The Role of Primary Teachers in the Implementation of School Curriculum in the Northern Territory of Australia:
A Case Study of Two Primary Schools in Darwin
Definition of Methods
Quantitative research finds direct link to deduction because it tests and develops hypotheses and theories. This research method leads to generalized results or deduction. Moreover, quantitative method also involves the treatment of quantifiable or measurable data. (1998; 2002) Qualitative research elicits detailed verbal or written accounts and descriptions of cases, characteristics and situations. This research method follows the inductive approach. ( 2003; 1999; 2006)
Data Collected
Data collected using the quantitative method comprises of numbers and statistical results such as totals, percentages, as well as mean, median and modal values representing frequencies and variances in the research. Data gathered through the qualitative data comes in the form of words, object and pictures that narrate or describe the object, subject or situation studied.
Means of Data Collection
Under the quantitative method are four common ways of data collection, which are survey research, experimental research, content analysis and longitudinal research. With regard to the quantitative method, the following are common modes of data collection: focus groups, field observations, interviews, ethnography, case studies.
Control
Control in studies refers to the degree of command that the researcher holds over the research subjects, variables and environment in the process of data collection. In terms of control, the quantitative method affords the researcher greater control compared to the qualitative method. Among the different modes of data collection under the qualitative method, the experimental study offers the highest degree of control because the researcher is able to structure the research environment, select the participants and determine the variables for study. The implication of this in data collection and analysis is that the researcher is able to test a hypothesis or theory by comparing the results of the study with theoretical constructs to derive conclusions. For the other modes of data collection, the researcher achieves control through the determination of common measures used in gathering data. In qualitative research, there is a lesser degree of control because the purpose of the research is to investigate phenomena as these occur in the natural environment. In relation to data analysis, the researcher is able to draw inferences from the data gathered to develop a deeper understanding of the phenomenon.
Cause and Effect
Cause and effect in research involves the study of the relationship between different variables, with one or more variables constituting the cause of resulting variables. In quantitative research, particularly using the experimental method, the cause refers to the variable introduced to study its effects on other variables. In qualitative research, the cause is the factor recognized as the catalyst for the phenomenon. In the present study, the cause is the degree that primary teachers assume their role or responsibilities in school curriculum implementation while the result is the level of school curriculum implementation determined through the completion of courses and other results. In quantitative research, teachers in one school are complacent with their role compliance while teachers in the other school religiously comply with their role in curriculum implementation. The effect shows the difference in the number or percentage of courses completed in a given period. In qualitative research, the cause is the documented differences in the manner that the teachers in the two schools take-on their roles while the effect is the extent of course completion recorded.
Validity and Reliability Issues
Validity refers to the extent that a given instrument measures the construct that it was intended to assess. In quantitative research, validity pertains to ‘construct validity’, where construct refers to the concepts, hypothesis or questions predetermined to direct the data to be collected and the mode of data collection. (Winter, 2000) Since the researcher actively introduces a cause or affects the achievement of constructs through the introduction of variable measures, this degree of involvement decreases the level of validity in quantitative research. In qualitative research, validity pertains to the establishment of ‘trustworthiness’ or ‘confidence’ in the findings. Since the researcher studies a phenomenon as it occurs in the natural environment or a close as possible to the natural environment, there is a higher degree of trustworthiness in the results of qualitative research. (Maxwell, 1996)
Reliability pertains to accuracy or consistency of the data collection method to allow repeatability. Higher degrees of reliability occur when there is lesser bias from the researcher. In quantitative research, the instrument or measure is the primary means of data collection so that there is less researcher bias. In qualitative research, the researcher is the primary means of data collection and repository of the data collected so that there is a degree of bias intervening in the data gathering process.
This means that the strength of the quantitative method is reliability while the strength of the qualitative method is validity. Since both validity and reliability are important factors in whatever kind of study, the researcher holds the responsibility to ensure that the strength of a particular method is enhanced and its weaknesses addressed.
Research Questions
Utilizing the quantitative method involves the following research questions:
1) What is the role of primary teachers in implementing the school curriculum?
2) How important is the role of primary teachers in school curriculum implementation?
3) What is the rate of compliance of primary teachers with their role in implementing the school curriculum?
4) What is the rate of school curriculum implementation in two schools in Darwin?
In using the qualitative method, these questions may be addressed:
1) What is the role of primary teachers in implementing the school curriculum?
2) How important is the role of primary teachers in school curriculum implementation?
3) What are the differences and similarities in the role of primary teachers in school curriculum implementation in two schools in Darwin?
4) What issues or problems arise in the assumption of teachers of their role in school curriculum implementation?
Credit:ivythesis.typepad.com
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