CHAPTER THREE

RESEARCH DESIGN AND METHODOLOGY

3.1 Introduction

The preceding chapter looked at some of the research that has already been carried out
concerning the challenges of teaching and learning mathematics in secondary schools.
A research design is a systematic plan of how research is to be carried out.
This chapter reviews the methods used to collect and analyze the information required
for the study. It discusses the research design, target population, data collection
methods and techniques, sample size, sampling design and data analysis techniques.
The research methodology determined the type of research design that was used and
outlines and explains the relationship between the research problem, the data collection
methods and research analysis. This study aims to describe challenges pupils and
teachers face in learning construction mathematics and mathematics in general and a
qualitative method was chosen to interpret the results of the findings.

3.2 The research design

A Research design helps the researcher to plan and implement the study in a way that
helps the researcher to obtain intended results, thus increasing the chances of obtaining
information that could be associated with the real situation.
[ CITATION Tai02 \l 1033 ] defines research design as constructed plans and strategies that
are developed to seek and discover answers to research questions. This study focused
on the challenges of teaching and learning mathematics at Mpelembe secondary
school.
This research used the descriptive research design. Descriptive research is defined as
research which describes phenomena as they exist, that it is used to identify and obtain
information on the characteristics of a particular problem or issue. qualitative research
focuses on the experiences of people as well as stressing the uniqueness of the
individual. The researcher focused on the experiences from the participants‟
perspective, that is, the teachers and the pupils. The rationale for using a qualitative
approach in this research was to determine and establish the challenges faced by
teachers as they teach mathematics and the challenges faced by pupils as they learn
mathematics. Through this approach, it was possible for the researcher to deeply
engage and interact with both the teachers and the pupils of mathematics. A qualitative
approach was appropriate in capturing the perceptions of both the teachers and the
pupils.
3.3 The research population
In this study, the research population consists of pupils from two grade 12 classes and
all the teachers of mathematics at Mpelembe secondary school in Luanshya district.

3.4 Sampling design and the study sample

Sampling refers to the process of selecting a portion of the population that conforms to
a designated set of specifications to be studied [ CITATION Pol04 \l 1033 ].
The sample for the study was drawn from Grade 12C and 12 B classes at Mpelembe
secondary school in Kitwe. The key sources of information were the pupils and teachers
of mathematics. A purposive sampling method, also known as judgmental or selective
sampling was used. This type of research is non - probability in nature.[ CITATION
Cre03 \l 1033 ] describes purposive sampling as the intentional seeking or selecting of
individuals or situations likely to yield a greater understanding of the phenomenon of
interest. The participants must be willing to share this knowledge. The technique for
choosing the individuals or situations is whether they are information rich[ CITATION
Pat90 \l 1033 ]. Teachers and grade 12 pupils of mathematics were found to be the best
source of rich and valuable information regarding the challenges they face as they teach
and learn mathematics. A sample of 120 pupils and 7 teachers was selected out of the
entire population of those who were learning and teaching mathematics.
All the teachers of mathematics were requested to participate in the study and hundred
(100) learners of mathematics took part fully in the study. Qualitative research requires
standardization of procedures and random selection of participants to remove the
potential influence of external variables and ensure generalizability of results [ CITATION
Sar12 \l 1033 ]. In contrast, subject selection in qualitative research is purposeful,
participants are selected according to who can best answer the research questions and
enhance the understanding of the phenomenon under study. Hence four hundred and
seven (107) participants were selected on the basis that they would generate rich
information which would enhance understanding of the challenges faced by pupils and
teachers as they learn and teach mathematics.

3.4.0 Data Collection

Data for this research was collected in two (2) phases, phase 1 and phase 2 which
involved the primary and secondary data collection respectively.
3.4.1 SECONDARY DATA COLLECTION
This process of data collection involved collection of data from sources such as
Examination council of Zambia (ECZ) examiners reports, journals, past research on
research topics relevant to the researcher’s area of study, public documents as well as
the internet. The researcher analyzed information from these sources and collected
data.
3.4.2 PRIMARY DATA COLLECTION
The secondary phase of data collection was done during the time the researcher was in
the field (during teaching practice, TP).
In this research, different methods were also used to collect data from different sources
in order to facilitate the validity of data through cross verification from different sources.
Triangulation implies that measurements from highly diverse methods result in greater
validity. In this study, triangulation was followed in which qualitative data gathered in the
form of questionnaires completed by both teachers and pupils, was collaborated with
interviews, the teachers and focus group discussions with the pupils. This triangulation
of methods was adopted to embrace the validity of the findings and to overcome any
biases that might result from a single method only.
3.4.3 Questionnaire
One of the instruments used in this study to gather data was the questionnaire.
Questionnaires are a good and efficient way of collecting information quickly and
cheaply. They provide many advantages to researchers, some of which are: efficient
use of time, anonymity, the possibility of a high return rate and standardization. The
researcher administered the questionnaire and provided necessary materials such as
plain papers and rulers and pens. After the test, the researcher collected the questions
and kept them confidentially for marking and analysis.
Two types of questionnaires were developed. One was given to the two grade twelve
classes of mathematics and the other one was given to the teachers. The questionnaire
given to the teachers was prepared by the researcher but the one given to the pupils
was administered on behalf of the researcher by the two teachers for grade twelve
mathematics classes at different times as they taught their classes. Both types of
questionnaires contained open-ended, face-to-face interviews and rating type of
questions and statements. The teachers‟ questionnaire comprised general information
such as gender, highest qualification and the number of years of teaching mathematics
at the secondary school level. There were questions requiring a response on a Likert
scale. Questions were also asked concerning the teaching method a teacher used most
often, the activity a mathematics teacher usually engaged in while teaching and the
challenges the teacher faced while teaching mathematics construction at Mpelembe
secondary school. The pupils‟ questionnaire consisted of general information such as
gender, year of study and, O‟ level results in mathematics. There were questions
requiring a response on a Likert scale as well. Questions were also asked concerning
activities their teachers usually engaged in while teaching mathematics construction and
the challenges they faced as they learnt mathematics.
3.5 Interviews
An interview is a two - way conversation in which the interviewer asks the participant
questions in order to collect data and learn about the participant’s views, ideas and
opinions concerning their views. The qualitative research interview seeks to describe
meaning of central themes in the life of the subjects. The main task of the interviews is
to understand the meaning of what the interviewee will be saying. Administration of the
interviews was done in January 2019 at Mpelembe Secondary school, a date that was
agreed upon by the researcher and the participants.
Based on the review of the related literature and data collection, a structured interview
was developed containing questions on construction mathematics.
Interviews were conducted to gather information from mathematics teachers and the
pupils. The interviews were conducted after the questionnaires had been administered
so that the researcher could find out further some of the issues that had been raised in
the questionnaires. Semi structured interviews were preferred over structured interviews
because they provided a setting and atmosphere where the interviewer and interviewee
could discuss the topic in detail. The interviewer therefore could make use of cues and
prompts to help and direct the interviewee into the research topic area thus being able
to gather more relevant information. The purpose of the interview was to give a chance
to pupils and the teachers to elaborate on some of their responses in the questionnaire.
The interviews also allowed the researcher to seek further clarification and further
explanation on the availability of mathematics resources, consultations with the pupils,
recommended teaching methods, sizes of classes that teachers taught among other
things.
DATA ANALYSIS TECHNIQUES
To analyze the data gathered from the questionnaires and the interviews, the responses were read
several times by the researcher. Responses during the focus group discussion were recorded and then
transcribed verbatim. Significant statements pertaining to the challenges faced by lecturers and
learners were extracted. The themes that emerged were coded then used to provide a full description
of the challenges. Coding involves assigning numbers or other symbols to responses so that the
responses can be grouped into a limited number of classes or categories (Cooper & Schindler, 2003).
The coding made use of key research concepts and ideas emerging from the questionnaire such as
“living off campus hinders me from discussing mathematics with my course mates” or “there is a
lack of mathematics reference books in the library”. Quantitative data was analyzed using statistical
packages such as SPSS and Microsoft Excel. The results were presented using descriptive statistics in
the form of percentages, bar graphs and frequency counts.