CHAPTER THREE
RESEARCH METHODOLOGY
3.0 INTRODUCTION
This chapter explains the methods and procedures taken throughout the execution of this research. It includes information on the research questions, participants and sample for this study, research design, research instrument, the validity and reliability of the instrument, data collection and also data analysis.
3.1 RESEARCH QUESTIONS
This study addresses several specific research questions as follows:
1. What is primary teachers’ level of concern about various disruptive student behaviours in the classroom as measured by the Child Behaviour Survey?
2. What methods do primary teachers use most frequently when dealing with disruptive student behaviours in the classroom?
3.2 PARTICIPANTS …show more content…
The instrument used in this study is the short version of the questionnaire which was adapted from Jacquiline L. McCaskey. The researcher has chosen to use the Child Behaviour Survey as instrument because many other researchers have used it in their studies regarding the disruptive behaviours. It is valid and reliable questionnaire which the researcher need not make alteration. Prior to making adaptations to the Child Behaviour Survey and using the survey to collect data in this study, researcher sought and received permission to do so from Martin et al. 1999a (see Appendix A).The adapted version of the instrument is presented in Appendix …show more content…
The Child Behaviour Survey also has been used in subsequent research. In 2007, Giallo and Hayes slightly modified the Child Behaviour Survey and used it with a sample of 86 staff members of government schools and one university in Australia to explore teachers’ perceptions with regard to behaviour management in the classroom. Also, more than a decade after developing the Child Behaviour Survey, Stephenson, with a new team of researchers, used the instrument with a sample of 42 primary school teachers in New South Wales, Australia to explore teachers’ views on latency as well as “what aspects of non-compliant behaviour Australian rural primary teachers deal with in the classroom and the levels of non-compliance they see as requiring additional support in the classroom” (Reynolds et al., 2011, p.
RESEARCH METHODOLOGY
3.0 INTRODUCTION
This chapter explains the methods and procedures taken throughout the execution of this research. It includes information on the research questions, participants and sample for this study, research design, research instrument, the validity and reliability of the instrument, data collection and also data analysis.
3.1 RESEARCH QUESTIONS
This study addresses several specific research questions as follows:
1. What is primary teachers’ level of concern about various disruptive student behaviours in the classroom as measured by the Child Behaviour Survey?
2. What methods do primary teachers use most frequently when dealing with disruptive student behaviours in the classroom?
3.2 PARTICIPANTS …show more content…
The instrument used in this study is the short version of the questionnaire which was adapted from Jacquiline L. McCaskey. The researcher has chosen to use the Child Behaviour Survey as instrument because many other researchers have used it in their studies regarding the disruptive behaviours. It is valid and reliable questionnaire which the researcher need not make alteration. Prior to making adaptations to the Child Behaviour Survey and using the survey to collect data in this study, researcher sought and received permission to do so from Martin et al. 1999a (see Appendix A).The adapted version of the instrument is presented in Appendix …show more content…
The Child Behaviour Survey also has been used in subsequent research. In 2007, Giallo and Hayes slightly modified the Child Behaviour Survey and used it with a sample of 86 staff members of government schools and one university in Australia to explore teachers’ perceptions with regard to behaviour management in the classroom. Also, more than a decade after developing the Child Behaviour Survey, Stephenson, with a new team of researchers, used the instrument with a sample of 42 primary school teachers in New South Wales, Australia to explore teachers’ views on latency as well as “what aspects of non-compliant behaviour Australian rural primary teachers deal with in the classroom and the levels of non-compliance they see as requiring additional support in the classroom” (Reynolds et al., 2011, p.