Perforar para para maximizar la producción

In validating the data in a qualitative study, Drew (2008:70) states that this involves recording data in narrative descriptions, not numbers. Researchers use qualitative methods to observe and describe conditions rather than controlling them. Interview transcripts and written notes were analyzed systematically through repeated re-reading of them. This made it possible to gain an understanding of each interviewee‟s viewpoint and perspective. The questions were formulated in simple language for clarity and ease of understanding.

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According to Struwig and Stead (2007:136), validity refers to the extent to which a research design is scientifically sound or appropriately conducted. They further contend that there are various ways of confirming or validating data. Various methods were used to confirm or to validate the data such as conducting interviews, and administering questionnaires.

To ensure validity the researcher explained the background and the view she holds that could influence the interpretations offered. Further use of triangulation contributed to the validity of the findings. Cohen et al. (2000:112) states that triangulation may be defined as the use of two or more methods of data collection in the study of some aspects of human behaviour. Neuman (2000:124) makes the analogy that surveyors and sailors measure distances between objects by making observations from multiple positions. By observing something from different angles or viewpoints they get fixed on its true location. Applied to social research it is better to examine something from several angles rather than to look at it in from only one perspective. Thus the researcher used different methods; questionnaires, and interviews to check on the accuracy and to ensure validity and reliability.

3.8.2 Reliability

Neuman (2000:171) states that reliability means dependability or consistency. Qualitative researchers use a variety of techniques to record their data consistently. In this study interviews and questionnaires were used as techniques to gather the data. Reliability was also ensured by minimising sources of measurement error like data collector bias which, refer to the degree to which the researcher is biased in reporting and interpreting the findings. To ensure that data was dependable, the researcher employed member checking by returning the data to the respondents for verification of its accuracy.

Bloor (1978) as cited in Cohen et al. (2000:120) suggests the following three means by which respondent validation can be addressed:

• Researchers attempt to predict what the respondents‟ classifications of situations will be.

• Researchers prepare hypothetical cases and then predict respondent‟s likely responses to them.

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• Researchers return their research reports to the respondents and record their reactions to that report.

For the purpose of this study the researcher returned the findings to the respondents and recorded their reactions to that report, by means of member checking. Privacy and confidentiality were further established by ensuring that the physical and psychological environment where data was collected was made as comfortable as possible. At both schools the researcher was given a quiet room to conduct the research in private without any disturbances.

3.9 LIMITATIONS AND DELIMITATIONS

3.9.1 Limitations

The limitations of the study are those characteristics of design or methodology that impacted or influenced the application or interpretation of the results of a study. They are the constraints on generalizability of findings that are the results of the ways in which you choose to design the study (USC Libraries Mobile, 2012).

Two high schools in the northern areas of Port Elizabeth were selected for the purpose of this research. The reason only two schools were chosen was to comply with the time constraints regarding the research. Only Grade 10 to 12 teachers were chosen which confined the research to a relatively small geographical area. Results may not be applicable to schools where there are counsellors or educational psychologists such as private or former Model C schools. Teachers from the disadvantaged township schools were excluded from the study.

3.9.2 Delimitations

This study is delimited to two secondary schools located in the northern areas of Port Elizabeth as it is a small-scale study. A more in depth study involving a wider selection of schools goes beyond the scope of this study.

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To render the study ethical the rights to self-determination, anonymity, confidentiality and informed consent were observed. Written permission to conduct the research study was obtained from the DoE as well as the Ethics Committee of the Nelson Mandela Metropolitan University (see Appendix B and C).

Permission and consent were also obtained from the school principals as well as the teachers who participated in the study (see Appendix D). The informants were informed of their right to voluntarily consent or decline to participate, and to withdraw participation at any time. Respondents were also informed about the purpose of the study, the procedures that would be used to collect the data, and assured that there were no potential risks involved.

In this study, confidentiality was maintained by keeping the collected data confidential and not revealing the respondents‟ identities during the reporting of findings.

3.11 SUMMARY

This chapter provided an outline of the research methodology, including the population, sample, data collection instruments as well as strategies used to ensure ethical standards regarding reliability and validity of the study. The qualitative design was explained in detail and motivation for its selection was provided. The various data collection instruments such as questionnaires and semi-structured interviews were described.

The qualitative method was used in this case study to collect data. Case studies can establish cause and effect; one of their strengths is that they observe effects in real contexts, recognising that context is a powerful determinant of both causes and effects. Furthermore context is unique and dynamic; hence case studies investigate and report the complex dynamic and unfolding interactions of events, human relationships and other factors in a unique instance (Cohen et al., 2000:181).

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