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CHAPTER THREE

RESEARCH METHODOLOGY

3.0 Introduction

This chapter includes the research design, the study area, population and sample size, sampling techniques, methods of data collection, instruments, and analyses.

3.1 Research approach

The study applied the mixed methods approach where qualitative data was used to explain the collected quantitative data (Croswell, 2019).

3.2 Research design

The study applied convergent parallel research design, where quantitative and qualitative data was collected simultaneously and analysed separately. The results were then compared to determine the convergence or divergence of the data (Creswell, 2019). A self-administered questionnaire was used to collect quantitative data while, an interviews, and observations were used to collect qualitative data. The design enabled the researcher to accurately and systematically describe the support supervision process in the schools, to understand how it does or doesn’t influence teacher competence.

3.2 Location of the study

The study was conducted in all ten schools spread in Kamuge Sub County, Pallisa district.  Pallisa district was located in the eastern part of Uganda. Pallisa is bordered by Mbale on the eastern side, Budaka on the West, and Kumi on the Northern side.

3.3 Target Population

The total population of the study was 73 respondents from the 10 sampled schools. These include head teachers, centre coordinating tutors, area inspectors, inspectors of schools, and teachers.

3.4 Sample size

The teacher sample size for the study was 60 respondents from ten schools selected from Kamuge Sub-County, Pallisa District. Kredjcie and Morgan’s (1970), table recommends a sample size of 52 for a total population of 60 participants.

3.5 Sampling technique

All ten primary schools in the sub-county were purposively used for this study. Purposive sampling is a non-probability sampling technique that uses samples that are selected based on the characteristics of a population and the objective of the study. It was normally called judgmental, selective, or subjective sampling (Etikan, 2017). Purposive sampling was also used to select the ten (10) head teachers from the ten schools that were to be interviewed about support supervision and teacher competence in their schools. The head teachers are selected. They are selected purposely because they are the immediate supervisors of the teachers in the schools.

Stratified random sampling was used to select fifty-two (52) teachers. Stratified random sampling is a method of sampling that involves the division of the population into smaller subgroups known as strata (Creswell 2006). The strata are formed based on members’ shared attributes. The schools in Kamauge include private and government-aided schools. These categories have different attributes and therefore can be considered strata.  Two teachers from each of the selected primary one to primary three teachers answered a self-administered questionnaire. At least one of the teachers was selected using convenient methods for observation during lesson delivery. Convenient sampling was a qualitative research sampling strategy that involved selecting participants based on their accessibility and availability to the researcher. Convenient random sampling was preferred because not all head teachers and teachers may be willing to be observed while teaching and being supported and supervised by their supervisors. The sampling methods and the size of the sample are presented in Table 3.1

Table 3.1: sampling techniques and size of the respondents

Guided by Morgan and Krejcie (1970)

3.6 Instruments of data collection

To get first-hand information, primary methods of data collection methods were used and these include interview guides, self-administered questionnaires, observation guide and documentary analysis.

3.6.1 Interview guide

Formal interviews were administered by the researcher with the key informants (head teachers, CCTs, DEO, and DIS). Interviews were administered to the key informants because they allowed respondents to express themselves on matters at hand and enabled the researcher to get much information about the study. They allow respondents to give details on different variables like the importance of support supervision and how it has helped improve teacher competence (Adams, 2015).

3.6.2 Questionnaire

Objective three of the study was quantitative in nature. Therefore, the data collection instrument was a self-administered questionnaire (SAQ) consisting of three sections, namely; A through C. Section A was on the demographic characteristics of the respondents that are namely; gender, age, education level, experience, and responsibility in the school. Section B was on support supervision; Section C was on teacher competence. The ranking was a five-point Likert Scale (Where 1 = strongly disagree 2 = disagree 3 = fairly agree 4 = agree 5 = strongly agree).

3.6.3 Observation guide

Observation guides, adapted from the ECD department were used to observe actual lessons as conducted by the teachers. This helped the study to qualitatively and quantitatively assess the teachers’ competence in the teaching of mathematics. A supervision of supervision (SOS) was used to observe the patterns of supervision between the head teachers and the teacher.

3.6.4 Document analysis guide

Teacher documents like lesson plans, schemes of work and assessment records were analysed to determine the teacher’s competence. The head teachers’ supervision records were also analysed to understand the frequency and quality of the supervision conducted. The children’s work books were analysed. Document analysis guides were used for this purpose.

3.7 Ethical considerations

The researcher received an introductory letter from the University of Kyambogo which was presented to the Education department at the district level. To be awarded the introductory letter, the internal systems were cross-checked and the researcher on ethical considerations. The District Education Officers allowed the researcher to go to the schools after getting assured of adherence to ethical issues.

Before carrying out the study, respondents were given consent forms which were signed voluntarily to confirm that they were never forced to participate. The researcher maintained ethical considerations such as confidentiality and was honest with the findings with the hope that they can be used by the government to consider support supervision as an urgent intervention for school and teacher improvement. Pseudonyms were used to cancel the identity of respondents and schools involved in the study.

3.8 Data collection procedure

The data collection procedure consisted of three activities. These include conducting interviews with the key informants, i.e. teachers and head teachers, distribution of the questionnaires, and participant observation of the lessons. Documentary analysis of the teachers’ preparatory books, lesson notes, and learning materials was conducted to evaluate teacher knowledge competence.

The process began with, obtaining a clearance letter from Kyambogo University, which was presented to the chief administrative officer (CAO) of Pallisa district. It is with the clearance letter that the researcher sought permission from the district leadership. The CAO forwarded the researcher to the DEO, who presented the researcher with the schools lists of Kamuge Sub County. With the DEO s authorisation, the head teachers were approached. They were presented with the consent forms together with the selected teachers. The teachers were given the self-administered questionnaire while the researcher continued with the interviews of the various correspondents. Observation of the lessons for the selected teachers was also conducted across the selected schools. The various documents were availed and analysed as well.

3.9 Quality control

The study used both quantitative and qualitative data collection methods and tools. Validity and reliability were considered for both separately.

3.9.1 Validity and Reliability for quantitative data

 3.9.1 Validity

The validity of research instruments was ensured by subjecting the individual item in the instrument to scrutiny by research experts, whose recommendations were used to refine the items developed to capture the expected data as recommended accurately (Mugende & Mugende, 2008). In this case, the validity of each item in the instruments developed was subjected to rating by either of the ten experts and the Content Validity Index (CVI) was then computed using the formulae:

CVI = Total valid items ÷ Total number of items validated

The CVI, which was greater than the 0.7 recommended validity for an instrument. Thus, that questionnaire guide was considered valid for the study.

3.9.2 Reliability

Reliability was the consistency of an instrument to produce the same results each time it was used under the same conditions with the same subjects. Thus, the reliability of the instrument was ensured through the use of Cronbach’s Alpha Co-efficient technique provided by the Statistical Package for the Social Sciences (SPSS) program. The researcher carried out a pilot study of questions and later entered into the computer using SPSS to calculate the reliability index of the instruments using Cronbach’s Alpha Co-efficient technique. The pilot was conducted in three schools in neighbouring sub-counties with similar characteristics. The formula here under was used to calculate the reliability index of the questions.

) whereby

• Trustworthiness of the qualitative data

The researcher consistently and thoroughly engaged with the data sources to verify the trustworthiness of the data. This process was carried out by conducting multiple activities simultaneously, including collecting data, taking field notes, writing reflection papers, capturing images, analysing the data, and interpreting the findings. These activities continued until enough information was gathered within the designated data collection timeframe. In addition, comprehensive data was gathered (Merriam, 1998) through interviews and class observations. Field notes and reflection papers were used in composing the description, which were prepared consistently after each instance of data collection to prevent any loss of data accuracy. The use of interviews and class observations were used to triangulate the data as a way of ensuring the trustworthiness of the qualitative data (Lauri 2011).

Dependability was ensured by using a triangulation of well-established data collection methods, such as interviews, observations, and focus group discussions (Bryman, 2016; Creswell, 2014). The researcher employed a variety of data collection techniques, including interviews with teachers, head teachers, center coordinating tutors, and district education officials. These interviews were cross-checked with observations, document reviews, and self-administered questionnaires. This triangulation helped to reinforce the reliability of the data gathered from different participants using diverse methods (Fusch & Ness, 2017). The researcher’s interpretations were also used as an additional validity measure (Olson, 2016).

Transferability was ensured by utilizing standardized instruments that were reviewed by research experts at Kyambogo University (lecturers) and tested in non-study districts before being used in the field. The research report included thick verbatim transcriptions, maintaining the original information provided by participants. The researcher thoroughly reviewed all data before leaving the field to ensure that all necessary information had been collected to address the research questions.

Confirmability was established to ensure that the findings reflected the participants’ responses rather than the researcher’s own views (Ashworth & Kvale, 1996). While in the field, the researcher prepared a draft of the findings and conducted member checks to confirm that the information provided was accurate. The researcher returned to respondents for additional explanations and clarifications when needed, particularly with teachers, head teachers, CCTs and education officials. This process was crucial for validating, confirming, and assessing the trustworthiness of the findings (Doyle, 2007).

3.10 Data processing and analysis

Both qualitative and quantitative data analysis methods were used to analyse data. Narrations by the researcher were built based on the information obtained from interviews of the teachers and head teachers. Data was thematically presented about objective one and two which was to establish the influence of mentorship the teachers’ mathematics knowledge competence. Objective two was on establishing the influence of couching on teachers’ mathematics instruction competence in Kamuge sub-county. The researcher used descriptive statistics to analyse the nature of support supervision and coaching in the schools. Descriptive statistics was used in presenting the findings from tables. Quantitative data was analysed using SPSS programs to determine the correlation coefficients between levels of coaching, supervision and teacher competence in mathematics knowledge and instruction competence. Simple Regression analyses were used to determine relationships (Creswell, 2016). Pearson correlation was used to establish the relationship between support supervision and teacher competence (objective three). The correlation coefficient results were used to dismiss or affirm the hypotheses.

3.11 Limitations

The study was set conducted in 10 schools out of the 67 schools in the district. The findings in the study may therefore not be representative enough. Secondly, the study was carried out in only one term; they may lose out on the characteristics of the other remaining terms. The researcher was a private student at Kyambogo University and she financed the activities involving research. This means that there was some financial shortage to enable covering a larger area in carrying out research