*CHAPTER 3: METHODOLOGY*

### *3.1 Introduction*

This chapter presents the research design and procedures that were used to investigate *The Impacts of
Heritage Based Curriculum (HBC) in the Learning and Teaching of Science Education: A Case Study of a
High School Located in Masvingo Rural Area*. The chapter outlines the research approach, research
design, population, sampling procedures, data collection instruments, data presentation and analysis
plan, and ethical considerations. The purpose of this chapter is to explain how the study was conducted
in order to ensure credibility, reliability and validity of the findings.

The school under study is located approximately 5 kilometres from Great Zimbabwe in Masvingo rural
area. It has a total enrollment of about 500 learners including A-Level learners. The school employs a
maximum of 30 teachers, of whom 5 are in the Science Department.

### *3.2 Research Approach*

This study adopted a *qualitative research approach* within an interpretivist paradigm. A qualitative
approach was chosen because the study seeks to understand participants’ lived experiences,
perceptions and meanings attached to the implementation of Heritage Based Curriculum in Science
education.

According to Creswell (2014), qualitative research explores and understands the meaning individuals or
groups ascribe to a social or human problem. The HBC is a context-specific curriculum that integrates
indigenous knowledge, culture and heritage into formal learning. Therefore, a qualitative approach
allowed the researcher to capture in-depth views of teachers and learners on how heritage elements
influence science teaching and learning.

A quantitative approach was not suitable because the study does not seek to measure variables
numerically but to describe and interpret experiences in a rural school setting.

### *3.3 Research Design*

The study employed a *case study research design*. A case study design was appropriate because it
allows for an intensive and detailed investigation of a single unit within its real-life context (Yin, 2018).
The high school near Great Zimbabwe was selected as the case because of its proximity to a major
heritage site and its potential to integrate local heritage into science teaching. The case study design
enabled the researcher to explore how the HBC impacts classroom practices, learner engagement, and
science performance in that specific context.

The design also allowed the use of multiple data sources, which enhanced triangulation and
trustworthiness of the findings.

### *3.4 Population and Sampling Procedures*

#### *3.4.1 Population*

The target population for this study comprised all stakeholders involved in the teaching and learning of
Science at the selected high school. This included:

1. *Learners*: Approximately 500 learners from Form 1 to Upper 6, including both science and non-
science students.

2. *Teachers*: A total of 30 teachers, including 5 Science Department teachers who teach Biology,
Chemistry and Physics.

The population was chosen because these individuals are directly involved in the implementation and
experience of the Heritage Based Curriculum in science lessons.

#### *3.4.2 Sample and Sampling Procedure*

A sample of *25 participants* was selected for the study. The sample consisted of:

1. *5 Science teachers* – Purposive sampling was used to select all science teachers because they are
the key implementers of HBC in science.

2. *20 Learners* – Stratified random sampling was used to select 4 learners from each grade level from
Form 1 to Upper 6. Stratification ensured representation across junior and senior levels.
Purposive sampling was used for teachers because they possess specific knowledge and experience
relevant to the research questions (Patton, 2015). Random sampling was used for learners to minimize
bias and give all learners an equal chance of participation.

*Criteria for participation:*

1. Must be a registered learner or teacher at the school.

2. Must have been at the school for at least one academic year to have experience with HBC.

3. Must be willing to participate voluntarily and give informed consent.

### *3.5 Data Collection/Generation Methods*

Data were collected using *two instruments* to allow for triangulation and validation of data.

#### *3.5.1 Instruments and Justification*

1. *Semi-structured Interviews*

Semi-structured interviews were conducted with the 5 Science teachers. This instrument was chosen
because it allows flexibility and probing to obtain in-depth information on teachers’ experiences,
challenges and strategies in implementing HBC in science (Kvale, 2007). Interview questions focused on
curriculum interpretation, use of local heritage resources, and impact on learner performance.

2. *Focus Group Discussions and Questionnaire for Learners*

Focus Group Discussions were held with the 20 selected learners, divided into 4 groups of 5 learners
each. A questionnaire with both open-ended and closed-ended questions was also administered to the
same learners. FGDs were used to capture collective views, while the questionnaire provided individual
responses and allowed for easy comparison. This combination helped in understanding learners’
perceptions of how heritage content makes science more relevant and understandable.

#### *3.5.2 Procedures for Data Collection*

1. Permission was first sought from the Ministry of Primary and Secondary Education, the District
Schools Inspector, and the School Head.
2. Participants were informed about the purpose of the study and given consent forms.

3. Interviews with teachers were conducted after school hours in a quiet staffroom and were audio-
recorded with permission. Each interview lasted 30-40 minutes.

4. FGDs with learners were conducted during free periods in the school library. Each session lasted 45
minutes.

5. Questionnaires were distributed to learners after FGDs and collected the same day to ensure high
return rate.

The use of interviews and questionnaires/FGDs ensured triangulation, where data from teachers and
learners were compared to verify consistency.

### *3.6 Data Presentation and Analysis Plan*

Data analysis followed a *thematic analysis approach*.

#### *3.6.1 Data Presentation*

1. *Qualitative data* from interviews and FGDs were transcribed verbatim, coded, and presented in
narrative form with direct quotations to support themes.

2. *Quantitative data* from questionnaires were presented using *tables, bar graphs, and pie-charts*
to show frequencies and percentages of learner responses.

#### *3.6.2 Data Analysis*

1. *Summary*: Data were organized according to the research questions and sub-themes.

2. *Descriptive analysis*: Themes were identified such as “use of indigenous knowledge in science”,
“learner engagement”, and “challenges of resources”.

3. *Interpretation*: Findings were interpreted in relation to existing literature on HBC and science
education. Similarities and differences between teacher and learner responses were highlighted.

4. *Inferential discussion*: The researcher drew conclusions on the extent to which HBC impacts
science teaching and learning at the case study school.
### *3.7 Ethical Considerations*

Ethical principles were strictly adhered to throughout the study:

1. *Informed Consent*: Participants were given information sheets and asked to sign consent forms.
For learners below 18, parental consent was sought.

2. *Confidentiality and Anonymity*: Names of participants and the school were not disclosed. Codes
such as T1, T2 and L1, L2 were used.

3. *Voluntary Participation*: Participants were informed that they could withdraw at any time without
penalty.

4. *Avoidance of Harm*: The researcher ensured that questions did not cause psychological or
emotional distress.

5. *Plagiarism*: All sources were acknowledged using APA style to maintain academic integrity.

Approval to conduct the research was obtained from relevant educational authorities before data
collection began.

### *3.8 Summary*

This chapter outlined the methodology that guided the study. A qualitative approach with a case study
design was adopted. Data were collected from 5 science teachers and 20 learners using interviews,
focus group discussions, and questionnaires. Thematic analysis was used to analyze qualitative data,
while descriptive statistics were used for questionnaire data. Ethical considerations such as consent,
confidentiality and voluntary participation were observed.

The next chapter, *Chapter 4*, presents the data collected, analyzes the findings, and discusses them in
relation to the research questions and objectives.

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Let me know if you want me to also draft the *interview guide questions* and *learner questionnaire*
that match this methodology so you can use them directly for data collection.