For triangulation purposes, data were gathered using several strategies. According to Cohen et al.
(2011), triangulation encompasses using more than one technique to gather data with the aim of improving its validity. The following four data gathering techniques were used:
• Questionnaires;
• Workshops;
• Lesson observations; and
• Stimulated-recall-interviews.
Table 3.1: Summary of data collection methods and instruments used Stages Methods used to
gather data
Document from which data was gathered
Purpose of the data Stage 1 Piloting of
questionnaires and interview questions
Piloting was done with three Physical Science teachers teaching grade 10
To find out how accurate the questions were in addressing my sub-research questions.
Stage 2 Distribution of questionnaires to grade 10 Physical Science teachers
Perceptions and experiences of grade 10 Physical Science teachers on the teaching of electromagnetism and the use o f easily accessible materials
To collect data for research sub-questions and 1 and 2.
Stage 3 Conduct workshops To develop the resources (easily accessible materials) and worksheets
Prepare the resources for the lesson
implementation Respond to research question 3.
Stage 3 Lesson presentations Observations sheets and video
taped lessons
Respond to sub
research question 4.
Stage 4 Recall-interviews To find out teachers’
experiences using the resource and probe further on the effectiveness o f the resource
Respond to sub
research question 4.
3.11.1 Document analysis
According to Cohen et al. (2011), document analysis allows researchers to reach out to otherwise inaccessible information in a particular subject where the sources o f information may be obstructive or non-reactive. Document analysis refers to techniques o f making references from identified characteristics o f messages in documents objectively and systematically (Brayman, 2001). To Cohen et al. (2011), qualitative data analysis comprises classifying, accounting for and clarifying the data in order to make sense o f the data in terms o f participant’s explanations o f the situations and opinions, taking into account patterns, themes and classifications.
Government documents analysed included curricula documents, Examiners’ reports and past examination papers. Government documents offered insights into requirements and policies regarding teaching and learning o f Physical Science in the Namibian context. Examiners’ reports provided data on past learners’ performances in the electromagnetism topic in particular. Lastly, past examination papers were analysed to provide insight on how the topic o f electromagnetism is assessed.
3.11.2 Questionnaires
According to Cohen et al. (2011), a questionnaire is a convenient instrument commonly used for gathering survey data, providing structured data which can be administered without the presence o f the researcher, and often being reasonably straightforward to analyse. Gay et al. (2011) explained that a questionnaire is a printed collection o f self-report questions to be answered by a selected set o f research participants. In this research the selected participants were Grade 10 Physical Science teachers. This technique was chosen because it enabled me to collect data from a large number o f participants within a short available time. The questionnaire was designed by me with the assistance o f my supervisor and co-supersivor. The questionnaire asked teachers’
views and experinecs o f teaching the topic o f electromagnetism in grade 10 and whether they make use o f easily accessible materials during in teaching the topic or not. Teachers were also asked as what they thought could be the benefits o f using easily accessible materials in teaching the topic o f electromagnetism. A copy o f the questionnaire is attached in Appendix 4.
Rule and John (2011) noted that questionnaires are less expensive to administer than other forms o f data collection. According to them, another advantage o f a questionnaire is that it provides an efficient method o f concurrent data collection from a large number o f participants. However, questionnaires also have many disadvantages. Respondents may answer the questions according to the way they understand as the researcher is not always present to clarify the question. Likewise, questionnaires can only be administered to literate respondents and (as happened in this study) may have a low return rate and may take too long to return (Bertram & Christiansen, 2015)
Open-ended questions ensured that they did not limit respondents’ expression o f their views. The reason for distributing to many teachers in different regions was to obtain a broader view o f teachers’ perceptions and experiences in teaching about electromagnetism. The data from questionnaires were used to answer research sub-questions 1 and 2:
3.11.3 Model Lesson Plans (Intervention)
To answer my research sub-question 3, the two teachers in the Swakopmund circuit collaborated with me to develop learning and teaching support materials (LTSMs) using easily accessible materials and worksheets on electromagnetism. According to Jonassen and Rohrer-Murphy (1999), a substantial and meaningful activity cannot only be accomplished individually seeing that
“the human individual’s activity is a system o f social relations” (p. 67). So, the reasons for collaborating with the teachers were to strengthen the LTSMs and to have the teachers accustomed so that they were comfortable to use the resources in their lessons. See Figures 4.2 and 4.3, and Table 4.4 for the LTSMs and Appendix 6 for a copy o f the worksheets.
3.11.4 Lesson observations
Chitiyo, Taunekeni and Chitiyo (2015) posit that observational techniques allow the researcher to use multiple senses in order to understand participants’ actions, roles, and behaviours.
Observations are also used to understand a situation from the perspective o f the participants (Hatch, 2002). Agreeing, Cohen et a l. (2007) described using observation as data generating tool where the researcher has the opportunity to look directly at the actions rather than relying on second-hand information.
Four lessons were observed that is, two lessons per teacher (identified using codes T1 and T2 respectively) making use o f the resources which we developed together. The teachers were identified by code to conceal their identities as promised when they were requested to participate in this research.
Lessons were observed and video-recorded. Lesson observations enabled me to gather first-hand information o f the action that took place during the lessons. The observations were guided by an observation schedule shown in Appendix 8. McKerman (1991) noted that video-recording the lessons allows the researcher to replay the tapes to fully explore the events o f the lessons and check the truthfulness o f text records, especially if there were unclear interpretations needing verifying from observation scripts.
Transcripts o f the lessons were then made which were used to formulate questions for the stimulated-recall interviews. The transcripts were later given to the two teachers to authenticate them.
3.11.5 Stimulated recall interviews
To Lyle (2003), stimulated recall interviews are processes in which video recordings are played back to participants to recall their thinking o f events and so stimulate them to thinking about them.
Lyle (2003) added that stimulated recall interviews allow researchers to analyse cognitive reasoning o f participants.
One stimulated-recall interview took place with each teacher, which combined the two lessons given by that teacher. Since the teachers indicated that they were busy with the examinations, learners’ continuous assessment progress and general administrations preparations which was a few days before end o f year examinations, the interviews took place days after the lessons.
Bertram and Christiansen (2015) warned researchers to be careful when conducting interviews so that power relations do not influence the interviewee’s responses. In this case, my position as an interviewer did not play any role in influencing teachers’ responses because participants saw me as a critical friend given the way we worked with each other. Lambert and Loiselle’s (2008) advice was followed to audio record and transcribe the interviews and note wherever an interviewee is sending out any mixed feelings.
The interviews were conducted in a conducive environment where the teachers were able to express themselves. They were done after school when there would be no interruptions from fellow teachers and learners. Each interview (see Appendix 9) lasted for about 25 minutes. During the interviews, both teachers were relaxed and expressed their feelings freely. This was possible because the two teachers and I have known one another for the last 5 years and we have been working together.