Mitigating school dropout among deaf learners through school support networks: case study
Creators: name: Makatse, Mapulane Cecilia
Publisher: name: University of Free State
Year: 2024

description: RESEARCH DESIGN AND METHODOLOGY

1.9.1. Research paradigm

 The study was guided by transformative paradigm, as the aim of the study was to see to it that challenges faced by Deaf learners at school, leading to their dropout, are rectified and school dropout among Deaf learners in Lesotho should be mitigated using SSN by focusing on their potentials and being seen as able to define their own issues and seeking solutions on their own.

1.9.2. Research approach.

 The qualitative approach is used in this study to collect multiple meanings and gain detailed data from the participants, who will give their views on the challenges faced by Deaf learners in Lesotho schools, how these challenges lead to school dropout and how they can be rectified through exploration of SSN.

1.9.3. Research design

 The study was based on participatory research design as to involve full participation of the participants, who hear and learn from one another and finally view how available SSN can be used for their betterment. The design also enabled the researcher to undertake multi-perspective analysis, in which not only the voices and perspectives of educators, but also the views of other stakeholders – mainly Deaf learners in this case – were heard and considered.

1.9.4. Study area

 The area of study was a high school in the Leribe District of Lesotho, which is the only high school, currently accommodating Deaf learners from all ten districts of Lesotho and being taught with their hearing counterparts.

1.9.5. Sample procedure

Participants in this study were selected using purposive sampling to allow a researcher to gain rich information as the participants are known to be rich in knowledge of the information that was needed by the study.

1.9.6. Sample and sample size

The sample consisted of nine Deaf learners, being boys and girls aged 18 and above, coming from four categories of deafness. They become appropriate participants because they are facing challenges in school, which led to their drop out. This small sample allowed easy participation and interaction of the participants and the researcher.

1.9.7. Data generation methods

Data were generated through two methods: firstly, Focus Group Discussions (thereafter; FGDs) were done and the participants were able to share ideas of what challenges Deaf learners face at school and how these challenges lead to school dropout among Deaf learners. It was during FGDs where the participants also stated what they perceived to be ways that could be used to mitigate school dropout among Deaf learners in Lesotho. The second method was collage, where the participants collaboratively through drawings, picture and notes, indicated ways they think would be used or taken to mitigate school dropout among Deaf learners through SSN.

1.9.8. Data analysis

Data generated were analyzed using a thematic method where the researcher had to immerse herself in it, to make good decisions on the findings through coding. This occurred in three steps, namely studying the data, categorizing it and using memos (Sturkey, 2015).

1.9.9. Validity and trustworthiness of the study

Pre-testing of the data generation methods, focus-group discussions and collage were done prior to the actual sessions of data generation, as to predetermine challenges that might occur during the actual data generation process as to maintain validity, trustworthiness and credibility of the study. The drawings, pictures and notes from constructed collages by the participants were inspected to find how SSN could be used to mitigate school dropout among Deaf learners in Lesotho schools. Triangulation of the two data generation methods was done to verify the data obtained during both sessions.

1.9.10. Ethical consideration

The permission to proceed with the study was asked at the University of Free State in Faculty of Education Ethics Review Committee. Researcher also applied for permission of data generation at the Ministry of Education and Training in Lesotho through the District Senior Education Officer of Leribe, the principal and Head of Department (HOD) of the selected high school. The participants and the Sign Language interpreter were given consent forms that were to be signed as proof and agreement of voluntary participation of which they were made aware and assured of, before generating data. The transcribed materials, video and field notes were locked away for safety and will be destroyed after five years to ensure that confidentiality is not compromised.