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Drama in Heritage Education Research Methodology

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8 views4 pages

Drama in Heritage Education Research Methodology

Uploaded by

dansleychiwaya06
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

CHAPTER THREE: RESEARCH DESIGN AND METHODOLOGY

3.1 Introduction
This chapter presents a detailed description of the research design and methodology
employed in this study, which investigates the role of drama in the teaching and learning
of Heritage and Social Studies in Grade 5 at Mudavanhu Primary School. It provides the
rationale for the chosen methods and outlines how data were collected, analyzed, and
ethically managed. The chapter includes the research design, paradigm, population,
sampling methods, instruments used, procedures for data collection and analysis, and
ethical considerations. These methodological choices are aligned with the qualitative
nature of the study and are intended to ensure credibility, dependability, and
transferability of the findings.

3.2 Research Design


The study adopted a qualitative research design, specifically a case study approach.
According to Creswell (2014), qualitative designs are appropriate for research that seeks
to explore how individuals interpret their experiences, how they construct their worlds,
and the meaning they attribute to their experiences. The qualitative case study was chosen
because it allows for a detailed, contextualized examination of the phenomenon—
namely, the use of drama in Heritage and Social Studies.

A case study provides the opportunity to gain a holistic understanding of a bounded


system. In this case, the bounded system is Mudavanhu Primary School, where the study
sought to understand drama as a pedagogical strategy in a real-life educational setting.
The case study enabled triangulation of data from multiple sources—classroom
observations, interviews, and focus group discussions—which enriched the depth and
trustworthiness of the data.

3.3 Population
The population comprised all Grade 5 learners and Heritage and Social Studies teachers
at Mudavanhu Primary School. At the time of the study, the school had three Grade 5
classes with approximately 40 learners each and one teacher per class, totaling three
teachers and about 120 learners. The school head was also included to provide
administrative and policy-level insights relevant to the study.

This population was selected because of their direct engagement with the subject matter
under investigation. Grade 5 learners were at an academic stage where they could
articulate their learning experiences, while teachers provided practical and reflective
perspectives on classroom implementation. The school head offered valuable institutional
context, including curriculum policies and teacher support mechanisms.

3.4 Sample and Sampling Techniques


Purposive sampling was used to select participants based on their knowledge, roles, and
relevance to the research objectives. This non-probability sampling technique is
commonly used in qualitative research because it allows for the deliberate selection of
information-rich cases (Patton, 2002).

The sample included:


- Three Grade 5 teachers of Heritage and Social Studies
- Fifteen learners (five from each class, balanced by gender and academic ability)
- The school head

Teachers were selected because they directly implemented the Heritage and Social
Studies curriculum. Learners were included to offer insight into their engagement and
reactions to drama-based teaching. The school head was chosen to provide an
administrative perspective on the use of innovative teaching methods. This diversity of
participants ensured a well-rounded and comprehensive understanding of the topic.

3.5 Research Instruments


To ensure data triangulation and credibility, the following research instruments were
used:

a) Observation Checklists – Classroom observations were conducted using a structured


checklist. These observations captured how teachers incorporated drama into their
lessons, learner engagement levels, teaching strategies used, and overall classroom
dynamics.
b) Semi-structured Interviews – Interviews were held with the three teachers and the
school head. The semi-structured format allowed participants to express their views
freely while ensuring that key themes were covered.

c) Focus Group Discussions – Focus group discussions were conducted with learners to
explore their perceptions, attitudes, and experiences regarding drama in the classroom.
The group format encouraged learners to build upon each other's responses.

All instruments were piloted at a neighboring school to assess clarity and relevance.
Modifications were made based on feedback to enhance reliability and validity.

3.6 Data Collection Procedures


Data collection took place over a three-week period. Prior to data collection, the
researcher obtained permission from the Ministry of Primary and Secondary Education,
the school administration, and guardians of the learners. Ethical protocols, including
consent and assent, were strictly followed.

The data collection process occurred in three phases:


1. Observation Phase – The researcher visited each Grade 5 class during Heritage and
Social Studies lessons.
2. Interview Phase – One-on-one interviews were conducted with each teacher and the
school head.
3. Focus Group Phase – Three focus group discussions were held (one for each class).

This structured approach enabled comprehensive coverage of instructional practices,


teacher and learner perspectives, and administrative support mechanisms.

3.7 Data Presentation and Analysis


Thematic analysis was employed to analyze the data. This flexible and systematic method
is ideal for identifying, analyzing, and reporting themes within qualitative data. Braun
and Clarke’s (2006) six-phase model was followed:

1. Familiarization – Reviewing transcripts and audio recordings.


2. Coding – Labeling significant features of the data.
3. Theme Development – Grouping related codes into themes.
4. Theme Review – Verifying and refining emerging themes.
5. Defining Themes – Clearly articulating the essence of each theme.
6. Writing – Narrating the findings with evidence from participant quotes.

Themes included: learner engagement, teacher creativity, institutional constraints, and


effectiveness of drama as a teaching method.

3.8 Ethical Considerations


The study adhered strictly to ethical research standards. Ethical considerations included:

- Informed Consent and Assent: All participants were informed about the nature, purpose,
and voluntary nature of the study.
- Confidentiality: Participant identities were kept confidential through pseudonyms.
- Voluntary Participation: Participants were assured they could withdraw at any time.
- Non-maleficence: No participant was harmed or subjected to distress.

The researcher followed the ethical guidelines stipulated by the Madziwa Teachers
College Research Guide. Permissions were secured from all relevant authorities, and the
researcher maintained a professional and respectful demeanor throughout the process.

3.9 Summary
This chapter detailed the methodological framework used in this research. A qualitative
case study design facilitated deep exploration of the integration of drama in teaching
Heritage and Social Studies. Purposive sampling ensured information-rich participants.
Data were gathered using observation, interviews, and focus groups, and were analyzed
using thematic analysis. Ethical considerations were observed at every stage. The next
chapter will present and interpret the data collected from the field.

Common questions

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Purposive sampling was used to deliberately select participants who provided information-rich cases pertinent to the research objectives. This method ensured diversity in perspectives by including three Grade 5 teachers, fifteen learners, and the school head, offering insights into drama-based teaching from different angles .

The study's ethical considerations protected participants by ensuring informed consent and assent, maintaining confidentiality through pseudonyms, guaranteeing voluntary participation, and ensuring that no harm or distress was inflicted on participants. These measures, aligned with the Madziwa Teachers College Research Guide, safeguarded participants' rights and welfare throughout the research process .

Thematic analysis offers a flexible and systematic method for identifying, analyzing, and reporting themes within qualitative data. By using Braun and Clarke’s six-phase model, the study was able to clearly articulate the essence of each theme identified, such as learner engagement and teacher creativity, and present the findings narratively with evidence from participant quotes .

The thematic phase of analysis involves grouping related codes into themes and subsequently refining and defining these themes. In this study, it facilitated the identification of key themes such as learner engagement, teacher creativity, and effectiveness of drama as a teaching method. This phase is significant as it transforms raw data into insightful narratives that reflect participants' educational experiences and perceptions .

Incorporating multiple data sources allows for triangulation, which increases the study's credibility and depth of understanding. Observations provide firsthand evidence of teaching dynamics, interviews capture detailed personal insights from teachers and the school head, and focus group discussions elicit collective perceptions from learners. This comprehensive approach enriches the findings by highlighting different perspectives on the role of drama in education .

Selecting Grade 5 learners and teachers as primary participants ensures that insights directly pertain to the educational stage where students can engage with and articulate their learning experiences, while teachers provide practical reflections on drama-based curriculum implementation. This selection enhances the study's relevance by focusing on participants most affected by and knowledgeable about the use of drama in the classroom .

Potential challenges of using a case study approach include limited generalizability due to the focused, specific context of Mudavanhu Primary School and the potential for researcher bias. These can be mitigated by ensuring thorough documentation and cross-verification of data through triangulation and maintaining a reflexive stance throughout the study to acknowledge and minimize bias .

The case study approach allows for a detailed, contextualized examination of the phenomenon, providing a holistic understanding of how drama is used as a pedagogical strategy in a real-life educational setting . It enabled the triangulation of data from multiple sources—classroom observations, interviews, and focus group discussions—enhancing the depth and trustworthiness of the findings .

A qualitative research design aligns with the study's objectives by focusing on exploring how individuals interpret experiences and construct meaning from them. This design is appropriate for gaining a deep, contextual understanding of the role of drama in teaching, thus enabling the exploration of nuanced interactions and experiences that quantitative methods might overlook .

Piloting the research instruments at a neighboring school was crucial for assessing their clarity and relevance, allowing the researcher to make modifications based on feedback. This enhanced the reliability and validity of the instruments by ensuring they accurately captured the intended data and facilitated consistent findings across different contexts .

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