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CHAPTER 3:RESEARCH METHODOLOGY
Introduction
This chapter explains the research methodology adopted in this study. The research design for this study is discussed considering the statement of purpose as indicated in Chapter 1 to understand participants’ ideas and behaviour towards the teaching of electricity and magnetism during a Lesson Study intervention. The research problem required a qualitative approach, with a case study design within the interpretive paradigm. The research paradigm, research design, sampling method, data gathering procedures, data analysis strategies, quality assurance criteria, ethical considerations and limitations of the study are discussed in this chapter.
Research paradigm
A research paradigm is an established principle designed around a basic truth, which gives rise to a specific worldview (Nieuwenhuis, 2014). Since this study aimed to understand participants’ ideas and behaviour when teaching electricity and magnetism during a Lesson Study intervention, the interpretive paradigm was chosen for this study. According to Creswell (2003), interpretivism assumes that reality is created due to the multiple interpretations that individuals establish socially and we cannot separate ourselves from what we know. In this study, participants shared their subjective experiences about the reality of Lesson Study. Participants’ opinions were later viewed to enable a better understanding of the process of change in teachers’ knowledge and classroom practices in this Lesson Study intervention. Cohen, Manion and Morrison (2007) claim that the meaning participants give to their experiences is better understood when words and actions of participants are taken into consideration. The interpretive paradigm allowed me to listen to what teachers had to say about their Lesson Study experience and observe teachers’ Lesson Study meetings and classroom lessons
In explaining my paradigmatic standpoint as a qualitative researcher, the researcher is aware that the research study needed to be guided by basic philosophical positions (Maxwell, 2013). In this section, I discuss how my philosophical beliefs provide a unifying framework of understanding knowledge about reality (ontology), my search for knowledge about truth (epistemology) and my approach to acquiring this knowledge.
Ontological assumption
Ontology is described as the study of nature and it’s form of reality (Nieuwenhuis, 2014). Having taught physics for five years as a teacher, I assume that reality is subjectively constructed based on teachers’ interaction with the natural and social world (within the context of a professional group, community, school or classroom) and of understanding such worlds. This research, therefore, follows a qualitative approach which assumes that participants construct their own subjective meaning about reality and truth, make sense of their social experiences and interpret the socially constructed knowledge within the Lesson Study context (Creswell, 2003; Nieuwenhuis, 2014). In my search to understand how participants construct personal realities based on their experiences, I had a one on one interaction with the participants. This enabled me to seek different views and opinions about teachers’ subjective experiences of discussion and reflection, and how they shared their experiences with one another. However, depending on what participants have in mind, it was assumed that careful interpretations of participants’ experiences and reflections can give an insight into how participants create multiple realities during this Lesson Study intervention (Creswell, 2003).
Epistemological assumption
According to Nieuwenhuis (2014, p.55), “Epistemology looks at how one knows reality, the method for knowing the nature of reality, or how one comes to know reality – it assumes a relationship between the knower and the known”. Seeking knowledge deals with finding the truth and understanding the phenomenon that is being studied, as well as understanding what works best in a specific situation (Creswell, 2003). However, epistemological reflection affirms that people create meaning of a phenomenon based on their specific social, economic, political and cultural experiences (Nieuwenhuis, 2014). In my search for in-depth understanding of teachers’ inner worlds, I related closely with the participants on a personal level through interviews, observation of Lesson Study sessions and participants’ classroom teachings, and document analysis of participants existing lesson plans. Each participant constructed their personal views of their Lesson Study experiences and practice. This enabled me to understand how Lesson Study intervention influences teachers’ knowledge and classroom practice in teaching electricity and magnetism.
Research design
Yin (1994, p.19) describes a research design as a “work plan for getting from here to there, where here may be defined as the initial set of questions to be answered, and there is some set of conclusions (answers) about these questions”. However, a research design could be directed by the idea of “fitness for purpose” (Cohen et al., 2007, p.78). Hence, the research design of this study should be suitable to understand participants’ ideas and behaviour when teaching electricity and magnetism during a Lesson Study intervention
Therefore, a qualitative inquiry using an exploratory case study design was adopted in this study. Yin (1994) describes a case study as a practical inquiry that explores a case or an event in its real environment, particularly when boundaries between the case or event and environment are not obvious. In other words, clear evidence is needed in this study, to explain the process of change in teachers’ knowledge and classroom practice during this Lesson Study intervention. Cohen et al. (2007, p.254) claim that a case study “portrays ‘what it is like’ to capture the reality of participants’ thoughts, feelings and lived experiences about a phenomenon in its real-life context”. Capturing participants’ views in this study provided an opportunity to analyse participants’ words and actions from multiple perspectives. However, two case studies of the Lesson Study intervention were separately carried out in this study due to logistical challenges. One pair was located in a rural environment while the other pair was from an urban setting. The two case studies provided a detailed understanding of the effects of the Lesson Study intervention on the teaching of electricity and magnetism in different classroom situations. However, there was no interaction between the two pairs.
Each Lesson Study pair explored three different research lessons. For each of these research lessons, only one Lesson Study cycle was conducted, since it was not possible for teachers to re-teach the revised lesson due to scheduled school programmes, teachers’ workload and curriculum time constraints. Instead, reflection on the research lessons was used to provide generic guidelines in planning and teaching the following research lessons. Also, teachers would be able to use the revised plans for the next academic year. The Lesson Study sequence was adapted as re-teaching was not an option. Each Lesson Study pair collaboratively planned lessons by setting goals and objectives to be achieved when teaching various concepts. The Lesson Study planning sessions each lasted for about sixty to ninety minutes. All teachers taught the planned lessons in their classrooms and each lesson presentation was video recorded. The teachers met after each lesson to collectively view the recordings with the aim to reflect, analyse and discuss the learners’ learning, and teachers’ teaching during these lessons. Outcomes from the debriefing section were used to improve the planning and teaching of the next lesson.
Cohen et al. (2007) claim that case studies use participant observation techniques. So, the researcher’s role in this study was that of a participant observer, because I was able to immerse myself in each phase of the Lesson Study process through talking with the participants, observing their actions when responding to questions, and observing their classroom teachings and attitude towards learners’ learning. This assisted the researcher to acquire a thorough understanding of participants’ mastery of subject matter, demonstration of content and pedagogical knowledge, teaching behaviours, reflections and perceptions about learners’ difficulties in electricity and magnetism. Nieuwenhuis (2014) claims that participant observation allows researchers to have an insider perspective of the phenomenon being studied. The resarcher’s close relationship with the participants provided an opportunity to understand how they planned, taught, and reflected on their lessons and how they made meaning of the Lesson Study program. This fits in with the assumption that members within a particular study population may have different perceptions about a programme and their perceptions may be influenced by certain assumptions. The researcher strived to maintain her position as an observer to enable the collection of rich and thick data since the Lesson Study pairs were cognizant of the observation activities. Each pair participated for a period of five weeks in the Lesson Study activities. Pair A taught Grade 11 during the third term and pair B taught Grade 10 during the second term. A diagrammatic representation of the teachers’ activities designed for this study is shown in Figure 3.1.
Declaration
Ethics Statement
Dedication
Acknowledgements
Abstract
List of abbreviations
Table of Contents
List of Figures
List of Tables
1.CHAPTER 1: INTRODUCTION AND CONTEXTUALISATION
1 Introduction
Background of the study
Context of the study
Research question
Structure of thesis
Chapter summary
2.CHAPTER 2: LITERATURE REVIEW
1Introduction
2. Attitude of learners towards physical sciences .
3. CHAPTER 3: RESEARCH METHODOLOGY
Introduction
Research paradigm
Sampling method
Data collection
4.CHAPTER 4: RESULTS FROM LESSON STUDY PAIR A
Introduction
School context
Biographic Information
Presentation and analysis of the initial Interviews
Classroom observation for the first research lesson
5.CHAPTER 5: RESULTS FROM LESSON STUDY PAIR B
Introduction
Biographic Information
Presentation and analysis of initial interview
Classroom observation for the first lesson
6.CHAPTER 6: DISCUSSION, IMPLICATIONS AND CONCLUSION
6.1 Introduction
6.2 Summary of chapters .
6.3 Situating the research findings
6.4 Revisiting the research questions
6.5 Researcher’s reflections
6.6 Limitations of the study .
6.7 Contribution of the study .
LIST OF REFERENCES
APPENDICES
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