CHAPTER THREE
3. Introduction
The above chapter of the study presented a literature review focusing on different
perspectives from different scholars about physical science teachers’ readiness and
perceptions in incorporating gamification within their classroom lessons. The chapter
provided a broader understanding of gamification and its significance within the education
sector. The current chapter which is chapter three described all the research methodologies
that has been applied during this study. The chapter described methods such as the research
paradigm, design, population, sampling methods, data collection techniques, data analysis
procedures, ethical considerations, and measures to ensure trustworthiness and validity. A
sample of 6 physical science teachers were chosen from Johannesburg South District (D11)
using purposive sampling. Data was collected through small focus groups and analysed using
thematic analysis. The chosen methodology was intended to generate reliable and meaningful
insights into the teachers’ perceptions and readiness regarding gamification. The following
sections of the chapter will provide a detailed description of the research design and methods
used in this study.
3.1 Research design
According to (1054) research design is the backbone of the research
study, and it determines how the research will be conducted and what
methods will be used. The research design impacts the validity of
research by determining the appropriateness of the research methods for
the specific research question. Additionally, the research design also
affects the statistical analysis and interpretation of the data. Therefore, it
is important to choose the correct research design to ensure that the
research is conducted properly and the data is interpreted correctly.
A research design essentially describes the course a researcher intends to
follow during the investigation (Kumar, 2019). It offers a structure for
gathering, analysing, and interpreting data. The study's goals, research
question, and philosophical underpinnings all affect the choice of research
design. The research design used in this study was phenomenological.
Investigating and comprehending people's perceptions and experiences in
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relation to a particular subject is the goal of phenomenological research.
Additionally, Phenomenology, which has its roots in the philosophical
traditions of Husserl and Heidegger, aims to reveal the essence or primary
significance of the experiences that participants have in common and
further helps researchers gain insight into participants' perceptions and
experiences, particularly in relation to different phenomena (Creswell,
2007).
The phenomenological design was particularly appropriate for this study,
as it focused on understanding the subjective experiences and readiness
of Physical Science teachers as they navigate and implement gamification
within their classrooms. These experiences are shaped by complex
factors, including social, economic and institutional influences. The design
also emphasises the context of participants’ experiences, making it ideal
for studies conducted in diverse settings such as South African schools. In
this case, the primary aim is to extract the perceptions and readiness of
physical science teachers with regard to implementing gamification within
their classroom.
3.2 Research approach
For the validity of this study, the research approach which was used is qualitative approach.
According to Denzin and Lincoln (2011), qualitative approach focuses on the socially
constructed nature of reality and the intimate relationship between the researcher and what is
being studied. The qualitative research relies more on interviews to provide deeper insights
into the reasons behind teachers’ perceptions and readiness in the implementation of
gamification within their study (Plano Clark & Ivankova, 2016). Moreover, qualitative
approach is described as a research approach that produces findings without the use of any
statistical procedures or quantification. Busseto, Wick and Combinger (2020) assert that
qualitative approach is adaptable, transparent, and context responsive. The above simply
means that qualitative approach allows the researcher and the participant to be flexible and
make informed decisions about the context of the study. The primary objective of a
qualitative approach is to examine experiences, meanings and perceptions from the
perspective of participants. The above makes it more valid for this study to use qualitative
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approach as it is more concerned with understanding physical science teachers perceptions
and readiness in implementing gamification. Through this approach, it would be more
effective to collect data that directly looks into the study’s objectives.
3.3 Research Paradigm
According to Kumatongo and Muzata (2021), research paradigms are underlying assumptions
or worldviews that direct research activity or advancement. They act as a guide for
researchers as they select the research methodologies and methodology that will direct a
study. A researcher must specify which research paradigm will be applied and why it is
appropriate for the study in any research project (Kankam, 2019). According to Creswell
(2016), a paradigm is a basic set of ideas that direct behaviour and serve as a framework for
comprehension and observation. Positivism, post-positivism, interpretivism (constructivism),
and critical theory are the four main paradigms of philosophical study (Neuman, 2006; Flick,
2007; Wisker, 2008; Muijs, 2011; Blumberg et al., 2011; Bellamy, 2012). Dudovskiy (2018a)
emphasises that the interpretivist paradigm recognises knowledge as socially constructed,
making it particularly relevant for studies that explore diverse perspectives and lived
experiences in specific cultural and social contexts (Pham, 2018).
An interpretive paradigm was used in this study. This approach tries to get into the
participant’s situation to understand and interpret what they think or mean concerning their
context. In order to comprehend and analyse the participant's thoughts or meanings regarding
their context, this method attempts to put oneself in their position. Every attempt is made to
try to comprehend the participants' perspectives instead of the researcher's (Alharahsheh &
Pius, 2020). A researcher attempts to understand the participants' viewpoints and how they
perceive the world (Kankam, 2019). Since, the interpretivist paradigm plays a role of
allowing Physical Science teachers to put forward their perceptions about implementing
gamification in their lesson it becomes the best paradigm for the study as it this paradigm
emphasises comprehending phenomena from participants' viewpoints while taking into
account their historical and cultural settings, Creswell (2009). Furthermore, this paradigm
was selected for the study because it is suitable for a qualitative research approach. Similar to
qualitative approach, the interpretative research paradigm appreciates people’s personal and
interpersonal views as they interact with the world around them making it more suitable to
look into the teachers perception (Pervin & Mokhtar, 2022). Through this paradigm, it
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became easier for the researcher to be able to see and understand the knowledge that physical
science teachers poses about the importance of introducing gamification in their classroom.
3.4 Research Context
This section outlined the research setting of the study, the sampling process, and the criteria
used for selecting the participants.
3.4.1 Research Setting
The setting of this study was in Gauteng Province. The Gauteng Province is one of the nine
provinces of South Africa. The capital city of this province is Johannesburg. The study’s
main focus was based on Johannesburg south district also known as D11 of the province.
This province is made up of 15 districts. District refers to an area of a country characterised
by a particular feature or activity (Saparov et al., 2021).The reason of choosing the D11 is
solely because I work within the district and wanted to understand how do teachers within
this district perceive the idea of teaching through the implementation of gamification. As a
science teacher, I grew interest in wanting to know different methods that can be used to can
more learners into science and make them motivated, hence I based my study on the
implementation of gamification.
3.4.2 Target Population
Population is the group of individuals that the researcher wants to study. The researcher must
carefully select the population that is most relevant to the research questions. According to
Sekaran and Bougie (2019), all members of the target group are included within the target
population. For the sake of this study, the target population consisted of Physical Science
teachers in selected secondary schools within the Johannesburg South District (D11). It was
not difficult to find participant who are willing to be part of the research even though the
DBE (2020), asserted that there is a shortage of qualified Physical Science teachers in South
Africa, which influences their preparedness for adopting innovative methods like
gamification
3.4.3 Sampling
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The process by which a researcher chooses participants and chooses the data collection
techniques required to achieve the study's goals is known as sampling (Flynn & McDermott,
2016). It entails selecting people who are typical of the broader group they are chosen
(Patton, 2014). Sampling can be categorised into probability and non-probability sampling. In
probability sampling, every member of the population has an equal chance of being selected.
Methods such as simple, defined, and cluster sampling are used in probability sampling,
where samples are randomly chosen (Flynn & McDermott, 2016). In contrast, non-
probability sampling limits selection to participants who meet specific criteria, without
randomisation. Non-probability sampling techniques include purposive, judgmental, quota,
snowball, and convenience sampling (Patton, 2014). For the purpose of this study,
a purposive sampling strategy was adopted to select participants who had experience teaching
Physical Science at the Further Education and Training (FET) phase. Additionally, purposive
sampling ensures that participants possess relevant knowledge and experiences (Etikan,
Musa, & Alkassim, 2016). This sampling technique was adopted mainly because the
participants were easy to contact, as they come from the same circuit as the researcher.
Participants were teachers who were teaching Physical Science subjects at the high school
level. The study generated data from schools in D11 circuit in the Johannesburg South
District. Six teachers from two different schools in Orange Farm schools were selected as
participants.
3.4.4 Sample Size
The sample size is the number of elements required in a statistical sample
taken from the target population (Etikan et al., 2016). A sample of
approximately 12 physical science teachers was targeted for the study, with 6 physical
science teachers selected for in-depth interviews. Only participants from one of Orange
Farm’s thirteen secondary schools were sampled. The following is the distribution of the
selected participant.
Table 1: Distribution of Participants
Gender No. of Participants
Female 2
Male 4
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The Physical Science teachers were engaged based on their experience of
over 2 years of teaching physical science. Race, gender, or demographic
location was not given any special attention when sampling participants.
The availability and willingness of the teachers were the sole
requirements for being part of the research as long as they taught
physical science.
3.5 Data collection method
To obtain study data, researchers use data collection methods, which include tools and
technologies (Creswell, 2021). According to Fusch and Ness (2015), data collection is the act
of obtaining and assessing information on variables of interest in a methodical, planned
manner that makes it possible to respond to research questions. Data collection, according to
Saunders, Lewis, and Thornhill (2020), entails choosing suitable techniques that complement
the goals and design of the study, such as surveys, interviews, observations, or document
analysis. This guarantees that the data collected is accurate and trustworthy. According to
Creswell and Creswell (2021), data collecting involves more than just obtaining information;
it also entails upholding moral principles including informed permission, response credibility,
and secrecy. Digital platforms and technical tools are being employed more and more in
educational research nowadays to increase the scope and efficiency of data collection
(Bryman, 2021). For the purpose of this study, data was gathered using the following
techniques: Small focus groups, semi-structured interviews and classroom observations.
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