CHAPTER THREE

RESEARCH DESIGN AND METHODOLOGY

3.1.Introduction

This chapter highlights the research design, study location, study variables, target population,

sampling techniques and sample size, study instruments, pilot study, validity and reliability of

instruments, data collection techniques and logistical and ethical consideration.

3.2.Research Design

This study adopted a case study design mainly using qualitative approach. Qualitative approach

aims at exploring the social reality of individuals, groups and cultures (Creswell, 2003 & Creswell,

2012). The approach adopted the use of semi-structured interview guide, questionnaire schedule

and non-participant observation checklist for collecting data (Denzin & Linoln, 1994). Case study

was used because the study phenomenon had similar characteristics.

3.3.Study Variables

The study variables included independent, dependent and intervening variables. Independent

variables included;

Teachers’ characteristics: teacher’s professional knowledge and competence, teaching strategies,

teacher training and teachers’ attitude towards children with SLD.

Teachers’ role: Making referrals, classroom teaching, assessment, collaboration, enlightening

parents and improving learning environment.

by the teachers’ ability to execute interventional teaching dispensations on the basis of their

knowledge about signs of SLD and competence to innovate and use classroom instructional

strategies.

Intervening variables included child’s medical health and family background. These are factors

which are known to significantly affect the functions of both independent and dependent variables

but were not part of the investigation.

3.4. Location of the Study

The study was conducted in Joy town special primary school for physically challenged children in

Thika, Kiambu county. About two thirds of these learners have cerebral palsy which is one of the

major causes of speech difficulties. Being the largest special primary school in the country Joy

town has the highest number of teachers who have long experience in working with children with

SLD, hence were able to provide adequate study population.

3.5. Target Population

This study targeted only 31 teachers working in Joy town special primary school regardless of

their age and gender. This number was inclusive of the head teacher.

3.6. Sampling Techniques and Sample Size

3.6.1. Sampling Techniques

The school was purposively selected. The school has a national outlook drawing children from all

over Kenya with different social-linguistic backgrounds and the majority of them have SLD. All
teachers working in the school were used because they were not many and since they directly

interacted with children with SLD, they constituted the most suitable target population which

provided the needed information for the study.

3.6.2. Sample Size

Out of the 31 targeted teachers, 2 were used during pilot-test. Therefore, the study sample size was
29 teachers who participated in the actual study. This number included the head teacher.

3.7. Research Instruments

3.7.1. Interview Guide for Head teacher

A semi-structured interview guide(see Appendix II) was prepared for the head teacher to obtain

the required information. The interview guide was used in order to obtain in-depth information

through probing the head teacher. Kothari (2009) asserts that this strategy allows flexibility in

probing and exploring certain subjects in greater depth.

3.7.2. Questionnaire Schedule

Questionnaires (see Appendix III) were prepared for the teachers because they can individually

record and interpret them well. The questionnaire constituted 3 sections covering specific items of

the objectives. The questionnaire procedure was useful in this study because it was time saving

and the researcher was not needed to be present during the filling of the questionnaires.
3.7.3. Observation Checklist

The study used non-participant observation method (see Appendix IV) where the researcher was

merely taking notes of what she observed. Observation schedule was used to observe teachers in

the classroom during teaching activities.

3.8. Pilot-test

A pilot-test was conducted with two teachers in the school under the study to ascertain the validity

and reliability of data collection instruments and appropriateness of the anticipated analytical

techniques. This is why the study sample size was 29 instead of 31 since 2 of them participated in

the pilot-test. The reason was that all teachers in the school directly interacted with learners with

SLD and faced similar experiences. The two teachers filled the questionnaires. Teacher

observation during pilot-testing was done on the same teachers by the researcher in classroom

teaching. The head teacher was not used in the pilot-test. The teachers used for the pilot-test did

not participate in the actual research. The procedure used in pre-testing was the same as the one

used in the main research.

3.8.1. Validity

An instrument is valid if it measures what it is intended to measure and accurately achieves the

purpose for what it was designed. Research instruments were validated through application of

content validity determined by expert judgment and inclusion of supervisors ‘suggestions. Further,

a pilot-testing was used to enhance the validity.

This means the degree of consistency demonstrated in a study (Welman & Kruger, 2001).

Reliability was determined by pilot-testing the questionnaires on the purposively selected teachers.

The study used Cronbach Coefficient Alpha test for internal consistency to obtain the average

score of the split half estimates. The study coefficient alpha was 0.913. It is important to note that

a liability coefficient of 0.70 is considered acceptable in most situations of social sciences.

However, below 0.70, the internal consistency becomes questionable but above 0.70 to 0.10

correlation coefficient is perfectly high. In this case, the study items had a relatively high

reliability.

3.9.Data Collection Techniques

The researcher requested for permission from the Ministry of Education through the Dean of

Graduate School to conduct the research. The researcher further sought permission from the

Education County Director, Thika West. The primary data was collected using questionnaires,

observation schedule and interview guide. Following a successful application requesting for pilot-

testing and data collection, the researcher explained the nature and purpose of the study to establish

rapport with the teachers who were used for the pilot-test. Then, during the actual data collection

on a separate day the researcher held interview with the head teacher early in the morning before

distributing questionnaires to teachers in the staffroom during tea break. Once again, the researcher

explained the study purpose to teachers who were not used in the piloting exercise and personally

distributed questionnaires to them. The researcher was present to clarify any possible ambiguities

during the filling of the questionnaires. Teachers’ classroom observation was done on the same

day. At first, the researcher requested the particular teachers for permission to use their lessons
during the observation. In the classrooms, the researcher was introduced by teachers to the learners

before sitting at the back of the class to take notes using the observation checklist until the end of

the lesson. The collection of questionnaires was done on the following day since it was not possible

to have them completed on the first day. Out of 29 questionnaires, only 24 (82.8%) were returned.

3.10. Data Analysis

The researcher edited the data collected from the field to ensure they were error-free. In the case

of quantitative data the researcher numbered the questionnaires appropriately. This was followed

by the coding process to mark and categorize information such as gender, age and level of

education. Then, data was entered into the computer program known as Statistics Package for

Social Sciences (SPSS)to aid in data analysis. The quantitative data was analyzed using simple

descriptive statistics such as graphs, percentages, charts, tables and frequencies. Qualitative data

was analyzed thematically and sorted according to the emerging themes (Braun & Clarke, 2006).

3.11. Logistical and Ethical Consideration

Inasmuch as the researcher promised voluntary participation, she informed the respondents of the

importance and justification of the study since their participation was extremely pertinent for the

purpose of data collection. The researcher also assured the respondents that their identity would

fully be protected by a careful exercise of anonymity and confidentiality. Finally, the researcher

disseminated the findings of the study with accuracy, honesty and responsibility to the professional

fraternity in the educational community through publication in the International Journal of Social

Sciences and Human Research, Vol. 6 issue 3, July 2018.