Thinking methodologically, research methodology
SOC 3701
Assignment 2 (823913)
11545712
Lance Johnson
16 April 2023
Question 1
1.1 The purpose of this study is that it discusses and highlights the learning challenges
faced by learners from rural areas in South Africa during the time of the global
pandemic known as COVID-19.
1.2 Yes
1.3 A hypothesis is defined as a possible answer to a correlational or explanatory
research question. A hypothesis should always state the expected relationship
between two or more variables.
1.4 South Africa is already known for being the most unequal society worldwide, this in
turn also meant that the disparity regarding quality of education amongst learners in
the country leaves much to be desired. COVID-19 exposed the already existing
problem regarding quality of education as the switch to online learning, no matter
how innovative, meant that many learners rural areas were not on equal footing
compared to their counterparts in more affluent schools.
1.5 The researcher made use of a methodology approach called the Participatory Action
Research (PAR), which encourages active participation of the affected people to
construct their new identities. Firstly, Dube highlights that this approach has an
underlying philosophy that the people with the problem can suggest effective
solutions for their problems. Also, the reason for choosing this study is that it
“investigates the actual practices and not abstract practices and learning about the
real, material, concrete, and particular practices of particular people in particular
places. Often times we find that researchers misrepresent or are out of touch with
the reality of the participants who form part of the research being conducted.
Question 2
2.1 The author highlights many barriers which learners from rural areas encounter.
Firstly, the unavailability of network in rural areas makes it difficult for learners to access
any kind of internet. The connectivity issues which take place means there is limited
network coverage or none at all, in comparison to towns where these issues are not a
problem.
Secondly, there is a general shortage of devices for online in rural areas for learners to
access. Families in rural areas already struggle to make ends meet with regards to
basic necessities such as food, how much more are they impacted by a lack of
technological devices such as cell phones, computers, laptops and smartphones to
access teaching applications.
Thirdly, the closure of internet cafes proved a real barrier. COVID-19 meant that many
restrictions were put in place by government in order to curb the spread of the virus.
Places such as internet cafes being closed meant that the only source of technology for
learners from rural areas were taken away from them, hampering any chances of
participating in the switch to online learning.
Fourthly, lack of government intervention in providing adequate training for teachers in
rural areas means that they lack the necessary computer skills to facilitate online
learning. In turn, this also means that teachers are unable to teach learners on how to
operate computers.
Lastly, the data require in order for learners to access educational applications are
expensive. COVID-19 meant that many people lost their jobs during the pandemic
which removed incomes from many households. Data is a serious impediment to
learning online.
2.2 Rural areas in South Africa is not a new phenomenon and has existed for the
longest time. Our country shares a horrific past with tragedies such as colonialism and
apartheid which have resulted in people of colour being ostracized from participating
economically. This has ultimately led to many South Africans from rural areas living
below the breadline within the 21st century. The COVID-19 pandemic has not only
exposed but further exacerbated the disparities which exist between those in urban
areas versus those in rural areas. Learners who are affluent and possess an abundance
of resource had no issue of adjusting to online learning in comparison to their rural area
counterparts who faced significant barriers.
2.3 The theoretical framework made use of by the author is Critical Emancipatory
Research (CER) as a theoretical lens to interrogate learning in the context of COVID19. This research approaches highlights the issues at hand and seeks to address them
through emancipation. The need is presented and has to be replaced with solutions.
The author believes that through this framework, the marginalized will be empowered as
well as transformation taking place within the community and their lives. When humans
are enabled to realise the potential which they possess and unleash it, the possibilities
are endless, even in the midst of difficulties. In short, the author expresses that CER is
a theory that seeks to ensure that everyone is included in life-transforming experiences
that could emancipate individuals, so that they can confront their lived realities, while at
the same time respecting rural leaders through promoting values such as social justice,
inclusion and human rights in the fight against COVID-19. The barriers which the
pandemic has brought to the fore are moments which cannot just be accepted but
change simply must be enforced.
2.4 Research objectives:
Learners from schools in rural areas must not be excluded and disadvantaged when it
comes to online learning
Research questions:
What are the learning challenges faced by rural learners in South Africa?
How can online learning be enhanced in the context of COVID-19?
2.5 Step 1 Reading and rereading all the collected data: The data from the discussions
was read and reread, so that I heard the views of the participants.
Step 2 Drawing up a preliminary list of themes arising from the data: Major issues and
themes were identified and arranged according to the two main research questions of
the study.
Step 3 Rereading the data. I checked if the themes we had identified accurately
represented what the participants had said, and that they related to the research
questions.
Step 4 Linking the themes to quotations and notes: The themes that emerged from the
data were linked to various scholarly views.
Step 5 Perusing the categories of themes to interpret them: In the interpretation of data,
I remained cognisant of the research questions.
Question 3
3.1 The methodology used by the author to generate data from the participants was the
Participatory Action Research (PAR) approach which encourages active participation of
affected people to construct their new identities.
The tools which were utilized by the author was through the use of social media, in
particular WhatsApp as a means in which to collect data. WhatApp was used as a tool
due to the social distancing regulations imposed as a result of the pandemic.
The participants who partook in the study was made up of 15 participants, which
included 10 learners in grade 10, aged between 14 and 17, and five teachers at rural
schools in the KwaZulu-Natal province of South Africa.
Purposeful sampling technique?
The names of the school which the learners and teachers attend were excluded by the
author, most likely for safety reasons. However, the location of the rural school was
provided and are the following: Harry Gwala, UMkhanyakude and UThukela.
The timespan of the study (WhatsApp discussions) took place for over five days with the
15 participants.
3.2 The quantitatively oriented research traditions evolved mainly (not only) from
positivist understandings of knowledge and reality. Positivists view of social science
favour research methods that are designed to maximise precision, reliability and validity
in the measurement and analysis of variables. The favoured (but not only) forms of
analysis and presentation rely on quantified data (data in numeral form) and statistical
analysis.
Quantitatively oriented methods and data tend to be handled in terms of conventions
and rules that are relatively well standardized and widely accepted amongst their users.
Quantitative data analysis usually proceeds according to categories that are prespecified by conceptual frameworks (theories) and hypotheses. The methods provide
an easier route to describing and understanding research processes and research
reports. Researchers who make use of this method tend to require clarity about the
meaning of concepts before the generation of data commences. In this type of research,
social reality tends to be viewed in terms of the researcher’s theoretically derived
definitions of the meanings of the concepts.
An example of quantitative research would be the national census conducted by
Statistics South Africa which takes place every 10 years.
3.3 The term variable reflects the idea that social entities are continuously subject to
changing. Their characteristics vary from time to time and from case to case.
Quantitative research focuses on data in the form of numbers and statistics hence
variables would be used as a measure to analyse the outcome of the data collected
during researchers conducted.
Question 4
4.1 Triangulation entails the combination of different methods for data generation in
research on a problem and is commonly advocated for in qualitative methods texts. It
consists of numerous advantages such as providing different types of data and that the
different types of data sharpen understanding both because they illuminate a problem
from different perspectives and because credibility can be increased by comparing and
contrasting the findings.
The first example using triangulation would be the national census where data can be
collected either by participants completing the census online via a link or by census
employees going door-to-door and conducting interviews face to face with residents.
Another example would be to study the groups affected by the apartheid regime as well
as the policies put in place. Through more than one method, one would be able to
notice how a few groups were marginalized. Observation would allow us to observe the
injustices faced by many people of colour. The quantitative method would consist of
surveys, questionnaires and personal interviews conducted with people of colour to
share about their experiences during apartheid. The qualitative method would look like
that from the television series, The Big Debate, where South Africans from all walks of
life would partake in discussing the torrid times pre-1994.
4.2 Positivist view of social science favour research methods that are designed to
maximise precision, reliability and validity in the measurement and analysis of variables.
The methods are designed to achieve those standards across relatively large samples
of carefully selected cases of the phenomena under investigation. The favoured (but
not only) forms of analysis and presentation rely on quantified data (data in numerical
form) and statistical analysis. The quantitative type is said to be associated with some
variety of positivism.
First example used could be an individual who is attempting to lose weight and is
tracking the distances which they cover, whether it be walking or jogging. This means
that the individual would be tracking their distance covered by electronically by means
of their cellphone and smart watch, or to physically write down the numbers in order to
spot any patterns.
Secondly, quantitative social surveys where data is systematically collected from a
population or a sample thereof, through some form of direct solicitation such as face-toface interviews, telephone interviews, or mail questionnaires. Banks usually make use
of this type of research as a means to receive feedback from their large client base
about their services rendered and also which improvements their clients would like to
see.
Lastly, suppose that you have done a survey of the religious attitudes of the residents of
a suburb in a large city. Besides the items that deal with religious matters, such surveys
would usually include items on the demographic characteristics (language, age, sex,
income, education, occupation) of the respondents, and on their participation in a
variety of community associations.
4.3 Sociological research refers to conscious and systematic inquiry into social issues
and phenomena. The general purpose of such inquiry is to expand our knowledge of
society beyond that which results from everyday experience. Not an activity limited to
the offices of professional sociologists.
The results obtained from research is not only published in academic journals and
books, but are also evident in a large variety of reports that circulate well beyond the
boundaries of university departments. Products of sociological research can be found in
government policy papers, market research reports, reports of commissions of inquiry,
newspaper reports, etc.
One of the examples that reflect this type of research is a commission of inquiry is a tool
to enable the investigation of matters of public concern in a public forum other than in
an ordinary court. Most notably the Zondo Commission of Inquiry. Secondly, the public
protector’s report is another instance of sociological research. We can refer to the
example of the former public protector, Thuli Madonsela’s report on Nkandla. Lastly, the
South African Human Rights Commission releasing general reports to the public.
List of Sources
Dube, B. 2020. Rural online learning in the context of COVID 19 in South Africa:
Evoking an inclusive education approach. REMIE: Multidisciplinary Journal of
Educational Research, 10(2), pp.135-157.
Pretorius, L. (209AD) Thinking Methodologically Research Methodology. Muckleneuk,
Pretoria: University of South Africa.
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