TABLE OF CONTENT

CHAPTER 1

INTRODUCTION TO THE STUDY ………………………………………………

1.1 Introduction…………………………………………………………………

1.2 Background of the study…………………………………………………….

1.3 Statement of the problem………………………………………………………

1.4 Purpose of the study…………………………………………………………

1.5 Objectives of the study………………………………………………………

1.6 Research questions……………………………………………………………

1.7 Significance of the study…………………………………………………….

1.8 Limitations of the study……………………………………………………….

1.9 Delimitation of the study……………………………………………………..

1.10 Definitions of terms……………………………………………………………..

1.11 Summary…………………………………………………………………

SECTION 2

LITERATURE REVIEW …………………………………………………………

2.1 Introduction……………..………………………………………………………

2.2 strategies that can enhance reading skills for grade 1 learners………..

2.3 how this strategies can improve reading skills for grade 1 learners……………..

2.4 possible strategies that can improve reading skills for grade 1 learners………… ..

2. 5 Summary…………………………………………………………………………

SECTION 3

RESEARCH DESIGN AND METHODOLOGY …………………………………….

3.1 Introduction…………………………………………………………..………
3.2 Research design……………………………………………………………….

3.3 The population …………………………………………………………………

3.4 The sample and sampling techniques …………………………………………

3.5 Research instruments………. …………………………………………………

3.6 The data collection procedures………………………………………………

3. 7 The data analysis procedures…………………………………………..……….

3.8 Validity and reliability …………..……………………………………………

3.9 Ethical Consideration ………..………………………………………………. .

3.10 Summary…………………………………………………………………………………

References……………………………………………………………………………
Chapter 1: Introduction to the Study

1.1 Introduction

In this research, the researcher investigated the strategies to enhance reading skills in Grade 1
learners whereby reading is a fundamental skill that plays a crucial role in academic success and
lifelong learning. However, many students struggle with reading, which can hinder their overall
educational progress. Reading is a lifelong skill to be used both at school and throughout life,
according to Anderson ,
Hiebert, Scott, and Wilkinson , reading is a basic life skill. It is a cornerstone for a child's success in
school and, indeed, throughout life without the ability to read well, opportunities for personal
fulfilment and job success inevitably will be lost (1985). Despite its importance, reading is one of the
most challenging areas in the education system. The ever-increasing demand for high levels of
literacy in our technological society makes this problem even more pressing (Snow, Burns,
&Griffin, 1998).

Therefore, it is essential to identify effective strategies to improve reading skills, particularly in the
context of grade 1 learners where early intervention can have a lasting impact. The research focused
on a selected school in Oshakati circuit Oshana region.

This chapter focuses on the following introduction, background of the study or statement of the
problem, research questions, purpose of the study, significant of the study, delimitation of the study,
limitation of the study, definitions of the concepts or terms as well as the organization of the study.

1.2 Background of the study

According to a study done in the United States, the ability to read proficiently is significantly
related to how much a person can achieve in his or her personal and professional life (Block &
Israel, 2005). The ability to read effectively is a fundamental skill that plays a crucial role in
academic and professional success. However, research suggests that many individuals, including
students and professionals, struggle with reading comprehension and fail to employ effective
strategies to enhance their reading skills. However, research suggests that many individuals
struggle with reading comprehension and fail to employ effective strategies to enhance their
reading skills. Factors such as low literacy levels, language barriers, lack of prior knowledge, and
insufficient reading strategies can impede reading comprehension and limit an individual's ability
to engage with texts effectively.
This is particularly relevant in diverse educational and professional settings where individuals
with varying backgrounds and skill levels encounter a wide range of texts. Existing literature and
research on reading skills strategies provide valuable insights into effective approaches for
enhancing reading skills. These strategies include pre-reading techniques, such as activating
prior knowledge, setting goals, and previewing texts; during-reading strategies, such as making
connections, visualizing, and questioning; and post-reading strategies, such as summarizing,
evaluating, and reflecting on the text. Additionally, research highlights the importance of
metacognitive strategies, such as self-monitoring, self-regulation, and self-reflection, which
involve conscious awareness and control of one's reading processes.

This study aims to address these gaps by examining and enhancing reading skills strategies with
specific reference to the role of references in texts. The findings of this study can contribute to
the existing body of knowledge on reading skills and provide practical implications for
educators, professionals, and individuals who seek to improve their reading skills.

1.3 Statement of the problem

The problem noticed is that some learners can not read due to teachers’ method of teaching while
some learners tend to know how to read because of the teaching method being used by their
teachers. The problem that is being experienced at the selected school is that teachers do not
always make use of jolly phonics documents as teaching method when teaching learners how to
read. This is a problem because learners are reported to be having low performance in reading
skills. Learners often perform poorly in reading because teachers do not notice nor make use of
various teaching strategies to teach Grade 1 learners . Both teachers and learners are affected by
this problem. The evidence shows that there is a problem, is the fact that the learners do not gasp
and acquire reading skills which results in poor performance in learning how to read. This
particular problem is experienced at a selected school, in Oshakati circuit and it has been a
problem for the past two years. In the light of the mentioned facts, the researcher decided to
carry out the research at that school in attempt of hoping to provide solution to the problem
Learners cannot pronounce, identify letters, blend words.
1.4 Purpose of the study

The purpose of the study is to explore strategies for enhancing reading skills for grade 1 learners
at a selected school in Oshakati circuit, Oshana region.0

1.5 Objective of the study

 To determine strategies that can enhance reading skills for grade 1 learners.
 To identify how these strategies can improve reading skills for grade 1 learners.
 To suggest possible strategies that can improve reading skills for grade 1 learners.

1.6 Research questions

 What are the strategies that can enhance reading skills for grade 1 learners?
 How can these strategies improve reading skills?
 What are the possible strategies that can be used to improve reading skills?

1.7 Significance of the study

Significance refers to the importance, relevance, or meaningfulness of something within a

particular context or framework .

Strategies that can enhance reading skills are techniques or approaches those readers can use to
improve their comprehension, fluency, and overall effectiveness in reading. The strategies that
can enhance reading skills are making connections, visualizing, and questioning; and post-
reading strategies, such as summarizing, evaluating, and reflecting on the text.

One strategy for improving comprehension is predicting, which helps the reader set a purpose for
their reading. Research has shown that good readers use their experiences and knowledge to
make predictions and formulate ideas as they read (Block & Israel, 2005).

Teachers can motivate students to visualize settings, characters, and actions in a story and ask
them to make drawings or write about the image that come to their minds after visualizing the
text. By making connections, the learners can activate their prior knowledge and connect the
ideas in the text to their own experiences. By implementing these strategies, readers can actively
engage with texts, improve comprehension, and enhance their overall reading skills.
These strategies can be adapted to different texts, genres, and reading levels, and can be used by
learners of all ages, from elementary students to professionals in various fields.

1.8 Delimitations of the study

Delimitations of a study refer to the boundaries or limitations that researchers set for their study.
This research will be conducted strictly at the selected school in Oshakati Circuit in Oshana
region, because it was noticed that most learners in Grade 1 have poor reading skills. The study
will be limited only to junior primary phase (0-3), but specifically Grade 1. The researcher chose
to conduct the study at this school because its nearby her surrounding and that she does not need
transport money to carry out the research study. As the researcher was doing her School-Based
Studies this year, the researcher discovered most of the things that relate to the topic and had to
find out the strategies to enhance reading skills. The participants of this study will be Grade 1
teachers. The researcher will have to interview the Grade 1 teachers.

1.10 DEFINITIONS OF TERMS

Exploring- Exploring means to study, investigate or analyze.

Strategies- Strategies are plans or methods designed to achieve specific goals or outcomes.

Enhancing- Enhancing refers to the process of improving or augmenting something to make it

better, more effective, or more desirable.

Reading- skills- Reading skills refer to the abilities and competencies required to effectively
decode, understand, and interpret written text.

1.11 SUMMARY

To sum up, research has shown that good readers use their experiences and knowledge to make
predictions and formulate ideas as they read. The strategies that can enhance reading skills are
making connections, visualizing, and questioning; and post-reading strategies, such as
summarizing, evaluating, and reflecting on the text. And hence, the ability to read effectively is a
fundamental skill that plays a crucial role in academic and professional success.
Chapter 2: Literature Review

2.1 Introduction

A literature review is an overview of the previously published works on a specific topic. The
term can refer to a full scholarly paper or a section of a scholarly work such as a book, or an
article. A literature review is a piece of academic writing demonstrating knowledge and
understanding of the academic literature on a specific topic placed in context. This chapter
reviews literature to the topic of study. This is literature by other scholars. Literature review also
outline how learner centered approach have an impact on learners’ performance in English
second language as well the possible solutions to the challenges experienced in using learner
centered approach on grade 3 learners’ performance in English second language.

According to Ridley, D (2008), the purpose of literature review is that it helps the researcher to
give a new interpretation of old material or combine new with old interpretation, trace the
intellectual progression of the field including major debates. Literature review places each work
in the context of its contribution to understanding the research problem being studied, describe
the relationship of each work to others under consideration as well as identifying new ways to
interpret prior research. Literature review is important to the researcher as it places his/her own
research within the context of existing literature as well as revealing any gasps that exist in the
literature. Literature review is important in a study as it provide foundation of knowledge on the
topic. It summarizes and synthesize the arguments and ideas. Literature review gives the
direction to be headed for its success. The above literature was identified using the Google
search. The main search words used by the researcher to obtain the pieces of literature reviewed
are learner centered approach and learner centered approach on learners’ performance.

In the succeeding discussion, the researcher examines existing literature one by one. The
literature is first analyzed in terms of who authorized it and the author ‘s goal in carrying out the
study/writing the literature, methodologies used to collect data, suitability of the methodologies
used, relevance of the literature to the current study, the main findings, how the literature helps
the researcher in the current study. Therefore, the researcher will review the existing literature
through the following subtopics; To determine strategies that can enhance reading skills for
grade 1 learners. To identify how these strategies can improve reading skills for grade 1 learners.
To suggest possible strategies that can improve reading skills for grade 1 learners.
2.2 Strategies that can enhance reading skills for grade 1 learners

2.2.1 Active Reading

Actively engage with the text while reading. This involves making annotations, underlining
or highlighting important information, and jotting down questions or comments in the
margins. This helps to improve comprehension and critical thinking skills by promoting
active engagement with the text. (References: Pressley, M. (2002). Reading instruction that
works: The case for balanced teaching. New York, NY: The Guilford Press.)

2.2.2 Pre-reading Strategies

Before starting to read a text, preview it by scanning the headings, subheadings, and visuals,
and reading the introduction and conclusion. This provides a framework for understanding
the content and activates prior knowledge, which can aid in comprehension. (References:
Tierney, R. J., & Pearson, P. D. (1983). Toward a composing model of reading. Language
Arts, 60(6), 568-580.)

2.2.3 Vocabulary Development

Enhancing vocabulary is crucial for improving reading skills. Learn and practice new words
regularly. Use context clues, such as surrounding words or phrases, to infer the meaning of
unfamiliar words. Create flashcards to memorize new words and review them regularly.
(References: Nagy, W. E. (1988). Teaching vocabulary to improve reading comprehension.
Newark, DE: International Reading Association.)

2.2.4 Reading Comprehension Strategies

Use various comprehension strategies, such as predicting, questioning, summarizing, and

visualizing, to actively engage with the text and monitor understanding. These strategies help
readers to construct meaning and make connections between the text and their prior
knowledge. (References: Duke, N. K., & Pearson, P. D. (2002).
Effective practices for developing reading comprehension. In A. E. Farstrup & S. J. Samuels
(Eds.), What research has to say about reading instruction (3rd ed., pp. 205-242). Newark,
DE: International Reading Association.)

2.2.5 Reading Fluency

Fluency is the ability to read smoothly, accurately, and with appropriate expression. Develop
fluency by reading regularly and practicing reading aloud. Use techniques such as echo
reading (reading along with a model), repeated reading (reading the same text multiple
times), and timed readings (reading as many words as possible in a set time) to improve
fluency. (References: Rasinski, T. V. (2004). Creating fluent readers. Educational
Leadership, 61(6), 46-51.)

2.2.6 Reading for Different Purposes

Practice reading different types of texts, such as news articles, fiction, non-fiction, and
academic texts, to develop diverse reading skills. Adjust reading strategies based on the
purpose of reading, such as skimming for main ideas or scanning for specific information.
(References: Vacca, R. T., & Vacca, J. L. (2013). Content area reading: Literacy and learning
across the curriculum. Boston, MA: Pearson.)

2.2.7 Reading Reflection

After reading, reflect on the text by summarizing the main ideas, asking questions, making
connections to prior knowledge, and evaluating the text's credibility and reliability. This
helps to reinforce comprehension and critical thinking skills. (References: Marzano, R. J.
(2001). Classroom instruction that works: Research-based strategies for increasing student
achievement. Alexandria, VA: Association for Supervision and Curriculum Development.)

These strategies can be used individually or in combination to enhance reading skills.

Remember, practice and consistency are key to improving reading proficiency.
2.3 How these strategies can improve reading skills for grade 1 learners

2.3.1 Active Reading

This involves making annotations, underlining or highlighting important information, and

jotting down questions or comments in the margins. This helps to improve comprehension
and critical thinking skills by promoting active engagement with the text.

2.3.2 Pre-reading Strategies

It provides a framework for understanding the content and activates prior knowledge, which
can aid in comprehension.

2.3.3 Vocabulary Development

Learn and practice new words regularly. Use context clues, such as surrounding words or
phrases it will infer the meaning of unfamiliar words. Create flashcards to memorize new
words and review them regularly.

2.3.4 Reading Comprehension Strategies

Use various comprehension strategies, such as predicting, questioning, summarizing, and

visualizing, to actively engage with the text and monitor understanding. These strategies help
readers to construct meaning and make connections between the text and their prior
knowledge.

2.3.5 Reading Fluency

Fluency is the ability to read smoothly, accurately, and with appropriate expression. Develop
fluency by reading regularly and practicing reading aloud. Use techniques such as echo
reading (reading along with a model), repeated reading (reading the same text multiple
times), and timed readings (reading as many words as possible in a set time) to improve
fluency.

2.3.6 Reading for Different Purposes

 This develops diverse reading skills and builds new reading strategies based on the purpose
of reading, such as skimming for main ideas or scanning for specific information.

2.3.7 Reading Reflection. This helps to reinforce comprehension and critical thinking
skills..

2.4 Possible strategies that can improve reading skills for grade 1 learners

2.4.1 Set reading goals

Setting goals for reading can help improve motivation and focus. For example, setting a goal
to read a certain number of pages or books per week can help establish a routine and create a
sense of accomplishment. (National Reading Panel. (2000).)

2.4.2 Practice regularly

Regular reading practice can improve reading fluency, vocabulary, and comprehension. Even
reading for a few minutes each day can make a difference.

2.4.3 Use active reading strategies

Active reading involves engaging with the text by asking questions, making connections, and
summarizing information. This can help improve comprehension and retention of
information.

2.4.4 Build vocabulary

Learning new words and their meanings can improve reading comprehension and speed.
Using context clues and reference materials can aid in understanding new vocabulary.
(Scammacca et al., 2015).

2.4.5 Choose appropriate reading materials

 Selecting reading materials that are at an appropriate level can help improve comprehension
and reduce frustration. It's also important to choose materials that are interesting and
engaging. (Interventions for adolescent struggling reader. (Torgesen, J. K. (2015))

2.4.6 Practice reading aloud

Reading aloud can improve reading speed, accuracy, and expression. It can also help with
comprehension by providing an opportunity to hear the text and make connections between
written and spoken language. (Hilton, M. L., Graham, S., & Slater, J. (2016))

2.4.7 Seek feedback

Getting feedback from others, such as a teacher or tutor, can help identify areas for
improvement and provide guidance on how to improve reading skills. (A systematic review.
Reading and Writing, 29(4), 801-833.)

2.5 Summary

To sum up, literature review is a piece of academic writing demonstrating knowledge and
understanding of the academic literature on a specific topic placed in context. The purpose of
literature review is that it helps the researcher to give a new interpretation of old material or
combine new with old interpretation, trace the intellectual progression of the field including
major debates. Literature review is important in a study as it provides foundation of knowledge
on the topic. Therefore, the researcher reviews the existing literature through subtopics that
suggest possible strategies that can improve reading skills.
 Chapter 3: RESEARCH DESIGN AND METHODOLOGY

3.1. Introduction

Research design and methodology refer to the systematic approach and techniques used to
conduct research and obtain valid and reliable data. It involves the selection of appropriate
research design, population, sample and sampling, research instruments, the data collection
procedures, the data collection procedures, data analysis procedures, validity and reliability,
ethical consideration, structure of chapters and time frame.

According to Creswell, J. W. (2014), research design and methodology are critical aspects of any
research study, as they determine the quality and credibility of the findings. By selecting
appropriate research methods, collecting valid and reliable data, and analyzing the data using
appropriate techniques, researchers can ensure that their findings are trustworthy and
meaningful.

3.2. Research design

The research design of a study refers to the overall plan or strategy that outlines the approach to
be used to answer the research questions or hypotheses. It involves decisions on the type of study
to be conducted, the research methods, data collection techniques, and data analysis procedures.
The research design serves as a blueprint for the entire study, guiding the researcher in the
collection and analysis of data and ensuring that the study meets its objectives.

There are various types of research design used to address different research questions such as
quantities research, qualitive research, mixed methods research. Quantitative research involves
the collection and analysis of numerical data. Qualitative research involves the collection and
analysis of non-numerical data. Mixed methods involve the integration of both quantitative and
qualitative research methods in a single study. (Mcniff & Whitehead, 2018)

The purpose of this study is to explore strategies for enhancing reading skills for grade 1 learners at a
selected school in Oshakati, Oshakati circuit Oshana region. The participants of the study will be Grade 1
teacher. This research is using qualitative method. According to Yin, R.K. (2017), qualitative research is a
type of research that is used to explore and understand the meanings, experiences, and perspectives of
individuals or groups.

It is often used to answer research questions that seek to understand the complex social and cultural
phenomena that cannot be easily measured or quantified and involves collecting data through in-depth
interviews. The researcher chose quantitative method because allow for flexibility in the research process,
enabling researchers to adapt their methods and questions based on emerging findings. According to
Denzin, N. K., & Lincoln, Y. S. (2018). qualitative methods can be useful for exploring understudied or
sensitive topics that may be difficult to measure quantitatively. Finally, qualitative research methods can
be used in combination with quantitative methods, providing a more comprehensive understanding of the
phenomenon under study.

3.3. The population

Population is a distinct group of individuals, whether that group comprises a nation or a group of
people with a common characteristic (Mark, S 2010). A research population is generally a large
collection of individuals or objects that is the main focus of a scientific query (Wyman, 2016). It
is for the benefit of the population that researches are done.

The population size of this research is 3 people. The target population of this study is Oshakati
circuit at a specific school. Focusing only on the three Grade 1 classes and the 3 teachers for
each class to represent the whole circuit / schools. There are types of population in research
studies. The main types are target population and accessible population. The accessible
population is the population in research to which the researchers can apply their conclusions.
This population is a subset of the target population and is also known as the study population. It
is from the accessible population that researchers draw their samples (Drucker, 2015). On the
other hand, target population refers to the entire group of individuals or objects to which the
researchers are interested in generalising the conclusions (Mark, S,2010).

3.4. The sample and sampling techniques

A research sample is a certain group of a larger population that is selected to participate in a

research study. According to Wyman (2016), sampling is the procedure the researcher uses to
gather people, place or things to study. It is a procedure of selecting a number of individuals or
objects from a population such that the selected group contains elements representing the
characteristics in the entire group.

The main function of the sample is to allow the researchers to conduct the study to individuals
from the population so that the results of their study can be used to derive conclusions that will
apply to the entire population. It is much like a give-and-take process. The population gives the
sample, and then it takes conclusions from the results obtained from the sample. In selecting the
grade 1 teachers and 3 classes, the researcher will use the purposive sampling which is a form of
non-probability sampling and this technique involves selecting participants from the population
using a non-random process. It helps a researcher make the most out of a small population of
interest and arrive at valuable research outcomes and it also save time." (Gorard, S., & Taylor, C.
(2017))

3.5. Research Instruments

DiscoverPhDs (2020) define research instruments as tools (questionnaires, interviews and

observations) that a researcher may use to collect data, measure data and analyze data that is
relevant to the subject of research. The researcher will use questionnaires and interviews
because, questionnaires are inexpensive and easy to conduct and large amounts of information
can be obtained from a large number of respondents. And Interview provide accurate and in-
depth information.

Questionnaire

Saul (2018) "A questionnaire is a research instrument consisting of a series of questions for the
purpose of gathering information from respondents." The strength of questionnaires is that
respondent provides information which can be easily converted into quantitative data (e.g., count
the number of 'yes' or 'no' answers), allowing statistical analysis of the responses. Weakness is
that, it is time-consuming to collect the data. It takes longer for the respondent to complete open
questions (Saul, 2018). The researcher will distribute the questioner to the grade 1 teachers.
 Interview

Discover PhDs (2020) states that, Interview is where the interviewer asks the interviewee to
answer a set of questions which are normally asked and answered verbally. Strengths of
interview is that detailed information can be obtained and avoids oversimplifying complex issues
and it provides flexibility to the interviewers. Weakness of interview is that conducting interview
can be very costly as well as very time-consuming .

3.6. The data collection procedures

Johnson (2018) described research procedure as the part of the thesis or dissertation includes all
research related activities to be undertaken in order to achieve the objectives of the study and to
offer some possible solutions to the problem. It provides detailed description and complete
information on the preparation of the questionnaires and the interview, revision dry-run of the
questionnaire, details of the data collection strategies and approaches to be done, and approaches
identifying the person/s responsible for administration and retrieval of the questionnaire, and
conduct of the interview.
The researcher will get permission from the international university of management. After
getting permission from The International University of Management, the researcher will then go
to the school principal of that school .

3.7. The data analysis procedures

Qualitative analysis is a method of analyzing data that involves interpreting non-numerical data
such as text, images, or audio recordings. Qualitative analysis involves identifying themes,
patterns, and meanings in the data and interpreting them in relation to the research question or
objective. Qualitative analysis may involve a range of techniques, such as content analysis,
grounded theory, discourse analysis, and narrative analysis. One of the advantages of qualitative
analysis is that it allows researchers to gain a deeper understanding of complex social
phenomena and explore the subjective experiences of research participants. However, one of the
challenges of qualitative analysis is that it is often time-consuming and requires considerable
skill and expertise to conduct effectively.
Nonetheless, when used appropriately, qualitative analysis can provide rich and nuanced insights
that complement and enhance quantitative research findings. (Neuman, W. L. (2014))

The researcher will have to prepare and organize data by gathering her materials by using
qualitative data analysis which involves identifying themes, patterns, and meanings in the data
and interpreting them in relation to the research question or objective. Qualitative analysis may
involve a range of techniques, such as content analysis, grounded theory, discourse analysis, and
narrative analysis. One of the advantages of qualitative analysis is that it allows researchers to
gain a deeper understanding of complex social phenomena and explore the subjective
experiences of research participants.

3.8. Validity and reliability

According Trochim, W. M. (2006) Validity and reliability are two key concepts in research that
are used to assess the quality and accuracy of the study's findings. Validity refers to the extent to
which a study measures what it claims to measure, while reliability refers to the consistency or
stability of a measure over time and across different situations. Ensuring the validity and
reliability of a research study is crucial for ensuring the accuracy and credibility of the study's
findings. Researchers can use a variety of techniques to enhance validity and reliability, such as
pilot testing, triangulation, and using established measures with proven validity and reliability.

The researcher is going to ensure that her answers are valid and reliable whereby she is going to
conduct and collect data from 3 Grade 1 teachers.

3.9. Ethical consideration

Ethical considerations are an important part of any research study, and they involve ensuring that
the study is conducted in an ethical and responsible manner. Ethical considerations may include
protecting the rights and privacy of research participants, obtaining informed consent,
minimizing any potential harm or discomfort to participants, and ensuring that the research is
conducted in a fair and unbiased manner.

Researchers must adhere to ethical guidelines and regulations set forth by their institution and
professional associations when conducting research involving human or animal subjects. The
goal of ethical considerations is to ensure that the benefits of the research outweigh any potential
risks or harm to participants, and that the research is conducted in a manner that is respectful and
responsible

To avoid the arise of ethical issues, ethical issues will be dealt with in this study all participants
will be provided with the objectives and requirements of this study. The researcher will be
honest and fair with the subject of the study so that the participants will decide whether he or she
will partake. The researcher will explain to the participants the topic and that the purpose of the
research is an academic purpose and will put the following research ethics in consideration,
Confidentiality, Anonymity, Privacy and Informed consent.

3.10. Summary

In summary research design and methodology refer to the systematic approach and techniques
used to conduct research and obtain valid and reliable data. It involves the selection of
appropriate research design, population, sample and sampling, research instruments, the data
collection procedures, the data collection procedures, data analysis procedures, validity and
reliability, ethical consideration, structure of chapters and time frame.
References

Babbie, E. (2016). The basics of social research. Cengage Learning.

Bryman, A. (2016). Social research methods. Oxford University Press.

Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approach.
Sage publications.

Creswell, J. W., & Poth, C. N. (2017). Qualitative inquiry and research design: Choosing among
five approaches. Sage publications.

Johnson, R. B., & Christensen, L. (2019). Educational research: Quantitative, qualitative, and
mixed approaches. Sage publications.

Neuman, W. L. (2013). Social research methods: Qualitative and quantitative approaches.

Pearson Education.