CHAPTER 3: METHODOLOGY
In this chapter I give an outline of the methods and procedures I embarked on in order to collect the data that I required in order to answer the research questions I posed in this study. I explain the methods that I used to select the samples of respondents and the context of the schools in South Africa where the respondents taught. I explain the relevance of the methods to my research and ethical considerations that I made in the research process.
3.2 Sampling and ethics
In order to obtain answers to my research questions I had to find willing teachers to participate in my study. The physical area that I identified for my study has eighteen Primary Schools and seven Secondary Schools. It is an area that formed part of the previously disadvantaged communities and used to be called a “coloured area”. It is situated in the Gauteng Province, in the South of Johannesburg about twenty kilometres from the central business area of Johannesburg. I intended to work with two schools. The reason why I selected the two schools for my study was because of the background of the grade seven EMS and Mathematics teachers and the years of experience they had in teaching these learning areas. Another reason for my choice was because the teachers that I identified were also students at institutions of higher learning. They intended to improve their teaching qualifications and were part of the paradigm shift in the teaching profession.
I approached the school principals and the grade seven Mathematics and EMS teachers at the school where I am teaching. They agreed to volunteer as respondents in my study. I also approached the grade seven Mathematics and EMS teachers at another school about three kilometres away from my school. The teachers in my study were completely informed of the aims and intentions of the study. The above mentioned arguments is in line with what Cohen and
Prevein Marnewicke: Forms and meanings of Integration. A case study towards completion
of a Master of Education degree.