CHAPTER THREE : RESEARCH METHODOLOGY

The study will employee qualitative research approach (Kothari, 1997). The study will be
conducted in three rural private and three government secondary schools in rural Lilongwe,
Malawi. Population for this study will be all secondary school students in rural Lilongwe
district. The target population for this study will involve all single-parented secondary school
students, parents or guardians of these students, headmasters and teachers.
Population definition
Target population
The sample of the study will include 60 single parented secondary school students, 06 heads
of secondary schools, 18 secondary school teachers and 06 parents/guardians of the single
parented students, giving a total of a sample size of 90 participants.
How did you come up with the sample size
Single parented students will be selected using simple random. Parents, headmasters and
teachers will be selected using purposive sampling method.
On data collection, the instruments that will be employed are interview schedules, focus
group discussion and documentary review. Data will be analysed thematically. On ethical
consideration, the researcher will adhere to human right, national policies and morals
common in the area of study. The researcher will also pay reasonable attention to
regulations and rules during the process of preparation, conducting research in the field and
reporting of the data. Findings will be disseminated to the public through peer reviewed
academic journals

Introduction
This chapter presents the methodology for studying challenges facing single parent family
students in attaining secondary education in Lilongwe district. It explains the research
approach, area of study, targeted population, sample size, sampling procedure, data
collection methods and data analysis plan. Also, the chapter presents validity, reliability
ethical consideration and the methods that will be employed in data analysis.
Research approach
The study will employ qualitative research approach. Qualitative research approach is
concerned with subjective assessment of attitudes, opinions, and behaviour. (Kothari, 1997).
The qualitative approach calls for comprehensive and elaborative description of events or
people necessary to convey the complexity of situations so as to provide the reader with
sufficient information for judging researcher’s interpretation of phenomenon (Martens,
1998).
Rationale for using qualitative approach
Qualitative approach will be used to collect comprehensive and elaborative in depth
information on the challenges single parented students face in Lilongwe district secondary
schools. This is due to the fact that the approach allows interaction between the researcher
and the participants. Thus, making it possible for the researcher to get first hand information
about the challenges faced by single parent students that hinder them from studying.
Triangulation will be used (using of more than one method in data collection) to increase
credibility of the findings, that means the researcher will rely on multiple data collection
methods to check the authenticity of the results. (Otlacan, 2010). Though qualitative is
flexible, it has some weaknesses therefore, the use of triangulation minimized the
weaknesses.
Study Area
The study will be conducted in six government secondary schools in Lilongwe district. This
district has been randomly selected from three 9 districts of central region of Malawi.
Lilongwe was was purposefully selected because of a number of considerations. Firstly, URT
(2012) explains that some urban areas still have the highest proportion of female headed
households in Tanzania. Region wise, Dar-es-salaam is the first with the highest proportion
of female headed households, Mbeya is the second and Morogoro is the third. It was due to
this reason that the researcher selected Dar-es-salaam to be the area of study as it has the
highest proportion of households headed by female single parents. Secondly, Tacaids (2012)
explains that the area is markedly affected by the HIV/AIDS pandemic and therefore the
possibility of finding single-parented children in kinondoni is greater. Thirdly, researcher’s
financial and time constrains also forced this study to be conducted in, Kinondoni municipal.

Target Population
A population is any group of individuals, that have one or more characteristics in common
and which are of the interest to the researcher (Best and Kahn, 2006). Population for this
study will be all secondary school students in Lilongwe district. The target population for
this study will involve all single-parented secondary school students of form three and four
in Lilongwe districrt. This population is targeted because form three and four are no longer
children they are in puberty stage which need financial, love, care, moral and emotional
support from both parents, so the challenges of the adolescence stage may overwhelm the
effort to their education if these adolescent are not well cared. The researcher realizes the
roles and responsibilities of both parents at this stage, their involvement and presence is
crucial to upbringing of these youth. Due to this Aggarwal, (1994) asserts that adolescence is
a period of rapid revolutionary changes in the individual’s physical, mental, moral, spiritual,
sexual, and social outlook. It is a period of conflict and complexity.
On the other hand, the researcher involved secondary school teachers who deal with
students’ day-to-day affairs and are responsible for children’s intellectual, social, physical
and moral development in schools. Furthermore Heads of five sampled secondary schools
were also involved because of their roles at school as the supervisor of their schools
therefore they are responsible to ensure that schools are well managed, teachers and
students participate fully in teaching and learning process.
Sample and Sampling Techniques
Sample of the Study
Kothari, (2004) defines sample as a specimen or part of the whole drawn to represent the
rest. In other words sample refers to a set of participants selected from a larger population
for the purpose of research. Samples are always subsets or small parts of the total number
that could be studied (Kombo and Tromp, 2006). The sample for this study was drawn from
05 government secondary schools in Kinondoni municipal which has a total of 46
government secondary schools. The sample comprised of 60 participants of whom 50 were
secondary school single parent 31 students. (10 single parent secondary school students
from each secondary school), also 05 heads of secondary schools, and 05 secondary school
teachers were included in the study as indicated in Table 3.1.

Table Sample Composition of the Study Participants

Category of participants Total

Students
Teachers
Heads

Parents

Total
Source: Field Data (2012)

Sampling Techniques
Sampling is the act, process or technique of selecting a suitable sample, or a representative
part of a population for the purpose of determining parameters or characteristics of the
whole population (Kombo and Tromp, 2006). The study employed simple random and
purposive sampling technique.
Simple random sampling technique is also known as chance sampling or probability
sampling where each and every item has equal chance to take part in a study (Huberman
and Miles, 2002). The technique was used to enable each individual in the targeted
population to have an equal chance of being included into the sample. The technique was
deployed to obtain a sample of five secondary schools involved in the study. Those were
Hananasifu, Mugabe, Malambamawili, Kibamba and Oysterbay secondary schools. These
five (05) secondary schools were randomly sampled out of forty six (46) government
secondary schools. This was done by writing 46 names of secondary schools on 46 pieces of
small paper then five were picked at randomly. Simple random sampling was also used to
obtain a sample of fifty (50) single parent secondary school students (ten (10) single parent
secondary school students from each sample secondary school in five (05) sampled
secondary schools) in Kinondoni municipality.
Purposive sampling, deliberate sampling or judgmental sampling involves deliberate or
purposive selection of particular units of the universe for constituting a sample which
represents the universe (Kothari, 2004). Purposive sampling in this study was used to select
heads of secondary schools and secondary school teachers. (discipline masters/mistress).
Selection of Participants
The following are the details of each group selected through either purposive sampling or
simple random sampling.
Single parented students These participated in the study because they could provide
required information on the challenges/problems they face in secondary schools on account
of their family situation and school. These are the source of information as they have their
own life experiences unknown to the researcher. Simple random sampling was used to select
Form III and Form IV single parented students. These were selected randomly. The
researcher selected them by writing ten small pieces of papers 'YES', and the remaining
pieces of paper were written 'NO' depending on the number of Form III and Form IV single
parented student who were in a particular school, then single parented were asked to pick
one paper each, 10 single parented students who picked 'YES' papers were selected to
participate in the study. Form III and Form IV 33 participated in this study because they are
grown up and they have been in school for a longer period compared to the other classes.
Students
Teachers
In this study teachers were purposively included (discipline masters/mistress) were
purposively selected because they deal with day-to-day activities at school. They are the
implementers of educational objectives at the school level. They are also near the students
hence they are in a position to understand their behaviour, attendance and other problems
of the students in school.
Heads of schools
The purposive sampling technique was used to sample the heads of schools. These were
included in the study because they are directly implementers of educational objectives and
are the day-to-day supervisors of their schools. They play a big role in ensuring that schools
are well managed, teachers and students fully participate in the teaching-learning process.
They possess important information about the school because of the nature of their
responsibilities as leaders of schools and experienced professionals. They provided
important information on how schools ought to solve the problems related to students
coming from the single parent families.
Parents
Data Collection
Data collection refers to the process of obtaining evidence in a systematic way to ascertain
answers to the research problem (Cohen, Manion and Marrison, 2000). There are several
methods of collecting data, which depend on the nature of the research. This study adopted
a combination of research techniques to generate 34 relevant data. The instruments that
were employed include interview schedules, focus group discussion and documentary
review.
Sources of Data
Primary data are first-hand information tips and responses collected by the researcher from
their original sources. They are normally collected through various methods such as
interview and questionnaires (Cohen et al., 2000). In this study primary data was collected
from the field as fresh information obtained from interview, and focus group discussion.

Secondary data refer to information which has already been collected and compiled for
other purposes. Such sources may consist of encyclopaedias, newspapers, books, periodicals
and compiled statistical statements and reports. Secondary data are provided by an
individual or individuals who may not have themselves directly observed the event, object or
condition (Cohen et al., 2000). In this study, such sources includes the students’ school
records and statistics, and files of examination results, staff meeting files ,black book ,class
journals and attendance registers were obtained from the schools under investigation. The
secondary data were collected through documentary review.
Data Collection Techniques
Triangulation was used in data collection as a practical check to judge the credibility of what
the researcher has been told by participants. The major source of data was interview. The
technique was complimented with focus group discussion and documentary analysis. 35
Normally it is not easy through interview to know if the respondent is telling the truth
especially when the interview concerns sensitive matters such as emotions, feelings and
experiences of the participants. There is no absolute way of verifying what someone tells
about her / his thoughts and feelings. Researchers are not mind readers. Despite the fact
that it is difficult still there are some practical checks researchers can make to judge the
credibility of what they have been told. Such a move can help the researcher to avoid being
easily tricked and trapped into false belief, of accepting all that he or she is told at face value.
Therefore in order to avoid this, researcher collaborated with other sources of information
such as focus group discussion, and documentary analysis as they can provide some back up
for the content of interview.
Interview
An interview is a scheduled set of questions administered through verbal communication in
face-to-face relationship between a researcher and the respondents (Kothari, 2004).
Interview is a face-to-face version of questionnaire but there is one thing the interview can
do which the questionnaire cannot, that is to ask the question “why”. The researcher gets
opportunity to probe in depth questions “why” and “how” therefore ambiguity is cleared
out. In this study, interview was used in order to allow collection of rich qualitative data due
to their flexibility, being focused, and time effective. Semi-structured interview was used to
elicit participants’ opinions and perceptions of the challenges single parented secondary
school students face and how they affect the students’ education, as well as to find out
possible solutions to the challenges identified.
Sometimes the researcher had to use open ended interview in order to get inner
information where semi structured interviews could not probe to get in depth data needed.
36 The major advantage of semi structure interview is to help a researcher to make use of
the limited time available for interviewing different people systematically. Though the main
approach was semi-structured interview it was necessary to combine it with open-ended
interview as it provided the researcher with opportunity to ask broad questions. Also it
provided high degree of objectivity probing and clarification and a chance to hear views
from all selected participants. Both English and Kiswahili, were used during interview in
order to easy communication. That is to say for those who did not feel comfortable with
English, Kiswahili was used.

Documentary Analysis
Milles and Huberman (1996) define documentary analysis as a process of reading various
extracts found in the offices or places dealing with or associated with the issues related to
what the researcher is investigating. In this study documentary review was used in
conjunction with interview in order to generate data and supplement the data that cannot
be obtained through interview only. The researcher used the data from the school’s
administration office such as attendance registers and staff meeting minutes and terminal
and annual examinations records, class journals. and black books These documents were
used to gather information regarding the challenges single-parented students face in
attaining secondary schools education, the effect of those challenges and also solution or
minimization of those challenges to single parents secondary school students. Furthermore,
the documents search guide was employed to supplement information and to check the
authenticity of the data obtained through other data collection techniques.
Focus Group Discussion
Kombo and Tromp, (2006) define focus group discussion as a special type of group in terms
of its purpose, size, composition and procedures. A focus group is usually composed of 6-8
individuals who share certain characteristics, which are relevant for the study. The
researcher carefully planned and designed a discussion which enabled the participants to
give information about the topic or area of interest. It is considered to be useful method for
collecting information through an organized discussion. The focus relied on the discussion
among participants about the topic presented.
Focus group discussion in this study involved ten single parent secondary school students in
each of the sampled schools. Focus group discussion was used so as to produce a lot of
information quickly as it is good for identifying and exploring beliefs, ideas, or opinions
which sometimes cannot be obtained from interview. Hence the discussion focussed on the
challenges single parent students face in secondary school, the effects of those challenges
on their education and the solution or how to minimize those challenges.
Validation of Instruments
3.7.1 Validity
Validity is defined as the extent to which scores on a test or responses to question items
enable one to make meaningful and appropriate interpretations (Ary et al., 2010).
Golafshani (2003) also adds that validity is the degree to which our test or other measuring
device approximates what we intended to measure. Before conducting the study, the
researcher conducted a pilot study in one secondary school in Kinondoni municipal in order
to test the validity of the instruments developed for the study. In trying out the exercise, a
research interview was administered to secondary school students from single-parent
families, secondary school teacher, and 38 head of school. The results enabled the
researcher to modify instruments in order to make them appropriate for collecting valid and
reliable data. Then the instruments were presented to the research supervisor for further
comments and improvements. Therefore necessary adjustment was made before the
instruments were administered to the participants.
Furthermore, in order to enhance validity of collected data the researcher used
triangulation, whereby the researcher relied on multiple data collection instruments namely,
interviews, documentary analysis, and focus group discussion. So the data collected using
interviews were counterchecked by document reviews and focus group discussion and vice
versa. During field study the researcher had opportunity to clarify the questions to
participants which helped them to answer the questions at the best of their knowledge.
Therefore in that way, validity of collected information from the field was improved.

3.7.2 Reliability
Huberman and Miles (2002) explain reliability as referring to whether the process of study is
consistent, reasonable overtime and across researchers. In order to foster reliability the
researcher prepared the instruments and pre-tested them in one government secondary
school in Kinondoni municipality Dar es Salaam Tanzania. Pre-testing was followed by
making some adjustments before using them in data collection exercise. Furthermore the
instruments were re-examined by some fellow MED students and supervisor. Also during the
field reliability was enhanced by clear explanation of the purpose of the study to the
participants and assuring of the highest degree of confidentiality.
3.8 Data Analysis Plan
Data analysis involves organizing data in ways that allow researchers to see patterns,
identify themes, discover relationships, develop expectations, and make interpretations,
mount critiques or generate theories. (Hatch, 2002 Bogdan & Biklen, (1992) explain data
analysis as a systematic process involving working with data, organizing and breaking them
into manageable units. Also it is a process of synthesizing data, searching for patterns,
discovering what is important as well as what is to be learned and deciding what to tell
others. Data analysis is necessary because it enables the researcher to summarize,
categorize and organize the collected data in such a way that it is possible to adequately
answer the research questions.

Qualitative research data that were obtained in this study was analyzed thematically.
Themes refer to topics or major subjects that come up in discussions. This form of analysis
categorizes related topics. In using this form of analysis major concepts or themes are
identified. (Kombo and Tromp, 2006). In this study, data analysis was on going process which
began in the pre-field work phase. The initial analysis of data during data collection yielded
immediate insights in the field. Analysis continued during fieldwork and post fieldwork
phases. During analysis the following steps were taken, namely each recorded interview was
transcribed and was labelled according to the date when it was collected, then transcripts
were read over carefully to correct any grammatical errors and get sense of totality of data.

Lastly, data analysis involved sorting and examining data assembled under specific categories
in search for main themes. Themes were described and analyzed in light 40 of issues raised
in theoretical framework and literature review. At this stage, large amount of unorganized
data were reduced into manageable and analytical meaningful body of data. Reduction is a
logical part of data analysis in a qualitative research because processing large amount is
difficult and time consuming (Miles and Huberman, 1996)
3.9 Ethical Considerations
In conducting this study the researcher was very careful in mingling with all participants,
and had a careful choice of words to use when addressing issues related to participants. The
researcher did this in order to ensure that the study adhered to human right, national
policies and morals common in the area of study. Moreover, the researcher also paid
reasonable attention to regulations and rules during the process of preparation, conducting
research in the field and reporting of the data.
3.9 Ethical Considerations
 In conducting this study the researcher was very careful in mingling with all participants,
and had a careful choice of words to use when addressing issues related to participants. The
researcher did this in order to ensure that the study adhered to human right, national
policies and morals common in the area of study. Moreover, the researcher also paid
reasonable attention to regulations and rules during the process of preparation, conducting
research in the field and reporting of the data.
3.9.1 Research Clearance
The researcher obtained research clearance from the Directorate of Research Publication
and Postgraduate studies of the Open University of Tanzania. It was thereafter taken to the
Municipal Director of Kinondoni Municipal Council who forwarded the permission to
Municipal Secondary Education Officer (DSEO) who forwarded the permission to the Heads
of Secondary Schools (HoS) where the study was conducted.

3.9.2 Informed Participants

Informed participants is about making the participants aware of the purpose of the study,
the manner in which it would be conducted and the importance of the data that would be
generated from the field for study. Therefore during the study all participants namely; the
single parent students, Heads of secondary school and 41 teachers were informed about the
purpose of the study, its objectives, the manner in which it was to be conducted and the
significance of the study. Hence, every participant participated in the study willingly.

3.9.3 Confidentiality
Throughout the study, participants were guaranteed that the information they provided
would be kept and used confidentially in this work only. The researcher observed the right to
privacy; anonymity was used to avoid reference of study subjects. To ensure confidentiality
the names of sampled schools and that of single parent secondary school students are not
mentioned. The information collected was kept in a safe manner such a way that no
unauthorized persons could access it.

3.10 Summary
This chapter was concerned with research methodological issues. The chapter was used to
inform several aspects including the research design, the area of study, target population,
sample and sampling procedures, data collection methods and data analysis procedures
while the next chapter provides data presentation, analysis and discussion of findings.

Gaps in Research and Future Directions.

Despite extensiveresearch on challenges of single-parented households students,and
academic achievement, significant gaps remain in understanding how supportive school
environments and community resources can mitigate these challenges. Nilsen et al. (2022)
suggest that long-term studies are needed to evaluate the effectiveness of specific
interventions, such as mentorship programs.
Future research should also investigate how access to mental health services impacts
academic outcomes over time, as highlighted by Carrión and Torres (2023). Studies like
those by Unamba et al. (2020) recommend exploring the role of academic self-esteem as a
mediator between family structure and performance, suggesting interventions that
specifically target confidence building. By identifying best practices and testing innovative
strategies, educators and policymakers can better support students from single-parent
households. For instance, mentorship programs like Joven Noble could be further studied to
assess their scalability and long-term benefits.

References
Amato, P. R., Patterson, S., & Beattie, B. (2015). Single-parent households and children’s
educational achievement: A state-level analysis. Social science research, 53, 191-202.
Adesokan, R. O., & Makura, A. H. (2020). Perceived Effect of Single Mother Parenting on
Student’s Academic Performance in South Africa: A Review of Literature. Pakistan Journal of
Social Sciences, 17(3), 193-201.
Fotoh, A. J. (2021). Single parenting and its effects on students’ academic performance in
Kumba III Municipality, Meme Division, Cameroon. International Journal of Education,
Learning and Development, 9(1), 30-41.
Rubamande, N. A., Mukadi, M., & Mwonge, L. A. (2021). Challenges Single Parented
Students Face on Education Attainment in Morogoro Municipality, Tanzania. American
Journal of Education and Information Technology, 5(2), 113-117.
Chukwu, M. A., Tor-Anyiin, R. D., Alom, S., & Tengerga, M. U. (2025). Impact of Single
Parenthood on Academic Adjustment of Basic School Students in Makurdi Local Government
Area of Benue State.
Yankson, A. A. (2015). Single parenting and academic performances of students in Senior
High Schools in the Mfantsiman Municipality (Doctoral dissertation, Unversity of Education,
Winneba).
Marsiglio, W., Amato, P., Day, R. D., & Lamb, M. E. (2000). Scholarship on fatherhood in the
1990s and beyond. Journal of marriage and family, 62(4), 1173-1191.
Clark, S., & Hamplová, D. (2013). Single motherhood and child mortality in sub-Saharan
Africa: A life course perspective. Demography, 50, 1521-1549.
Brown, L. S. (2010). Feminist therapy. Twenty-First Century Psychotherapies, 277.
Statistics, U. B. O. L. (2015). Highlights of women’s earnings in 2014. BLS Reports.
Necşoi, D. V., Porumbu, D., & Beldianu, I. F. (2013). The relationship between parental style
and educational outcomes of children in primary school in Romania. Procedia-Social and
Behavioral Sciences, 82, 203-208.
Lloyd, C. B., & Blanc, A. K. (1996). Children's schooling in sub-Saharan Africa: The role of
fathers, mothers, and others. Population and development review 265-298.
Kimani, E. N., & Kombo, D. K. (2010). Gender and poverty reduction: A Kenyan
context. Educational research and Reviews, 5(1), 24.
Steinberg, L. (1987). Familial factors in delinquency: A developmental perspective. Journal of
Adolescent Research, 2(3), 255-268.
Maslow, A. H. (1954). The instinctual nature of basic needs. Journal of personality.
RESEARCH QUESTIONS
APPENDICES
Appendix 1: Interview Schedule for Single Parent Students
1. Whom do you stay with? Why?
2. Is your parent able to provide all necessary school requirements? If not what school
Requirement do you miss?
3. Have you ever failed to attend school this year? Why? How many times have you failed to
attend school?
4. Have you ever participated in any work so to get some money in order to earn living? Do
you remember those kinds of work?
5. Do you know any fellow single parent student who dropped out of school? Why did
he/she Drop?
6. What do you think should be done to help other children from single parent families?

Appendix 2: Interview Schedule for Heads of Secondary Schools

1. How many students do you have in your schools?
2. Do you have students who are from single Parent families?
If yes what is the number of those students? Is the number increasing?
3. Do students from single parent families in school face any serious challenges compared to
those from two parent families?
What are these challenges?
 4 Do school administration and individual teachers assist students from single parent
families to overcome the challenges that they face? If yes how?
. 5. What is the academic performance of single parent students in your school? What can
be done to ensure that these students’ challenges are solved or minimized?

Appendix 3: Interview Schedule for Teachers

1. Do you have students who are from single parent families?
2. In your experience at this school do students from single parents face any serious
challenges compared to those from two parent families? What are those challenges?
3. Do you think the children from single parent families need any special assistance? If yes
what assistance should be given to them?
4. Suggest any other ways that the government, schools and community can help to solve
the Challenges identified
Parents

Appendix 4: Documentary Search Guide

S/N Documents to be reviewed

1 Terminal and annual
examinations records
2 Staff/discipline committee
meeting minutes files
3 Class attendance register
4 Teacher On Duty (T.O.D)
reports

Appendixes Appendix A
Interview Questions for Teachers
1. Do you observe any differences in engagement or academic performance between
students from single-parent households and those of two-parent households?
2. What academic challenges have you observed in students from single-parent
households?
3. How do you believe a single-parent household influences a student’s social interactions?
4. What resources or support does your school provide for students from single-parent
families?
5. Can you share any specific examples of how a single-parent structure has affected a
student's performance in your classroom?
6. In your experience, what strategies have been most effective in supporting students from
single-parent households?
7. How do you collaborate with school counselors and administrators to support students
from single-parent families?
8. Can you share any success stories of students from single-parent households? What
factors contributed to their success?
9. What advice would you give new teachers working with students from diverse family
backgrounds, especially single-parent households?
Appendix B
Interview Questions for Administrators
1. What policies does your school have in place to support students from single-parent
families?
2. How does your school identify and address the needs of students from single-parent
households?
3. Are there specific programs or resources available to assist single parents in your
community?
4. In your opinion, what are the biggest challenges faced by students from single-parent
households in your school?
5. How do you measure the effectiveness of support systems for these students?
6. What steps does your administration take to foster an inclusive environment for children
from single-parent households?
7. Are there any partnerships with community organizations that your school has to provide
additional support for single-parent families?
8. What role do you see technology playing in enhancing communication and support for
single parents in your school community?
Appendix C
Survey Questions for Single Parents
1. What are the most significant academic challenges your child faces, and how do you think
these challenges relate to your single-parent status?
2. How do you balance your work responsibilities with your child's educational needs?
3. What support or resources have you found most helpful from your child's school?
4. Can you share any specific instances where your single-parent experience affected your
child's school life?
5. In what ways do you believe your relationship with your child impacts their academic
success?
6. How do you perceive the impact of your household structure on your child’s education?
7. What challenges do you face as a single parent in supporting your child's academic
journey?
8. What resources or support have you found helpful in navigating your child's education?
9. How do you communicate with your child's school regarding their academic performance
and needs? 10. In your experience, what would you like to see from schools to better
support single-parent famil