CHAPTER THREE

RESEARCH METHODOLOGY

3.0 INTRODUCTION

The previous chapter dealt with the review of related literature. A lot has been done in as far
as integration of ICTs in teaching and learning of mathematics, some methods used to collect
and analyse data were found useful. Some successes and failures were noted in different
regions. Some findings though cannot be generalised were applicable in the various contexts.
For this reason among others, this investigation seeks to answer some research questions in
the context of Epworth- Mabvuku-Tafara district. This chapter presents the research design
that illustrates how the study is going to be carried out. The research design is a framework
that seeks to answer some of the research questions. It here that the research instruments,
population from which the sample is going to be drawn and data presentation and analysis is
going to be explained.

3.1 RESEARCH APPROACHES

The approach that has been considered most appropriate for this study is a case study. This
is an inquiry that investigates a contemporary phenomenon in-depth and within a real world
context (Yin, 2009). Feelings and perceptions in obstacles that are associated with affecting
the use of e-learning and integration of ICTs in teaching and learning of mathematics at O
level are to be investigated from teachers in schools in the district which have population
distributions which are homogeneous. Thomas, (2011) defines a case study as an analysis of
persons, events, decisions, periods, projects, policies, institutions or other systems that are
studied holistically by one or more method. Creswell, J. (2009) views a case study research
as a single or multiple case studies which can include quantitative evidence, which relies on
multiple sources of evidence and benefits from prior development of theoretical
propositions. This study, hence shall adopt mixed method approach which shall involve the
use of qualitative and quantitative research paradigms to collect data which shall be used to
address the research questions as was further observed by Creswell, (2009), who states that
a case study can be based on a mix of quantitative and qualitative data. The researcher
seeks to gain an in depth understanding of the barriers in use of e-learning in teaching and
learning of mathematics, hence the qualitative approach shall dominate.

RESEARCH DESIGN

The research design involves; the selection of research methodology, data collection
technique and methods of analysing and interpretation of the collected data (White, 2000).
It is a framework that has been created to seek answers research questions.

A descriptive case study design gives a comprehensive explanation of participants’ points of

view as regards the obstacles that are affecting use of e-learning in the teaching and learning
of mathematics at O level. Case studies, on the other hand are often seen as prime examples
of qualitative research which adopts an interpretive approach to data, studies things within
their context and considers the subjective meanings that people bring to their situation
(Creswell, 2009). The study has been motivated by a belief that integrating technology in the
teaching in the teaching and learning of mathematics may have positive impact on students
performance (Davidson, Richardson & Johns, 2014).

The researcher chose a cross sectional survey for this research because it is less expensive
and gives results in short period of time so as to facilitate decision making. According to
Saunders etal, (1997) the survey allows gathering of a large quantity of data and is highly
economical. Further, a survey research also allows easy evaluation so as to come with
solutions which are convincing in order to solve a particular problem under study.

Sapsford, (2007) observed that standardisation is the engine of a research survey and the
whole point is to acquire consistent answers to consistent questions. The researcher selected a
survey research because of the consistent nature of collected data and it is easy to understand.
By choosing a survey approach the researcher had more control over the research process
because the data covered a wide sample that is four schools in Epworth-Mabvuku- Tafara
district.

Simple random sampling technique was used to select four schools from nine schools in the
district. The school shared a number of common characteristics in terms of number of
teachers in the department. For this reason all the teachers who among them were the
mathematics H.O.Ds, were selected as respondents to questionnaires and the H.O.Ds would
be interviewed to capture their views on the obstacles associated with the use of e-learning in
the teaching and learning of mathematics.

Creswell, ( 2003) in Davidson etal, (2014), suggested several methods of inquiry for
qualitative studies. This study followed the multiple case study tradition because it explored
four groups of individual school engaged in the same content area over a shorter period of
time as compared to the time for ethnographic study, (Davidson etal, 2014). The study used
questionnaires and interviews as primary source of data. A total of 18 teachers from four
different schools who teach mathematics at O level responded to questionnaires while four
heads of departments were interviewed. It has also been noted that students do not have the
necessary experience to respond to factors inhibiting use of e-learning in schools and hence
their questionnaire was discarded after the pre-test of the questionnaires for both teachers and
pupils. The study sought to address the following research questions

1. What are the major impediments in the use of e-learning among schools in the district?
2. What are the views of teachers pertaining to the integration of ICT in teaching and
learning of mathematics in the classroom?
3. Are the teachers willing to implement e-learning in teaching, mathematics in schools,
why or why not?
4. What are the challenges faced by teachers in thedistrict schools in the implementation of
e-learning or use of ICTs?
 5. Do teachers understand the benefits of e-learning as a useful tool that can be helpful in
teaching mathematics?
6. Are the schools well equipped with the necessary devices or infrastructure to implement
ICT integration in teaching mathematical concepts?

PARTICIPANTS:

SAMPLING PLAN

A sample is a subset of the population (it is representative of the population) (Sapsford

2007). The implication is that the subset resembles the population closely on key
characteristics and what is true for the sample is also true for the population.

Sampling plan is the selection of individual observations intended to yield some knowledge
about a population of concern and is meant for statistical inference. A large sample gives
greater accuracy and a better representation of the population. The sample of this
population was four secondary schools in Epworth-Mabvuku-Tafara district. The population
was Epworth-Mabvuku- Tafara district. The four schools were selected using intensity
sampling method which allows selection that provides an in-depth knowledge of the
occurrence of interest. The question under study being, the impediments in the integration
of ICTs in teaching and learning of mathematics at O level.

The sampling method employed in this study was purposive sampling. This method allows
the researcher to pick the sample judgement on the basis of their characteristics. Therefore
four Heads of science department were selected for interviews because they were suitable
to respond to the questions on discouraging factors on in the integration of ICTs in teaching
and learning of mathematics in secondary schools. Results from this sample would be
shared in the district to all mathematics teachers in the district through holding seminars.

For the purpose of obtaining useful and reliable information, knowledgeable people carefully
selected to provide data is imperative. The idea is to purposefully select participants who can
provide the best information based on the research questions (Creswell, 2003) in Davidson
etal, (2014). Teachers from four High schools with similar enrolment characteristics provided
in depth information on teachers’ views on use of e-learning in teaching and learning of
mathematics at O level in Epworth- Mabvuku- Tafara District. Hatch, (2002) suggests that
participants who share common characteristics are homogeneous samples.

Heads of Mathematics departments were also considered more knowledgeable and familiar
with the school policies and its implementation hence a special interview guide was designed
to capture an in-depth insight in the quest for the possible answers to the research questions.
CRITERIA FOR SELECTING PARTICIPANTS

A sample size of 4 schools has been randomly selected from8 schools in Epworth- mabvuku-
Tafara district, and 20 participants were selected from a total of 28 qualified teachers. A
stratified sampling technique was used to come up with the participants from each school.
The determination of the sample sizes has been adopted under the criteria adopted by
(Sekaran, 2003) in Azeez,F, etal, (2014). The table below shows the distribution of sample
size among four schools and the formula of proportional allocations has been employed.

School Teachers and Heads of Departments Sampling Plan

School Total number of Formula Number of sampled

“O” level Teachers Teachers
𝑛
A 6 * Ni 4
𝑁

𝑛
B 6 * Ni 4
𝑁

𝑛
C 8 * Ni 6
𝑁

𝑛
D 8 * Ni 6
𝑁

TOTAL 28 20

From the sampled schools from the nine schools in the district, the above information was
obtained. Some survey sampling techniques were employed to arrive at this plan. For
instance simple random sampling was used to choose the four schools. The stratified
sampling technique was used to choose number of participants from each school. An ideal
representative sample was required for the purpose of this study, hence it was imperative to
use some statistical tools to choose the samples. Interviews and administration of
questionnaires were to be carried out at the various schools to encourage full participation
and also considering the case settings was equally important. Creswell, (2007) suggests the
need to for researcher to select participants and site locations to purposefully inform the
research problem and phenomena of study.

For this study, the ages of the participants were considered; their qualifications and
experience were also considered for the purpose making some inferences basing on
qualifications and experience. This was considered important since review of related
literature had shown that age and experience contributed somehow in reluctance or wiliness
to integrate ICTs in the teaching and learning of mathematics in some regions.
Statistical tools were used to come up with the participant at various High schools and this
was considered to be ideal. However Creswell, (2007) advocates for use of not more than
four or five participants in a single study but Yin, (2009) suggest that use of a number of
participants or cases are “deemed necessary or sufficient for your study”.

ETHICAL CONSIDERATIONS

Research ethics are indispensable. For this reason a written copy of purpose of study was
obtained and permission to carry out research in various institutions was sought from the
district and was given. Permission to interview teachers in schools and administer
questionnaires to the respondent was granted. Ethical values were observed strictly by the
researcher. For the purpose of ensuring confidentiality and privacy among the respondents no
names are to be written on the questionnaires or requested during interviews. The objectives
for the study were clearly stated on the questionnaires for the purpose of allaying fears on the
respondents. Respondents are told in advance that the study is purely academic and findings
may also be availed to them if need be. Participants were assured that the results may be sent
to their schools for the purpose of implementing positive recommendations and meetings at
cluster level can be convened to discuss outcomes. Contact information for the researcher
was availed for further communications. E-mails were sent to participants to thank them for
participating (Davidson, etal, 2014)

DATA COLLECTION

Pre-testing the Research instruments and Pilot study

To ensure the research instrument collect the data which is deemed most vital for this study, a
pilot stud study was conducted to measure the time taken for respondents to complete it. A
pilot study also helped the researcher to edit the instruments i.e. to remove useless questions
and add more pertinent questions. The interview guide was also subjected to pretesting to
capture its usefulness and check whether it does not demoralise the respondents. The
questionnaires are composed of simple and unambiguous questions. Some questions are open
ended to allow participants to provide adequate detailed information to answer a question.
Janesick, (2004) observes that interviewing is a valuable component qualitative research that
provides a rich and meaningful data. (p.71). The time frame for each interview was
considered important and this was strictly catered for, Hatch,(2002) suggests that the
researcher leads a structured interview with guiding questions for a set amount of time and
may record the interviews. The interviewer was careful enough to ensure further probing the
respondents to open up and give as much information as was required. Creswell, (2007)
suggests that interview data provides an in depth picture of participant‘s perception or views
and concerns (p.132). In support of this view is Hatch, (2002), emphasises an interviewer
being guided by interview questions and advocates for a good listener in the interviewer who
must know when to probe for more information (p. 115).
Questionnaires were printed on neat bond paper to motivate respondents and lure accurate
responses. These were administered on teachers of mathematics regardless of gender balance
as it was noted that female mathematics teachers were generally fewer than their male
counterparts.

Face to face interviews were restricted to mathematics H.O.Ds who were considered to be
more knowledgeable and are more experienced to capture their views on policies and had
records of use of e-learning and integration of ICTs in the teaching and learning of
mathematics in the schools. The interviews were conducted at the selected schools.

Data collected by use of questionnaires and the interview is very important as this is to be
used in analysis and making inferences hence it was imperative to carefully collect the data,
organise it, correctly coded and stored in secure places to ensure that no important piece of
information is lost. Proper data transcription was also considered vital. Hatch (2002) speaks
in favour of transcribing of data on time when he says data must be transcribed as soon as
possible following the interview. Data was hence transcribed immediately after the
interview. Yin, (2009) reveals use of multiple sources of evidence as major strengths of case
study data collection that allows the researcher to address a variety of issues and concerns,
(p114-114).

DATA PRESENTATION AND ANALYSIS

Data for this study was collected from a sample of teachers from four different schools in the
district. The mathematics teachers have diiferrent relavant qualifications and experience. The
findings were analysed to answer the various research questions as highlighted above.

The data was analysed depending on the question that it seeks to address, hence key words
and phrases were coded in order to match them with related research question. Data obtained
for each question were analysed as they relate to the question generally for the different
respondents. Each question is treated one after the other and themes are constructed to
summarise the data.

Tables, bar charts and pie charts were used for data presentation and analysis.

SUMMARY

The case study approach was used in this study. Qualitative data was collected using the
questionnaires and interviews. Qualified mathematics teachers constituted the participants
and respondents to questionnaires and interview. Data collected is considered very
appropriate for the study as response rate was good.
RESEARCRH INSTRUMENTS
Dear Respondent

I am a student at the BINDURA UNIVERSITY OF SCIENCE EDUCATION (Faculty of

Science Education) studying for a Masters degree in Science Education in Mathematics
(MScEdMaths), and it is the University’s requirement that a research must be submitted in
partial fulfilment of the requirements of the programme. Therefore, the attached
questionnaire is designed to search for the Impediments in the use of e-learning (ICTs) in
teaching and learning of mathematics at O level in four selected schools in Epworth –
Mabvuku- Tafara District of Harare. More so, reliable information is required to
recommend appropriate strategies to improve teaching of Mathematics using ICT and
improve pass rate. The information is required for academic research purposes only and shall
be treated with strict confidentiality

Instructions

Please tick the appropriate box or fill in the spaces provided.

NB: ICT- stands for Information and Communication Technology ( e.g internet connection,
radio, TV, and broadcasting services).

Section A

Q1. What is your gender?

1. Male 2. Female

Q2. What is your age group?

18 – 30yrs 30 – 40 yrs 41- 50 yrs 50 – 60 yrs

Q3. Are you a qualified mathematics teacher?

Yes No

Q4 How long have you been in the teaching profession?

0 - 5 yrs 6 – 10 Yrs 10 – 15 yrs 16 – 20 yrs

21 – 30 yrs

Q5 Can you operate and use a computer ?

Yes No
Q5 a) Are you using computers in teaching Mathematics concepts?

Yes No

b) If NO, explain why------------------------------------------------------------------------------------

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c) If YES, how often?..................................................................................................................

Q6a) Do you use a computer whenever necessary in teaching mathematics?

Yes No

Sometimes

b) If NO explain why?-------------------------------------------------------------------------------------
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Q7) How many computers do you have in the department

Q8) Is the student computer ratio good for teaching Mathematics using ICT

Yes No

Q9) Do you give your students researches tasks to conduct using internet?

Yes No

Q10) Is the internet always accessible at the school

Yes No

Q11a) Are you aware of the benefits of using ICT in the process of teaching and learning

Yes

No
 b) If yes state some of these benefits,

..........................................................................................................................................
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Q12 a) Are there any problems you are facing in using ICT in the process of teaching
and learning

Yes No

b) If yes what are the problems

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P.T.O for SECTION B

SECTION B

Please mark a tick on the space provided to answer the questions

SA – (strongly - agree); A: (Agree) U: undecided; D (Disagree) SD (strongly Disagree)

Items 5 4 3 2 1
SA A U D SD
A No access to
resources ( e.g.
hardware ,
inappropriate
organisation etc)
B No perception of
benefits in using
computers in teaching
mathematics.
C Lack of time of
teaching using
computers

D Problems in classroom
management to teach
using computers
E Lack of knowledge of
teaching strategies
using computers
F Lack of electricity in
classrooms and power
Outages
G Not confident in using
the software

OTHER
CONSTRAINTS:(Specify)..........................................................................................................
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INTERVIEW GUIDE FOR HEADS OF DEPARTMENT

1) When were computers introduced into the system?
..................................................................................................................................

2) Do pupils do computer appreciation at your school?

...................................................................................................................................

3) Are teachers using computers and other e- learning materials in teaching if not what
do you think are the barriers?
.....................................................................................................................................
.....................................................................................................................................

4) Are computers and other ICTs (e.g. internet, videos, radio or TV, e-learning
packages) effective in teaching and learning of Mathematics?
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................

5) Is the school administration supportive in the use of ICTs in teaching and learning
Mathematics, what has it done in your school as evidence.
......................................................................................................................................
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6) Do you have the support of parents and community in your effort to use ICTs in
teaching and learning of mathematics? What role do you think the parents should
play?
..........................................................................................................................................
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7) Is the ministry of education doing enough to promote use of ICTs in teaching and
learning of mathematics in schools. What has it
done?................................................................................................................................
..........................................................................................................................................
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 8) Do you think the use of computers in teaching Mathematics should be enforced? How
best can this be done? State the role of mathematics teachers, school administration
and other stakeholders.
..........................................................................................................................................
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9) Are there any problems you are facing as a department in the use of ICTs. If yes may
you please highlight them.

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