Chapter 3

CHAPTER THREE
RESEARCH METHODOLOGY
3.1. Introduction
This chapter highlights the methods used by the researcher to find out the effectiveness of
remediation in the teaching and learning of mathematics. This chapter has areas like; research
design, population, sample, techniques used to collect data and how the data was analyzed.
3.2 Research Design
Farrant (2018), views a research design as a plan for the design providing the framework for data
collection and it involves procedures selected by the researcher in coming up with solutions to
the research problem in particular. It holds all parts of the project together. The researcher uses a
quantitative design, descriptive research method according to Babbie (2019). The survey method
is based on a sample of the population and the success of which is dependent on the
representative’s of the population of concern. The survey method can be developed easily and is
cost effective. The method is useful in describing characteristics of a large number of people
assuming sampling is valid according to Shaughnessy et al (2006). The survey method has its
setbacks like in accuracy of data given by samples population selected participants can give
answers that put in a good position.
3.3 Population and Sample
Sauides, Lewis and Thornhill (2012) regard a population as a full set of cases from which a
sample is taken. Best and Khan (2016) aver that a population is a group of individuals that have
one or more characteristics that are of interest to the researcher. In this study population refers to
a group of human beings or entities that could be included in the study. The population of this
study was made up of 30 participants as illustrated in the table below.
Participants Population Sample

Teachers 32 10
Learners 560 20
Total 592 30
3.4 Research Instruments
Fox and Bayat (2017) define research instruments as data gathering devices used for soliciting
data for use in research study. In this study the researcher use tests to gather data on the
effectiveness of remediation among the form two learners. Teachers assisted the research to
identify learners who need remediation.
The Likert scale

A Likert type questionnaire was also used to collect data on attitudes of participants. The attitude
scale uses questions/statements intended to produce a score that indicates the intensity and
direction (for or against) of a person’s feelings to a given statement/question (Bell, 2015). The
categories usually used include strongly agree, agree, undecided, disagree and strongly disagree.
To avoid bias when using these scales, balanced scales are recommended. This forces the
respondents away from the neutral response. To guard against bias of the instrument, an
evaluation of the clarity of the instrument can be done using cognitive interviews. This also
eliminates or reduces a tendency of respondents to provide socially desirable responses, but
provides data that is likely to reflect “the actual circumstances being examined” (Garcia, 2016)).
Both learners and all teachers will answer questionnaires.
3.5 Data collection procedure
The researcher approached the Head to to ask for permission to carry out a research at a school.
After that the researcher organized the learners and tests them. The tests were collected and
every item answer data collected and analyzed for strength and weaknesses. From this
information, the researcher wanted to alter the content of the course to build upon weakness and
use strengths as motivation to encourage more learning. Any learner performing poorly is
identified by given additional help.
The research also organized and printed questionnaires. After they were printed they were
distributed to the teachers for them to answer. Teachers were given a day to fill in the
questionnaires, after which the research collected the answered questionnaires.
3.6 Data presentation and analysis procedure
Data analysis refers to organizing, summarizing and synthesizing the data so as to arrive at the
results and conclusions of the research. The researcher created a spreadsheet where the row
contains the marks and column contains the names of the learners who were randomly selected
to write the tests. The researcher looked at changes in correct responses by individual. The
researcher saw whether each individuals score increased or not and whether the overall range of
scores changed. It is presented in the form of a table.
3.7. Ethical Considerations

Ethics has been defined as a matter of principled sensitivity to the rights of others, while truth is
good, respect for human dignity is better. Ethical concerns throughout all research are vital to
consider, not just at the beginning but throughout all research (Creswell, 2016) and different
ethical concerns may arise at different stages of the research process (Cohen, Manion, and
Morrison, 2015). In particular, ethical concerns should be at the forefront of any research project
and should continue through to the write-up and dissemination stages. Cohen, Manion and
Morrison (2015) highlight the following as potential ethical issues that may arise; the context of
the research; procedures; methods of data collection; participants; type of data collected; and
how the data will be reported.
To ensure confidentiality throughout the research names of participants were not be mentioned.
Initially consent was gained verbally from the potential participants. It is important to gain the
full agreement of all participants involved, as the researcher should be a guest in their
environment (Creswell, 2016); this way the researcher can enter the area and observe what takes
place in the natural environment, without too much influence on the daily routine of a “normal”
activities. A consent form was attached to the questionnaires.
Consent was also gained from the participants, and individuals were made aware of their role in
the research. It is vitally important to ensure that consent is gained from every participant.
Informed consent ensures that the research takes into account ethical considerations of the
participants, informing them of the purpose of the research, ensuring confidentiality and
anonymity, and allowing participants the right to withdraw at any time (Creswell, 2016), this
allows the participants to still have control over the situation. This was achieved through written
information being given to participants prior to completion of any involvement in the research,
and the researcher will always be available to answer any questions during data collection.
3.8. Summary
In this chapter a description of the research methodology used in the chapter was provided. The
research design, population, sample and sampling procedures, data collection instruments and
data presentation procedures and ethical considerations were discussed. The next chapter is
focused on data presentation, data analysis interpretation and discussions on findings.
APPENDICES
APPENDIX A: QUESTIONNAIRE
Dear Respondent
I am …………., a final year student at Mutare Teachers’ College, carrying out a research project
titled “EFFECTIVENESS OF REMEDIATION IN THE TEACHING AND LEARNING OF
MATHEMATICS”, for the award of a diploma in education. I shall be grateful for your kind
assistance and participation in making this study a success. The study is strictly for academic
purpose and your responses will be treated with a high degree of confidentiality. Please don’t
indicate your name anywhere on the questionnaire.
NB: Tick appropriate as per your choice
1. Gender: male [ ] Female[ ]

2. Age (years):
4.1.1 20-29 []
4.1.2 30-39 []
4.1.3 40-49 []
4.1.4 50-59 []
4.1.5 Above 59 []
3. Professional Qualifications:
i. Diploma []
ii. Bachelor in Education [ ]
iii. Master in Education []
4. Teaching Experience (years):
1. 0-5 []
2. 6-10 []
3. 11-15 []
4. 16-20 []
5. 21-25 []
6. 26-30 []
7. 31+ []
5. Involvement in remediation
Are you involved in remediation?
S/N Items Responses

Strongly Agree Strongly Disagree Neutral
Agree Disagree
1 I’m involved in remediation
Which range of marks to you make use of in identifying learners to remediate?
S/N Items Responses

Agree Disagree
1 0 to 50%
2 51 to 70%
3 71 to 100%
What strategies to you employ in remediation?
S/N Items Responses

Agree Disagree
1 The individualised program
2 Peer support groups
3 The reward scheme
6. Factors contributing to learning differences among learners:
S/N Items Responses

Agree Disagree
1 Level of education of parents
2 Environmental effects are
responsible for learners failing to
keep pace with others in learning
activities
3 The condition of having learning
difficulties is hereditary.
4 The brain is a contributing factor
to learning differences
5 Some learners slow in grasping
concepts because they are not
motivated to learn.
6 Availability of learning resources
and support at home
THANK YOU
APPENDIX B: REMEDIAL EXERCISE

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CHAPTER THREE

3.2 Research Design

3.3 Population and Sample

Participants Population Sample

The Likert scale

3.6 Data presentation and analysis procedure

3.7. Ethical Considerations

NB: Tick appropriate as per your choice

1. Gender: male [ ] Female[ ]

Are you involved in remediation?

S/N Items Responses

Which range of marks to you make use of in identifying learners to remediate?

S/N Items Responses

What strategies to you employ in remediation?

S/N Items Responses

6. Factors contributing to learning differences among learners:

S/N Items Responses

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