CHAPTER THREE

METHODOLOGY AND PROCEDURE

3.1 INTRODUCTION

The mixed method research design was applied in this study to investigate students

perceptions of the case study, the impact of academic integrity on human dignity. In relation to

this, this study also looked at how dishonesty has affected the worth of students and the

school. In this chapter, the research design, population and sample, sample techniques,

instruments for data collection, reliability and validity, procedure and method of Data analysis

are discussed in detailed.

3.2 RESEARCH DESIGN

This study employed the mixed method design which is the combination of qualitative and

quantitative approach to collect and analyze data. In recent years, integrating qualitative and

quantitative methods becomes common in research because mixed method design can provide

detailed and comprehensive data in order to achieve the research objectives and answer the

research questions (Creswell [Link]., 2007).

According to Creswell and Clark (2007), there are four types of mixed method research designs:

1) triangulation, 2) embedded, 3) explanatory and 4) exploratory. This study most appropriately

employed the explanatory model, which contains first quantitative data collection followed by

qualitative data collection. This method was used in order to obtain a clearer picture from the

quantitative data, and then to use the qualitative data to provide better understanding and
explanation of the study in question. Creswell and Clark (2007) stated that the explanatory

design (also called sequential design) is a two-stage mixed method design. This design first

begins with the collection and analysis of quantitative data and followed by the collection and

analysis of qualitative data. In the explanatory design, the researcher recognizes particular

quantitative findings or reports that need further explanation. In order to be able to explore in

depth the quantitative data, the researcher then gathered qualitative data from participants

who could assist explain these results through their personal experience. In the current study,

the main focus is on the quantitative aspects. The explanatory design is recognized as the most

easy and straightforward of the mixed method designs (Creswell & Clark, 2007).

3.2 POPULATION AND SAMPLE

In line with the above explanation, copies of questionnaire were administered to a sample

of 50 people out of over 500 students in Ecwa Theological Seminary Kagoro (ETSK). The result

obtain from 50 sample of participants in the institution was used to generalize on the total

poplation.

The researcher believes that it is appropriate due to the fact that, the researcher at the

moment of writing is a registered student of the very institution. The researcher distributed the

questionnaires in segments, to the present Registrar, Lecturers, and students in the institution

who also filled the questionnaires based on their Knowledge on this subject under study. The

reason for choosing the Registrar, Lecturers, and students is for easy comprehension of the

questions, and come to the justified conclusion or judgement. It seems worthy to note that all the

questionnaires distributed were properly filled and returned, as they have been monitored while

answering the questions.

The researcher selected these particular institution because it is the institution he's

currently undergoing his undergraduate degree, with much experience from interactions with

friends and co-students and even Lecturers More to that, this selected institution apparently: the

writer of this work is convinced can supply useful information for this work. Finally, the

institution mentioned above seems to have challenges on writing with integrity. So the researcher

adopts a purposive sampling technique in collecting the data from the respondents in the area

which the study was carried out. The usage of this technique has helped the researcher in

selecting the Registrar, Lecturers, and some students. The selection of this technique is very

important because it has helped the researcher to arrive at a positive conclusion.

3.4 INTRUMENT FOR DATA COLLECTION

In every research that is expected to bring out good result, the choice of an instrument is

very important because it helps in collecting data in the study area. Though there are varieties of

instruments that one might use for an effective finding and avoiding wrong judgment, the

researcher used the questionnaire and interview; it is for the purpose of seeking and collecting

reliable information in the study area. Corrections the information gathered also became valid

and trusted because of the supervision it went through.

3.5 VALIDITY AND RELIABILITY OF THE INSTRUMENT

The choice of this research instruments was beneficial, because it unveils deeply how

academic Integrity impacts our sence of dignity and in other way how abstainance has cost the

worst, demoralizing our worth in tertiary institutions, even in ETSK. To hopefully bring lasting
solutions, the instrument used provides logical objective and authentic information that can be

trusted or depended upon in the study of this subject matter.

3.6 PROCEDURE FOR DATA COLLECTION

The questionnaire were distributed by the researcher and carefully monitored as they

filled the questionnaires to make sure that accuracy is maintained and also to avoid mix ups. The

researcher distributed the questionnaires by himself during the school session, also, the

researcher meet the registrar in his office also the Lecturers and the students in classs and Hostels

mostly.

3.7 METHOD OF DATA ANALYSIS

To analyse the data collected, frequency distribution percentage (simple percentage) and

mean as a statistic method of data analysis will be used. The formula is thus explained below:

Percentage (%) = x 100

Where Y= fraction of sample of the respondents who agree and disagree or undecided for a

particular item.

N= total number of sample of respondents who agree and disagree or undecided.

Mean (M) = mean (average) the result gotten by adding who or more amount of response

together and dividing the total by the number of frequency.

After the calculation, the percentages of respondent who indicate agree, those who

indicate on an item disagree and those who indicate undecided will be compared and the research

will take decision based on the data collected and analysed.

human dignity:

QUANTITATIVE QUESTIONNAIRE:

SECTION A: PERSONAL DATA OF THE RESPONDENTS IN ETSK

Please, kindly tick the most appropriate option provided.

Position in the school: Student ( ) Lecturer ( ) Registrar ( ).

What is your current level of study? 100 Level ( ) 200 Level ( ) 300 Level ( ) 400 Level ( ) Post

Graduate ( )

Please, take note of the following arrangements of options provided so as to tick those

that match with the answer you may have for each question:

Strongly Agreed: SA

Agreed: A

Undecided: U

Disagreed: D

Strongly Disagreed: SD

SECTION B: PERCEPTIONS AND ATTITUDE OF STUDENTS IN ETSK

our academics.

Strongly Agreed ( ), Agreed ( ), Undecided ( ), Disagreed ( ), Strongly Disagreed ( ).

2. ETSK (Faculty, Staffs and Students), amongst many other institutions have not really uphold

the five cardinal principles of academic Integrity (trust, respect, fair, responsible, courage and

honesty)?

Strongly Agreed ( ), Agreed ( ), Undecided ( ), Disagreed ( ), Strongly Disagreed ( ).

3. Sometimes not that they (students) are aware of it, academic stakeholders engage in

academic dishonesty ignorantly.

Strongly Agreed ( ), Agreed ( ), Undecided ( ), Disagreed ( ), Strongly Disagreed ( ).

4. Have you ever witnessed or experienced academic dishonesty in your academic journey in

ETSK?

Yes ( ), No ( ).

SECTION C: REFLECTION AND RECOMMENDATIONS

1. Academic integrity is important in maintaining a positive learning environment where human

dignity is not infringed?

Strongly Agreed ( ), Agreed ( ), Undecided ( ), Disagreed ( ), Strongly Disagreed ( ).

amongst peers and instructors?

Strongly Agreed ( ), Agreed ( ), Undecided ( ), Disagreed ( ), Strongly Disagreed ( ).

8. I would report an incident of academic dishonesty if I were to witness it.

Strongly Agreed ( ), Agreed ( ), Undecided ( ), Disagreed ( ), Strongly Disagreed ( ).

9. Would implementation of strict policies and penalties for academic dishonesty could at some

point reduce or stop it's occurrence?

Strongly Agreed ( ), Agreed ( ), Undecided ( ), Disagreed ( ), Strongly Disagreed ( ).

QUALITATIVE (INTERVIEW)

1. Can you describe a situation where you felt pressured to engage in academic dishonesty?

How did you handle it?

2. What do you think are the most common reasons students engage in academic dishonesty?

3. Have you at some point in your academic journey engage in academic dishonesty, if yes,

describe your experience

4. What strategies do you think would be effective in promoting academic integrity and

maintaining human dignity in academic settings?

support students in maintaining academic integrity and human dignity?

6. What personal values or principles do you think are essential in maintaining academic

integrity and human dignity?

REFERENCE

John W. Creswell, Vicki L. Plano Clark, (2007). Designing and Conducting Mixed Methods

Research, Thousand Oaks : SAGE Publications, California.