CHAPTER 3 Research Methodology

This chapter will discuss the research instruments and validation methods used for the investigation at Glenstantia Primary School. The research instruments used were questionnaires, interviews and observation.

1.

Investigation instruments

The information of the investigation at Glenstantia Primary School was gained by using various research instruments. The research instruments used were questionnaires, interviews and observation. For the purpose of this investigation all staff members were consulted. The total number of teaching staff included in the survey was 43. In the survey the total number of educators involved in teaching computer literacy was two. The total number of educators involved with computer-assisted education numbered 26.

1.1

Questionnaires

In order to get the required objective data on the integration of computers at Glenstantia Primary School, questionnaires were distributed to all educators on the staff. These questionnaires were aimed at collecting information on the research topic during August and September of 2003. One questionnaire was handed out to the staff and this was followed with individual interviews and observation. The questionnaire was accompanied with an introductory letter as illustrated in Figure3.1.

G.M. Kruger

Mini-dissertation M.Ed. (CIE), Faculty of Education, University of Pretoria

The use of computer technology in the Primary School

Figure 3.1

Introductory letter which accompanied the questionnaire

Addendum 4

The questionnaire covered personal details, the educators personal use of computers and their infrastructure for computer use. A copy of the letter and the questionnaire is attached in Addendum 2. The topics are listed below and the information gained can be divided as follows: Table 3.1 Topics covered in the staff questionnaire TOPIC QUESTION TYPE OF INFORMATION Grade teaching at the moment 2 Personal details Age 4 Personal details
G.M. Kruger Mini-dissertation M.Ed. (CIE), Faculty of Education, University of Pretoria

The use of computer technology in the Primary School

Computer skills Computer ownership Financial assistance in buying a computer Use of computer in teaching Microsoft Schools Agreement Teaching computer literacy/CAI Personal feelings on the value of computers for educators Use of the Internet in teaching Reasons educators do not use computer technology Availability for training Computer programme usage and integration

6 13 14 7 15 3 8 9 10 11 12

Personal details Personal details Personal details, support infrastructure Support infrastructure Support infrastructure Integration, support infrastructure Integration, support infrastructure Integration Personal details, support infrastructure Support infrastructure Integration

1.2

Design of the questionnaires

The purpose of the design of the questionnaires was to get objective data with as little inconvenience to the educators as possible. As experienced by the author when similar questionnaires were handed out, it can become a negative exercise if it requires too much time from the educators involved. As the educators had four days to complete the questionnaire, the questionnaire was designed to be self-explanatory with little or no need for explanation from the author. The length of the questionnaire was not a consideration as all the topics had to be covered. The type of questions were only of the closed type, with open-ended questions left for the interviews. No questionnaires were returned to the respondents because of apparent incorrect answers. Where no answers were given, it was noted as such.

1.3

Method of distribution

A letter requesting authorisation to run the research project at Glenstantia Primary School was sent to the acting-principal, Mrs R Coetzee and the

G.M. Kruger

Mini-dissertation M.Ed. (CIE), Faculty of Education, University of Pretoria

The use of computer technology in the Primary School

chairman of the Governing Body of the school, Mr G Gast (Addendum 3). After gaining the authorisation from the principal and the chairman of the Governing Body the questionnaires were put in the pigeonholes of all staff members. The staff were not asked by anyone in authority to complete the questionnaire. The educators returned the questionnaires by placing it in the authors pigeonhole. As the educators names appeared on the questionnaire, the author was able to verify who had not returned their questionnaires. These educators were once more reminded to return the questionnaires, but some were still outstanding. Table 3.2 summarises the questionnaires distributed and the response rate. Table 3.2 Summary of the questionnaire distributed to the educators QUESTIONNAIRE Nr DISTRIBUTED Nr RETURNED RESPONSE RATE Educator Questionnaire 43 36 84%

From the educators response it is clear that they have a positive attitude towards the computers and technology at school. Quite a few educators expressed gratitude for being able to say how they felt computers should be used at Glenstantia Primary.

1.4

Interviews

The purpose of the interviews was to get specific information about the use of computers at Glenstantia Primary from specific role-players. All the interviews took the form of an informal discussion on computers and technology at Glenstantia Primary. The interviews assisted in the triangulation of the data obtained from the rest of the research process.

1.5

Observation

The author has taught at Glenstantia Primary for eight years. Five of these eight years was spent teaching computer skills and computer-aided
G.M. Kruger Mini-dissertation M.Ed. (CIE), Faculty of Education, University of Pretoria

The use of computer technology in the Primary School

instruction to Grade 5 to Grade 7 learners. The author was in the fortunate position of observing the growth of the computer department from one centre aimed only at computer-aided instruction, to two centres, one being used for computer literacy and integration. Information gained from the questionnaires could therefore be verified by unobtrusive observation. McMillan and Schumacher (1997:272) state that observation should be nonreactive. This means that the researcher must use unobtrusive measures to stop the subjects from changing their behaviour to suit the researcher. Familiarity with the author erased any change in the subjects behaviour, as he was already part of the furniture. The observations assisted in the triangulation of the data.

2.
2.1

Triangulation of the data

Verifying the questionnaire, interviews and observation

An interview with the Head of Department, Mrs Andrea Hundermark, served to verify the data gained from the questionnaire and the observation. A summary of the findings was distributed to relevant people on the staff to verify with regard to content and interpretation: Mrs R Coetzee, Acting Principal Mrs A Hundermark, Head of Department Computers

2.2

Confirmation of data and interpretations

The relevant parts of this document was given to specific people to peruse and comment on its accuracy: the Acting Principal and the HOD Computers were given copies of the Findings,

G.M. Kruger

Mini-dissertation M.Ed. (CIE), Faculty of Education, University of Pretoria

The use of computer technology in the Primary School

information about the Microsoft Schools Programme was verified by the HOD Computers, information about the schools current statistics was confirmed by the schools admissions secretary.

3.

Summary

Questionnaires were given to all staff members in order to gain quantitative information about the nature of computer integration at Glenstantia Primary. The purpose, design and methodology of the questionnaires were discussed. Data obtained from interviews were used to support data from the questionnaire. The information was triangulated by data from 36 staff members questionnaires and the verification of the data by interviews and observation. All relevant role-players also read the draft document and commented on its accuracy.

4.

Conclusion

The methods described in this chapter were used to obtain the information used in Chapter 4: Findings.

G.M. Kruger

Mini-dissertation M.Ed. (CIE), Faculty of Education, University of Pretoria

The use of computer technology in the Primary School