The researcher used the participants actual words as a way of verifying that the data collected in this study were the participants’ original sayings. Credibility is the confidence that can be placed in the truth of the research findings (Anney, 2014:276). Member checks, peer debriefing and triangulation are the credibility strategies used in this study.
44 3.4.1.1 Member Checks
Creswell (2013) and Lincoln and Guba (1985 cited in Anney, 2014:277) emphasise that member checking is crucial and is the heart of credibility in qualitative research. Member checks are the continuous testing of the data and its interpretation (Anney, 2014:277). The researcher, therefore, applied member check in this study by sending the analysed and interpreted data back to the participants for them to verify its accuracy and credibility. McMillan and Schumacher (2010:331) argue that member checks can also take place within the interview as the researcher rephrases and probes to verify what participant said. The member checks were applied in the interview sessions. The researcher rephrased the questions and probed for more information from the participants. The member checks were also used to eliminate a thread that the participants might have identified by assuring them that this study’s intention was not for discrediting and exposing the use of English as the LoLT in teaching Grade 1 learners.
3.4.1.2 Peer debriefing
Anney (2014:276) suggests that the qualitative researcher needs to get the support of the academic person to ensure the credibility of the study by reviewing whether the results of the study were derived from the data collected. Peer debriefing assisted the researcher in being honest with the analysis of data in this study. The themes that were developed from the codes were sent to the supervisor who debriefed and verify them. The researcher got an opportunity to review the themes after receiving feedback from the supervisor. The conclusions and the recommendations of the study were then drawn from the findings, based on the verified themes by the supervisor.
3.4.1.3 Triangulation
Newby (2010:122) asserts that triangulation seeks to validate a claim, a process or an outcome through at least two independent sources. In this study, information was obtained from six teachers in three different schools that use English as the LoLT in Grade 1 classes. Triangulation was also ensured as more than one data collection method was used. In-depth interviews were conducted initially, followed by
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observations to verify the data collected during the interviews and this data was compared to documents that were analysed. Savin-Baden and Major (2013:392) state that observation verifies both self-reported and actual information. Furthermore, Savin-Baden and Major (2013:392) argue that observation helps to improve the validity of the study. Triangulation was also applied using the tape recorder and taking extensive notes during the interview sessions, which ensured that no information was omitted. The documents that were analysed were the South African Constitution, the National Education Policy Act, the South African Schools Act, the Language in Education Policy, Curriculum and Assessment Policy Statement and the policy on Incremental Introduction of African Languages (IIAL).
3.4.2 Transferability
Babbie and Mouton (2001:209) define transferability as the extent to which the findings can be applied in other context or with other participants. Transferability was evident in the study when the ‘rich thick description’ was provided and the participants were purposively sampled. Stake (2006:49) suggest that a description is rich if it provides details when describing a case. A thick description and purposive sampling could be used to ensure transferability in the study (Annay, 2014:85).
3.4.2.1 A thick description
A thick description was provided in this study since the settings, the participants and the data collection methods were thoroughly narrated. A thick description is referred to as a rich and extensive set of details concerning the methodology and context (Annay, 2011:278). The researcher took it upon herself to provide all details of the processes of data collection, data analysis and up to the point where the findings of the study were reached and interpreted.
3.4.2.2 Purposive sampling
Cohen et al. (2011:156) suggest that purposive sampling provides greater in-depth findings than other probability samplings methods. The researcher in this study wanted to explore the use of English as the LoLT in teaching Grade 1 isiZulu-speaking
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learners. The key informants of the study had to be knowledgeable of and involved in the issue under investigation. Purposive sampling was then one of the techniques that were used as the researcher carefully selected the participants of the study.
3.4.3 Dependability
Dependability refers to the stability of findings over time (Bitsch, 2005:86). Dependability was applied in this study by the use of an audit trail. An audit trail involves an examination of the inquiry process and product to validate the data (Annay, 2014:278). The researcher kept some records of the inquiry for auditing purposes. Raw interview data, observation notes and all field notes were kept throughout the study. Triangulation strategies were also employed, as explained under the credibility section in the previous discussion.
3.4.4 Confirmability
McMillan (2016:310) claims that confirmability is all about verification. Baxter and Eyles (1997) define confirmability as the degree in which the results of an enquiry could be confirmed or corroborated by other researchers. Audit trail (cf. 3.3), reflexive journal (3.4.4.1) and triangulation (cf. 3.4.1.3.) are evidence of confirmability in the study (Lincoln & Guba, 1985:318). Triangulation was implemented as interviews, observation and data analysis served as the data collection tools that confirmed data collected.
3.4.4.1 Reflexive journal
A reflexive journal in a qualitative research study was kept in order to record the experiences of the researcher throughout the research journey. Bashan and Holsblat (2017:2) claims that the reflective journal serves as a pedagogical instrument for the encouragement of reflection, critic and self-analysis. In this study, the reflexive journal was used for the researcher to reflect on the experiences and the challenges encountered in the sites. It assisted the researcher in looking back at the thoughts, the actions and the feelings she experienced during the data collection period. It further served as a tool for learning and improvement of the study.
47 3.5 ETHICAL ISSUES
Research ethics in qualitative research involves the manner in which the researcher handles herself when dealing with the participants. The participants and the data collected from the participants have to be protected and given the dignity that is due. Creswell (2013:57) states that ethical considerations are to be demonstrated in all stages of the research study. Angrosino (2012:167) considers informed consent and the protection of confidentiality as the most fundamental principles of ethical research.