CHAPTER THREE: METHODOLOGY

3.0 Introduction

This chapter will describe the methodology that the researcher will use in the study. It outlines
the research paradigm, research design, sample size, Target population, sample and sampling
procedure. It will also outline sampling techniques, the research instruments and data collection,
data analysis and Ethical Consideration.

3.1 Research paradigm

Researcher opted to position in the interpretive paradigm with the aim to pursue rich and thick
descriptions on the Contribution of ICT to the access of education.

3.2 Research design

This study will use the descriptive survey which involves both qualitative and quantitative data
collection. Descriptive survey is a method of collecting information by interviewing or
administering questionnaires to a number of individuals. It is used when collecting information
about individual’s opinions on variety of economic issues and many other. The main purpose of
descriptive research is to describe the state of affairs as it exists. Descriptive studies are not just
restricted to fact findings, but may also result in the formulation of important principles of
knowledge and solution to significant problems (Orodho and Kombo 2002).

3.3 Target Population

"A target population refers to all the members who meet the criteria specified for a research
investigation" (Alvi, 2016). This will include individuals, groups and institutions. However, the
target population for this study will consist of the pupils, head of sections and teachers and some
selected schools from Pemba district.

3.4 Sample Size

Sample size refers to the number of participants or units in a research study. It is important
because it can affect the accuracy and reliability of the results obtained from the study. However,
the researcher will select 22 respondents distributed as follows, 10 pupils, 8 teachers and 4 head
teacher one from each school. The researcher will include teachers because they interact with
pupils on a daily basis either in a classroom or outside the classrooms thereby, they will be ideal
to offer progressive information on the Contribution of ICT to the access of education.

3.5 Sample Procedure or technique

Sampling technique is the name or other identification of the specific process by which the
entities of the sample have been selected or are selected. This can also be defined as the
procedure or processes that the researchers use in gathering people.

However, this study will use purposive sampling procedure. Purposive procedure is used when
the researcher selects who will participate and who will not on the basis of who has information
required. The study will also use convenient procedure; convenient procedure is used to the
advantage of the researcher in that the researcher samples the people he finds at the research site
or institution.

3.6 Instruments for data collection

These are tools or methods used to gather information or data during a research study or project
(Creswell, 2014). However, the common research instruments used include; in-depth interviews
guide and focus groups to cite a few. The researcher will use interview guide to collect data from
the participants. An interview guide is a tool used by interviewers to help them conduct
interviews in a structured and organized way. It is essentially a set of questions that the
interviewer has prepared beforehand, which they can use as prompts during the interview to
ensure that they cover all relevant topics.

The purpose of an interview guide is to make sure that the interviewer gathers all necessary
information from the interviewee in a consistent and fair manner. The questions are usually
open-ended, meaning that they allow for detailed responses rather than just yes or no answers.

3.7 Data Collection

Kombo and tromp (2006), defined data collection as a process of gathering information to
answer research questions. Narrowing it down, it refers to gathering specific information aimed
at proving or refuting some facts.

3.8 Data Analysis

Data analysis refers to examining what has been collected in a survey or experiment and making
deduction and inferences (Kombo and Tromp, 2006). Since the research is qualitative, the
thematic analysis was used in analyzing the qualitative data from the interviews, which will lead
in categorization of data into imaging themes. Interview guide will be used to codify the
responses in written form.

3.9 Ethical Consideration

Ethical issues are cardinal in every research. Hence, they will be observed when conducting a
research; ethical issues in research are connected with beliefs and principals about what is right
and what is wrong. Therefore, during this research, the researcher will consider the following
ethical issues: In obtaining data from the participants, the researcher sees to it that the
information that will be collected from them is going to be used for academic or educational
purposes in confidentiality unless otherwise, with their concern. Furthermore, the researcher will
explain to the participates on the topic and why they should participate. However, the researcher
will not hesitate to mention to the participates that if they will not be willingly to take part, they
will be at liberty to withdraw at no cost.

During the research, the researcher will not force any participant to give the information that they
will have problems with being investigated and any participants who wish to withdraw will do
that freely. The researcher at all cost, will not force the participant to stay if they decide to leave.
Lastly, the researcher will not interview the participant under force pretense. However, before
conducting the research in the selected schools in Pemba District, the researcher needs to ask for
permission from relevant authorities in the schools: in this case, from the Head teacher or deputy
head teacher.

4.0 Summary

This chapter has presented the methodology that was used in the study. A descriptive survey
design was used to describe the contribution of ICT to the access of education. The study
population was composed of pupils and teachers in Pemba district. In totality, twenty-two (22)
participants will be used for the sample. This sample will have selected through simple random
sampling and purposively sampling. The instruments called in-depth interview guide will be
used and qualitative research will be used to analyze data analysis.
 References

Alvi, M. (2016). A Manual for Selecting Sampling Techniques in Research.

Creswell, J. W. (2014). Research Design: Qualitative, Quantitative and Mixed Methods

Approaches (4th ed.). Thousand Oaks, CA: Sage

Kombo, K.D. and Tromp, L.A.D. (2006) Proposal and Thesis Writing: An Introduction.
Paulines Publishers, Nairobi, Kenya.

Merriam, S. B., & Simpson, E. L. (1995). A guide to research for educators and trainers of
adults. Malabar, FL: Krieger Publishing Co. [Google Scholar].
 APPENDICES

APPENDIX I: QUESTIONNAIRE FOR PUPILS

KWAME NKRUMAH UNIVERSITY

EDUCATION DEPARTMENT

I am a third-year student at Nkrumah University carrying out research on “CONTRIBUTION OF

ICT TO THE ACCESS OF EDUCATION”. You have been chosen to take part in this research
by responding to this questionnaire. You are assured that the information that will be given in
this questionnaire is strictly for academic purposes and your identity will be kept anonymous. I
will be grateful if you answer all questions in this questionnaire. Please tick (√) were
appropriately or fill in the required information.

INSTRUCTIONS:

[Link] not write your name on the questionnaire

[Link] answer all the questions in section (A)

PART A: DEMOGRAPHIC DATA

1. What is your gender?

Male [ ] Female [ ]

2. What is your age range? (For Teachers only)

Below 30 [ ] Between 30 and 40 [ ] Between 40 and 50 [ ] Above 50 [ ]

3. What is your age range? (For Pupils only)

15-20 [ ] Above 20 [ ]
4. Education level. (For Teachers only)

Certificate [ ] Diploma [ ] Degree [ ] Masters’ Degree [ ]

5. Length in Service. (For Teachers Only)

a) Less than 5 years [ ]

b) 6 – 10 years [ ]

c) More than 10 years [ ]

SECTION B: contribution of ICT to assess of education

1. What is the role of ICT in improving access to education?

A) Limited impact B) No impact C) Significant impact D) Unsure

2. How does ICT support remote learning for students?

A) Not at all B) Occasionally C) Fully D) Not applicable

3. Which of the following is an example of ICT tools used in education?

A) Chalkboard B) Laptop C) Printed textbooks D) None of the above

4. How has ICT facilitated access to educational resources for students?

A) It has made no difference B) It has made access easier C) It has made access more difficult D)
Unsure

5. In what ways can ICT help bridge the digital divide in education?

A) By increasing the cost of education B) By limiting access to educational content C) By

providing equal opportunities for all students D) Unsure

APPENDIX II: INTERVIEW GUIDE FOR TEACHERS

KWAME NKRUMAH UNIVERSITY

EDUCATION DEPARTMENT

I am a third-year student at Nkrumah University carrying out research on “Contribution of ICT

to the access of education”. Thank you for participating in our interviews. Your insights are
invaluable in helping us understand how technology is being integrated into the classroom. By
sharing your thoughts and experiences, you are contributing to the collective knowledge of how
ICT can enhance the learning environment. Please take a few moments to answer the following
questions thoughtfully and honestly. Your feedback will enable us to further develop resources
and support that cater to the needs of teachers like you who are dedicated to leveraging
technology for educational purposes. Please tick (√) were appropriately or fill in the required
information.

INSTRUCTIONS:

[Link] not write your name on the questionnaire

[Link] answer all the questions in section (A)

PART A: DEMOGRAPHIC DATA

1. What is your gender?

Male [ ] Female [ ]
2. What is your age range? (For Teachers only)

Below 30 [ ] Between 30 and 40 [ ] Between 40 and 50 [ ] Above 50 [ ]

3. What is your age range? (For Pupils only)

15-20 [ ] Above 20 [ ]

4. Education level. (For Teachers only)

Certificate [ ] Diploma [ ] Degree [ ] Masters’ Degree [ ]

5. Length in Service. (For Teachers Only)

a) Less than 5 years [ ]

b) 6 – 10 years [ ]

c) More than 10 years [ ]

SECTION B

1. How do you currently use technology in your teaching practice?

2. What challenges do you face when incorporating ICT into your lessons?
3. What benefits have you observed from using ICT in the classroom?

4. Are there any specific tech tools or resources that have had a positive impact on your students'
learning?

5. How do you ensure that the use of technology aligns with your teaching goals and curriculum
objectives?

SECTION C: Attitudes of pupils towards the contribution of ICT to assess of education

1. In your experience, how have pupil’s attitudes towards the use of ICT in education evolved
over the years?

2. How do you believe ICT has enhanced students' assessment methods and overall learning
experience?

SECTION D: Recommendations that can help promote the contribution of ICT to assess of
education.

[Link] you have recommend the contribution of ICT? If yes, why?

[Link] recommendation would you suggest to be put in place in order to manage the contribution
of ICT to assess of education among pupils?

Your participation is greatly appreciated. Thank you for taking the time to share your thoughts
with us.

Sincerely,

APPENDIX III: INTERVIEW GUIDE FOR PUPILS

KWAME NKRUMAH UNIVERSITY

EDUCATION DEPARTMENT

I am a third-year student at Nkrumah University carrying out research on “CONTRIBUTION

OF ICT TO THE ACCESS OF EDUCATION”. Thank you for participating in our interviews.
Your insights are invaluable in helping us understand how technology is being integrated into the
classroom. By sharing your thoughts and experiences, you are contributing to the collective
knowledge of how ICT can enhance the learning environment. Please take a few moments to
answer the following questions thoughtfully and honestly. Your feedback will enable us to
further develop resources and support that cater to the needs of teachers like you who are
dedicated to leveraging technology for educational purposes.

SECTION A:

1. Can you explain how information and communication technology (ICT) has impacted your
learning experience in school?

2. How do you believe ICT has improved your ability to access educational resources and
information? If yes explain

3. In what ways has ICT helped to enhance your understanding of complex subjects or topics in
school?

4. Can you provide an example of a specific instance where ICT has helped you to excel
academically?

5. How do you think the integration of ICT in education has helped to prepare you for future
career opportunities?

6. What are some challenges you have faced when using ICT for educational purposes, and how
have you overcome them?

7. How do you think teachers can better utilize ICT to support students' learning and
development in

the classroom?

SECTION C: Attitudes of pupils towards the contribution of ICT to assess of education

1. How would you describe the response of your fellow pupils towards the use of ICT in
education?

2. How do you feel that ICT has helped to improve the quality of education provided to you?
SECTION D: Recommendations that can help promote the contribution of ICT to assess of
education.

[Link] you have recommend the contribution of ICT? If yes, why?

[Link] measures should be taken to promote the contribution of ICT to assess of education?

APPENDIX IV BUDGET

ITEMS QUANTITY PRICE (K) TOTAL (K)

Paper 2 115 230

Pen 5 10 50

Food and beverage - 167 167

Binding and laminating of the 1 70 70

report

Transport - 270 270

Photocopying of 19 1 19
questionnaires

Printing out of proposal 2

Total
 APPENDIX V TIMELINE

MONTH TOPI PROPOSA PROPOSAL DATA REPORT BINDIN

C L COLLECTIO WRITIN G
SUBMITION
N G
WRITING & RESEARCH
INSTRUMENT
PREPARATIO
N

October ✓

Novembe ✓ ✓
r

Decembe
r

January ✓

February ✓

March

April ✓