CHAPTER THREE

RESEARCH METHODOLOGY

3.0 Introduction

This chapter focuses on the description of the way the research will be carried out by the

researcher. This is done with the aim of showing the authenticity of the research carried

out. It will be organized and well – centered on: research design, population of the study,

sample population, instrument for data collection, procedure for data collection and

method of data analysis.

3.1 Design of the Study

A research design is a plan that guides the researcher in the process of gathering or

collecting, analyzing and interpreting the data for the study. (Awotunde & Ugoduluwu,

2004) says that research design is seen as a guide that the researcher uses in conducting a

study to enable him gather proofs (evidence) that either agree or disagree with the

claimed educational phenomena.

The research design adopted for this study is descriptive survey. Descriptive

survey involves a study of a population through the use of sample. Descriptive survey

research design according to (Aina, 2012) is a design which describes a systematic

manner for a comprehensive collection of information about the opinion, attitude, feeling,

belief and behavior of the people through administration of questionnaire, interview and

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observation to a relative large representative sample of the population. The design is

appropriate because the study seeks to collect data and describe in a systematic manner

the opinion and behaviour of respondents using questionnaire with respect to Benefits of

teaching Literature on the morality of students in senior secondary schools.

3.2 Population of the study

Population can be seen as all the individuals that fit a certain specification. It is

also the group of people of subjects the research is studying. The term population could

be people, schools, or institutions, animals, specimens or countries. (Dewan, 2007)

explains that population means the group of individuals, objects, animals etc. whose

characteristics are under study. The entire number, from which a sample is to be taken or

selected, is referred to as target population or the universe. Population is therefore the

aggregate of materials, people, etc. the researcher is concerned with. In this particular

study, the population of the study consists of all the secondary schools in Azare, Katagum

Local Government Area.

3.2.1 Sample of the study

Sample is a selected number of individuals that are carefully chosen by the researcher to

represent the entire research population. In the light of this statement, the sample of this

study consists of the ten (9) selected Senior Secondary Schools in Azare Local

Government Area as mentioned in chapter one of this research. These schools were

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randomly selected to cover the widespread area of the locality. In other words, these

schools will serve as our sample population out of the 66 schools in the local government.

The schools to be used for this research are:

1) Demonstration Secondary School.

2) Ahmad Turaki Upper Basic Secondary School.

3) Government Day Secondary School, Azare.

4) Ummul – Qura Science Academy, Azare.

5) Bilal Academy, Azare.

6) Al – Amin Academy, Azare.

7) Abdullahi Memorial College

8) Islamic Orientation School

9) Ma’ahad Sheik Muhammad Wahi

3.2.2 Sampling Techniques

(Dewan, 2007) says sampling is a method of drawing a portion (sample) from a larger

population. Sampling thus, can be seen as a mechanism for choosing designated

quantities or population. The sample representative population is called “sample”.

Sampling is necessary when it becomes too expensive to study the entire population.

In this study, the simple random sampling technique will be used for the sample

selection. According to Mwanse et al., (2012), simple random sampling is a sampling

procedure that gives each of sampling units of the population an equal and known non-

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zero possibility of being selected. This random sampling technique has the advantage of

selecting a sample that will yield research data that can be generalized to a larger

population. In the light of this, all the names of the schools in Azare District were written

on pieces of papers, folded and mixed in a box. These nine schools were selected without

replacement. This was done to maintain equal representation and to avoid being biased in

the selection.

3.3 Instrument for data collection

Research instruments can be seen as devices used in measuring, obtaining or collecting

data. Data collection is an integral part or aspect in a research work as the conclusion of

the research is based on the data revealed. The instrument for data collection in this study

will be structured questionnaire.

According to (Ugodulunwa, 2004) the questionnaire is used to obtain factual

information from the respondent about the past, present and forthcoming events. A

structured questionnaire according to (Dewan, 2005) “is a closed questionnaire or fixed

response options.” In this type of questionnaire, a question is asked and the respondents

are offered a choice of alternative responses to select the options that applies to them.

Although a number of instruments for data collection exist. But for the purpose

and interest of this research, questionnaire was used for the data collection.

Questionnaires are set of questions that are related to the purpose of the study to which

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the respondents are expected to respond to in writing. This is administered to the targeted

population designed to cover. The questionnaire is titled “Benefits of teaching Literature

on the morality of students in senior secondary schools”. The questionnaire items is

generated by the researcher based on the objectives and research questions as well as the

information gathered from review of related literature. The questionnaire is structured

using the four-point like scale. That is: Strongly Agree (SA), Agree (A), Disagree (D)

and Strongly Disagree (SD) respectively after filling the questionnaires.

However, the questionnaire is divided into two parts, Part A deals with the

respondents’ data while Part B deals with the questions or statement to be responded

upon.

3.3.1 Validation of Instrument

The instrument (structured questionnaire) will be validated by two professionals from the

department of English and Literary studies, Bauchi State University. They will perform

the face validation of the instrument. They will correct the grammatical errors, sequence

and ordering of the items of the instrument and suitability of the response tags among

others.

3.4 Procedures for data collection

The researcher will visit the various selected secondary schools with the questionnaire for

five (5) teachers (English and Literature Teachers), will meet with the school authorities

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of the various schools, in other to administer the questionnaire to the respondents. The

purpose of the research will be stated and explained clearly to the respondents before

administering the questionnaire.

3.5 Method of Data Analysis

The data collected from the respondents will be analyzed using simple percentage method

and mean score. This is done by finding the percentage of the total of the answers given

to determine the acceptance or rejection of the research questions.

The value attached to the responses options of the questionnaire will be as follows:

Strongly Agree (SA-4), Agree (A-3), Disagree (D-2), Strongly Disagree (SD-1).

The 2.50 will be derived from the upper and lower limit of number (4, 3, 2, and 1). Any

item with mean below 2.50 will be regarded as disagree while; any item with mean of

2.50 or above will be regarded as agreed.

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 QUESTIONNAIRE

SECTION A

Instruction: Please tick that which suits your opinion the most.
a. Name of school………………………………………
b. Age: 20-29[ ] 30 and above [ ]
c. Sex: Male [ ] Female [ ]
d. Qualification: NCE ( ) B.A ( ) M.A ( ) [Link] ( ) [Link] ( ) Ph.D ( )

SECTION B

Instruction: Please choose the one that suits your feelings.

Key:
Agree (A)
Strongly agree (SA)
Disagree (DA)
Strongly disagree (SD)

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S/N Items SA A D SD

1 Moral uprightness is to be free from evil or any corrupt act

2 I discuss the themes of the texts with the students in the classroom
with emphasis on moral development/decadence

3 We act or stage some of the drama texts the students read

4 I teach the relevance of literature to the students in the class

5 Literature, as a course, serves as a form of deterrent to students not

to engage in bad behaviours

6 Literature teaches morals to the students

7 Literature taught to students in this school conforms strongly with

the moral values of the community

8 Morality is society-based

9 Young learners prefer young adult literature.

10 Young adult literature authors should incorporate moral lessons in

literary texts for young learners.

11 Moral lessons in the literary texts should revolve around the

happenings in the community for quicker understanding by students

12 Some texts recommended by JAMB, NECO, WAEC, etc. have no

moral lessons

13 Examination bodies should try to incorporate texts that are

embedded with morals

14 I teach literature well by using instructional materials all the time

15 Government should make the recommended books available to

students

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