Methodology example in research
CHAPTER THREE: METHODOLOGY
3.0 Introduction
This chapter outlines the research approach, design, and methods utilized in the study. It covers the procedures for selecting participants, data collection methods and instruments, data analysis processes, assumptions, study limitations, ethical considerations, trustworthiness, and the research timeline.
Methodology example in research
3.1 Research Approach
The study employed a qualitative approach (Hancock et al., 2021), focusing on collecting and analyzing rich, in-depth data from both teachers and students. Data collection methods such as interviews, focus group discussions, and observations were used to gain a comprehensive understanding of the phenomenon. The study centered on the role of oral storytelling in enhancing English language teaching in a public secondary school in Uganda. This approach allowed for the use of diverse data collection tools that provided deep insights into the research topic (Arani, 2017).
Methodology example in research
3.2 Research Design
The study adopted a qualitative case study design aimed at exploring the role oral stories play in improving English language instruction (Kratochwill et al., 2023). The case study involved collaboration between the researcher, one senior class, two students, and one teacher. Through this design, the study delved into the function of storytelling in language instruction, investigating its current use in English language teaching.
The case study design facilitated a focused exploration of specific programs, activities, or individuals, narrowing a broad research field into manageable, researchable examples. The qualitative approach was chosen to collect detailed information on how storytelling could enhance English teaching in a Ugandan school, enabling a comprehensive understanding of the subject matter (Creswell & Creswell, 2017).
Methodology example in research
3.3 Setting and Research Location
The study took place at a public secondary school in Mityana Municipality, Mityana District. This location was selected due to the limited research on the impact of storytelling as a pedagogical tool in English education within the region. The choice of this school allowed the research to address gaps in the understanding of how storytelling is used in English education in Uganda.
By selecting a public secondary school, the researcher aimed to gain access to participants within a typical school setting in Uganda. The environment allowed for an in-depth exploration of the role of storytelling in English education while also offering insights into the challenges and opportunities specific to the Ugandan education system.
Methodology example in research
3.4 Study Participants
Participants are the individuals from whom a researcher obtains data (Creswell & Creswell, 2017). The study population included a Senior Two English teacher and a class of students, specifically 10 students (male and female) from the same class who participated in a focus group discussion. These participants were selected because they possessed valuable insights into the pedagogical approaches used in English language instruction.
Methodology example in research
3.5 Data Collection Instruments/Tools
The study used multiple data collection tools, including interviews, focus group discussions, document analysis, and classroom observations. This diverse array of tools strengthened the study’s credibility by allowing triangulation of data. The use of various qualitative methods enabled the researcher to gain a nuanced understanding of storytelling’s role in teaching and learning English. This multifaceted approach helped identify emerging trends and patterns from different data sources.
Methodology example in research
3.5.1 Observation Checklist
An observation checklist was employed to assess the use of oral storytelling in English language teaching. It captured specific aspects of teaching and learning, such as storytelling techniques, student engagement, and language development (Chacón Moscoso et al., 2019). The checklist was used during classroom sessions and by the teacher for self-evaluation to reflect on the effectiveness of storytelling in the instructional process.
3.5.2 Interview Guide
A semi-structured interview guide was utilized to gather detailed information from the teacher regarding the use of storytelling in English teaching (Jamshed, 2014). The flexibility of this tool allowed for probing questions and follow-ups to build a deeper understanding of the subject. This interview guide enabled the researcher to explore the teacher’s perspectives on storytelling and its impact on student learning.
3.5.3 Focus Group Discussion Guide
Focus group discussions (FGDs) were conducted with 10 students to gather their opinions on using storytelling to teach English (Creswell, 2014). This method provided insights into students’ perceptions, beliefs, and experiences regarding the use of oral stories in language learning.
3.5.4 Documentary Analysis Guide
Document analysis involved reviewing key documents such as the English syllabus, lesson plans, textbooks, and the scheme of work. This analysis provided insights into the pedagogical methods employed by teachers in English language instruction and helped examine how storytelling was incorporated into the curriculum.
Methodology example in research
3.6 Ethical Considerations
After obtaining approval from the Research Supervisor, an introductory letter from Aga Khan University, Institute for Educational Development-Eastern Africa, was presented to the Municipal Education Officer, the research site, and the Uganda National Council of Science and Technology, where a research permit was issued. The researcher ensured the confidentiality of participant information and obtained informed consent before collecting and analyzing data.
Methodology example in research
3.8 Data Analysis
The data collected from observations, interviews, focus group discussions, and document analysis were transcribed and, where necessary, translated from Luganda into English. The data was then coded and categorized into meaningful segments representing key ideas or concepts. The analysis aimed to identify patterns, themes, and relationships to gain a deeper understanding of how storytelling enhanced English language teaching. Themes that emerged from the data were refined through iterative analysis, which enabled a clear narrative presentation of the findings.
Methodology example in research
3.9 Assumptions and Limitations of the Study
Several assumptions were made, including the expectation that participants would provide honest and accurate information. Limitations included potential participant bias due to the relationship between the researcher and participants, as well as the limited sample size, which restricted the generalizability of the findings. Triangulation and thick descriptions were employed to enhance the credibility and transferability of the results. Researcher bias was addressed through reflexive journaling, while language barriers were mitigated by employing a translator.
Methodology example in research
3.10 Rigor and Trustworthiness
To ensure the study’s rigor, multiple data collection methods were used to allow for triangulation. Thick descriptions were provided to enable readers to assess the transferability of findings. Member checking was conducted to confirm the accuracy of interpretations, and reflexive journaling helped manage researcher bias. An audit trail was maintained to enhance dependability, and negative case analysis ensured a well-rounded discussion of all findings.
Methodology example in research
3.11 Summary
This chapter outlined the methodology used in the study, including the research approach, design, data collection tools, analysis procedures, and ethical considerations. A qualitative case study approach was used to explore the role of storytelling in improving English language teaching in a Ugandan public secondary school. Triangulation and rigorous techniques ensured the trustworthiness of the study’s findings.
