CHAPTER THREE

3.1 INTRODUCTION
This chapter presents the research methodology adopted to investigate the impact of
graphic tools on students’ discipline in primary schools of Karachi. It outlines the research
approach, design, and procedures employed to achieve the study objectives and test the stated
hypotheses. The chapter explains the population and sampling strategies, the instruments used for
data collection, and the statistical techniques applied for analysis. Furthermore, it discusses the
pilot testing carried out to ensure validity and reliability of the instrument, along with the ethical
considerations observed throughout the research process.
3.2 RESEARCH METHODOLOGY
Research methodology is the way to solve a research problem systematically. It is the study
of how scientific research is conducted (Patel & Patel, 2019). It encompasses the theoretical
framework, techniques, procedures, and principles used to gather, analyze, and interpret data in
order to answer research questions or test hypotheses in a valid, reliable, and unbiased way
(Research Methodology - Research Methodologies - Writing Commons, 2025). Proper
methodology ensures that the study’s design (e.g., research design, sampling, instruments) aligns
with the goals of the study.
3.2.1 Descriptive Research Methodology
This study employs a descriptive research methodology, which is used to describe
characteristics, behaviors, and relationships among variables without manipulating them.
Descriptive studies are particularly valuable in educational research as they help portray existing
conditions and opinions in a systematic and factual manner (Best & Kahn, 2016). In the context
of this research, the descriptive design is suitable because it seeks to assess teachers’ perceptions
of graphic tools, measure their impact on students’ classroom discipline, and explore students’
behavioral self-regulation as they occur naturally. This design allows the researcher to collect data
from teachers to identify patterns and correlations between the use of visual tools and classroom
behavior without altering the learning environment.
3.3 RESEARCH DESIGN
A research design is the overall plan or framework that outlines how a study is conducted
to answer its research questions and test its hypotheses. It provides a structured blueprint for data
collection, measurement, and analysis, ensuring that the procedures adopted are coherent with the
study’s objectives and that the findings are valid and reliable (Creswell & Creswell, 2018).
3.3.1 Quantitative Technique
For this study, a quantitative technique will be employed. Quantitative approach is a
research design that measures variables using a numerical system, analyzes these measurements
using a variety of statistical models, and reports relationships and associations among the studied
variables (APA, 2025). In the context of this research, the quantitative method is suitable for
collecting data on the effectiveness of graphic tools on student discipline, understanding teachers’
perceptions, and assessing students’ self-regulation through measurable responses and statistically
examining it.
3.4 METHODS OF DATA COLLECTION
Methods of data collection refer to the systematic techniques or procedures used to gather
information relevant to the research questions (Data Collection, 2024). Selecting the right method
ensures that data align with the constructs being studied while minimizing bias, logistical issues,
and respondent fatigue.
3.4.1 Structured Survey Questionnaire
In this study, a questionnaire survey is used as the data collection method. A questionnaire
is a structured instrument comprising a series of items designed to collect information on
respondents’ attitudes, behaviors, perceptions, and practices (Ranganathan & Caduff, 2023).
Given the need to reach multiple teachers across Karachi and obtain quantifiable responses for
hypotheses testing, the questionnaire is an efficient and practical choice.
Data were collected by visiting schools in the Gulistan-e-Johar area of Karachi, where the
researcher gathered data on physical copies of the questionnaire. A Google Forms link was also
shared with schools who preferred completing the survey online.
3.5 POPULATION
All items in a field of inquiry to which a study can be applied is called population or
universe (Kothari, 2004; VanderStoep & Johnston, 2009). The population for this research
comprises of primary school teachers.
3.5.1 Target Population
[Link] (2009) explains target population includes all individuals or units that fit
the study’s specified characteristics and about whom the researcher aims to draw general
conclusions. The target population for this study consists of primary school teachers, as previously
established in the earlier section of this heading.
3.5.2 Accessible Population
The accessible population consists of the portion of the target group that the researcher can
realistically reach and study. This group, also called the study population, is the one from which
the actual sample is selected ([Link], 2009). The accessible population for this study
was limited to primary school teachers located in Karachi, Gulistan-e-Johar area, where the
researcher was able to reach schools and gather responses.
3.6 SAMPLING PROCEDURE
For most research projects, it is often impractical to include every individual in the
population due to budget, time, or staffing limitations. To address this, researchers select a smaller,
more manageable group of participants from the population to take part in the study. This process
is known as sampling (Dawson, 2002). And the subset of people from the population who will
participate in the current study is called a sample (VanderStoep & Johnston, 2009).
In this study, the sampling procedure involved approaching primary schools in the
Gulistan-e-Johar area to identify teachers who used graphic organizers specifically for behavior
management. The researcher visited approximately 25 schools and inquired about the use of such
tools. Consistent with existing literature highlighting their limited use in Pakistan, only four
schools reported using graphic organizers for behavioral purposes. Therefore, teachers from these
four schools formed the pool from which data were collected.
3.7 SAMPLING TECHNIQUES
A sample design outlines the specific plan used to obtain a sample from the population. It
describes the procedures and techniques the researcher follows when selecting the sample
elements, and it also specifies how many units will be included, that is, the sample size (Kothari,
2004).
3.7.1 Types of Sampling Techniques
There are two broad categories of sampling techniques: probability sampling and non-
probability sampling. In probability sampling, also known as chance sampling, every member of
the population has an equal chance of being selected (Dawson, 2002). It includes common
techniques like random sampling and stratified sampling. On the other hand, non-probability
sampling, also known as deliberate or judgement sampling, is where the researcher intentionally
selects the sample items, relying entirely on their own judgment to choose the most suitable
respondents (Kothari, 2004). Selection is based on accessibility, relevance, or judgment. It
includes techniques like convenience sampling and purposive sampling.
3.7.2 Sampling Technique Used in This Study
This study employs non-probability sampling, including purposive sampling, as the
researcher intentionally selected schools and primary teachers who used graphic organizers for
behavior management. Since these tools are rarely used in local primary schools, purposive
sampling ensured that only participants with relevant experience were included. Additionally,
convenience sampling supported the process by collecting responses from teachers who were
available and willing to participate within the accessible area.
3.7.3 Sample Size
Kothari (2004) refers to sample size as the number of items chosen from a population to
form the sample. An ideal sample is one that adequately meets the criteria of efficiency,
representativeness, reliability, and flexibility. When deciding the sample size, the researcher must
consider the required precision, acceptable confidence level, population variance and size, key
study parameters, and any financial or budget constraints.
Based on the availability of teachers using graphic organizers, a total of 56 teachers
participated in the study. This sample size accurately represents the limited use of graphic tools
for behavior tracking in local schools. Table 2 presents the distribution of the sample size (n = 65)
across the primary teachers from each participating school.
Table 3.7.3
Distribution of the Sample Size (n = 56) Across Participating Schools

School Number of teachers

School 1 11

School 2 11

School 3 22

School 4 12

Total 56
3.8 INSTRUMENTATION
A questionnaire is a structured set of questions presented in a specific order, either printed,
physically distributed, or shared electronically through platforms such as Google Forms.
Respondents are expected to read and understand each question and provide their answers
independently in the spaces or options provided (Kothari, 2004).
For this study, the questionnaire consisted entirely of close-ended questions, requiring
respondents to select their answers from the provided options. It comprised 21 items divided into
two parts. Part A collected demographic information through seven items covering respondents’
gender, age, academic and professional qualifications, teaching experience, current grades taught,
and approximate class size. Part B was a measurement scale consisting of 14 statements designed
to assess the use and impact of graphic tools on classroom discipline. Statement no. 2 further
included a checklist of ten items. All items on Part B were rated on a 5-point Likert scale, where
1 represented “Strongly Disagree”, 2 represented “Disagree”, 3 represented “Neutral”, 4
represented “Agree” and 5 represented “Strongly Agree.”
The questionnaire clearly stated the topic, purpose, and instructions for completion.
Respondents were asked to read each statement carefully and select the option that best reflected
their opinion. Each questionnaire took approximately 10 – 15 minutes to complete, after which
they were returned to the researcher. The survey was conducted in November 2025.
3.9 DATA ANALYSIS TECHNIQUE
Once the data is collected, it must be processed and analyzed. Data analysis refers to
calculating specific measures or statistics and examining the data to identify patterns or
relationships among different groups (Kothari, 2004). The data collected through the
questionnaire were analyzed using the Statistical Package for Social Sciences (SPSS) version 21.

Quantitative statistical techniques were used to address the research objectives and test the
hypotheses. Descriptive statistics, including frequencies and percentages were first used to
summarize the demographic characteristics of the participants and their responses regarding the
use of graphic organizers for behavior management. To test the hypotheses, correlation analysis
was used to examine the relationship between the use of graphic organizers and classroom
discipline, as well as their impact on students’ self-regulation and behavioral awareness.
Additionally, a one-sample t-test was conducted to determine whether teachers’ perceptions of the
effectiveness of graphic organizers significantly differed from the neutral midpoint of the Likert
scale.

3.10 PILOT TESTING

According to Teijlingen & Hundley (2001), a pilot test is a small-scale trial run of the full
research procedure, including instruments and data-collection methods, conducted before the main
study. It helps researchers assess whether the planned methods are practical and workable under
real conditions, and reveals any ambiguities or flaws in the questionnaire before the full
implementation. By doing so, pilot testing improves the clarity, feasibility, validity, and reliability
of the research instrument and reduces the risk of errors or misinterpretations in the actual study.
For this study, a pilot test was conducted using 15 questionnaires to assess the clarity and
reliability of the research instrument.
3.10.1 Reliability Analysis of Pilot Testing
Reliability testing of the pilot study was conducted only on the measurement-scale items,
excluding demographic questions. A total of 20 items were analyzed using Cronbach’s alpha (13
statement items and 7 checklist items were analyzed) which yielded a value of 0.925, indicating
excellent internal consistency. Based on this result, the questionnaire was approved for use in the
main study.
3.11 ETHICAL CONSIDERATIONS
Ethical considerations are essential to ensure the rights, privacy, and well-being of research
participants are protected. In this study, all participants were informed about the purpose of the
research and their voluntary participation. Verbal consent was obtained before data collection, and
respondents were assured that their identities and responses would remain confidential. The data
collected were used solely for academic purposes, and participants had the right to withdraw from
the study at any stage without any negative consequences. Additionally, care was taken to report
findings honestly and accurately, maintaining the integrity of the research process.
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