore, it was decided that the
minimum age for the student participants of the sample was 12 years of age (Year 7). As the research design included a four-week literacy program, it was necessary to recruit students from within a cohort who were able to attend designated literacy activities as a whole group for the entire four-week period. Further, it was felt that a mixed gender cohort would provide the opportunity to analyse, compare, and discuss potential differences in findings or perspectives based on gender.
Sample size was an important consideration in the design of this study. It was noted by Marshall and Rossman (2006), that although sample size is dependent on numerous factors and may be influenced by resources, location or
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time constraints; the ultimate decision must be based on the purpose of the research. As is the case in this study, sample size in a case study is related to the approach taken and is typically small (Creswell, 2008). The selection of the sample population and the setting, which required a single cohort of students in one location, determined the initial limit for the sample size as the typical number of students in a Year 7 class in Tasmania ranges between 15 to 30 students. Further decisions regarding sample size were based on the type and number of instruments being used, the amount of time available to conduct data collection, and the manageability of data analyses for a single researcher. For these reasons, the ideal sample size was estimated to be between 10 and 15 students. This number also factored in the inclusion of questionnaire data from one parent/carer of each student and questionnaire data from the students’ teachers.
4.4.4 Setting
Having established the criteria for the sample and setting and subsequently gaining ethics approval (see Appendix A), 16 schools that met the criteria were identified. An expression of interest email containing details about the project and providing the research team contact details was distributed to each principal of the identified schools. The initial email was followed by telephone contact requesting to arrange a meeting between the researcher and principal to discuss the project in detail. Eight schools declined the request of a meeting and eight schools accepted the request. Meetings to discuss the project and invite participation were held at each of the eight school locations during regular school hours. At the initial
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meeting, all research activities and materials were discussed, and clarification of the commitment and resources required was provided. In recognition of the
demands of the research activities and the specific limits of the sample criteria, the possibility of the lack of availability of an appropriate cohort from which to recruit was anticipated. Each of the principals expressed significant interest in
participating and agreed to give the proposal further consideration. Following the initial meetings, the principal of a Kindergarten-Year 10 Catholic college
confirmed that a suitable cohort was available and granted permission to conduct research at the school subject to the agreement of the teachers of the selected cohort. Prior permission to conduct research in Tasmanian Catholic schools had been granted by the Catholic Education Office (see Appendix B) and the principal supplied the researcher with the contact details of two teachers responsible for a group of year 7 and year 8 students who attended a combined Literacy program.
4.4.5 Participants
The two teachers were contacted by the researcher via an email containing full details of this study and an invitation to participate. Both teachers replied to express their interest in participating and to organise a meeting. At the meeting, full details of the project were explained and both teachers agreed to participate. Following an explanation of the research activities, a study timeline of data collection procedures and research activities was discussed and a timetable was constructed to accommodate existing curricula and teaching activities. Information sheets were distributed and consent forms were completed. Both teachers shared
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responsibility for a cohort of 18 year 7 and year 8 students who attended a Literacy program for three 50-minute periods each week. Prior to commencement of
recruitment, the researcher attended the classroom to introduce the project and explain the research activities to the students. At the conclusion of the
introduction, an information package containing the following materials was distributed to each of the 18 students:
1). Letter to parents and carers
2). Information Sheet for parents and carers (Appendix E) 3). Information Sheet for students (Appendix F)
4). Parent/carer Consent Form (Appendix G)
5). Parent/carer Consent Form for child to participate (Appendix H) 6). Student Consent Form (Appendix I)
7). GEM-PR questionnaire (Appendix J) 8). Return envelope
Signed consent forms were returned in sealed envelopes to the school office for collection by the researcher. Two teachers, 12 students and 12 parents and/or carers granted consent. Non-consenting students were informed that they would not take part in data collection or research activities and would continue with their regular timetabled activities. The group of student participants comprised three 12 year- old (1 x female, 2 x male) and nine 13 year- old (5 x female, 4 x male) individuals.
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