CHAPTER 3

RESEARCH METHODOLOGY

3.1 Introduction

The research approach employed to carry out the study is described in this chapter. The purpose
of this study is to evaluate how strategic planning affects organisational performance in the field
of education using the case of Newcastle Junior School as an example. The target population,
sampling frame, sample and sampling techniques, data collection methods, data collection
procedures, pilot study, validity and reliability, data processing, and data analysis are all covered
in this chapter, which begins with an explanation of the research design.

3.2 Research Philosophy

Bryman and Bell (2015), state that, management researchers are familiar with three major research
theories: positivism, interpretivism, and pragmatism. Easterby-Smith et al. (2012) agree with Soni
and Kodali (2018), stating that positivism will be used in the study since it aligns with its
objectives. Because positivism is founded on quantitative observations that can be statistically
examined, it will be the primary focus of the research. Research should attempt to explain and
predict; it should be empirically observable using human senses; it should be value-free and judged
solely on logic; and there should be no disparities in the logic of inquiry among disciplines. These
are the key ideas of positivist research philosophy.

Cohen (2013), posts that, positivism satisfies the four characteristics of falsifiability, logical
consistency, survivability, and relative explanatory power since it is grounded in reality and makes
sense in terms of pure scientific rules. According to the positivist research theory, the scientific
examination of individual and system behaviours enabled researchers to gain a better
understanding of what happened in the education sector. More precisely, positivism emphasises
on hypothesis testing, quantitative data collection, and the utilisation of large sample sizes.
Another advantage of the positivist idea is its capacity to identify precise correlations between
specified variables.

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3.3 Research Approach

There are three common research methodologies used in business areas: quantitative, qualitative,
and mixed research approaches to achieve the study's objectives and answer the research questions
(Creswell 2009). Quantitative research is a method of testing objective ideas by examining the
relationships between variables. As a result, this study was conducted using a quantitative research
methodology that included both descriptive and explanatory elements. This quantitative research
methodology was used to evaluate the relationship between strategic planning and organisational
performance.

3.4 Research Design

A descriptive research design characterises a subject by creating a profile of a group of issues,

individuals, or events through the collection of data and the classification of frequencies on
investigation factors or their collaboration (Cooper and Schindler, 2013). The study was done
utilising a descriptive and explanatory approach. The descriptive design is used to analyse
numerical data, whereas the explanatory design is used to determine the relationship between
strategic planning variables and organisational performance. According to Bryman and Bell (2015)
and Macintosh and O'Gorman (2015), the key research designs commonly used in business and
management research are survey, action research, case study, experiment, grounded theory,
ethnography, and archival research. Several elements influence the research design in business
management, including the nature of the research questions, the practicality of accomplishing the
study's objectives, adherence to underlying philosophies, and the bounds of the body of
knowledge. The study used a survey approach to assess how strategic planning affects
organisational performance. The study's research design will be survey-based. The survey study
approach was used to collect data on past and future behaviour, beliefs, attitudes, sentiments, and
other descriptive factors related to strategic planning and organisational performance. The study's
major purpose was to collect data for population-wide generalisations and combine it with
information from the educational facilities chosen for the study (Gorsuch, 2015). Root et al. (2015)
corroborate the aforementioned authorities by stating that a survey is a comprehensive method that
can yield repeatable results while eliminating bias from the research process. Furthermore, the

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survey methodology will primarily focus on recent advances in the impact of strategic planning on
organisational success.

3.5 Data Sources

Kothari and Garg (2014), states that, data can be gathered from primary sources relevant to the
study subject at hand, as well as secondary information gathered over time and stored in archives,
which can be electronic or bound. This study drew on both primary and secondary data. To
supplement the primary data, questionnaires were distributed to selected respondents, and
secondary data was gathered from various published sources (previous research, books, papers,
and journals).

3.5.1 Primary Data

Homer (2016), espoused that, the researcher specifically obtained this collection of data for the
study. The data was gathered to answer several significant research issues, and it was the first time
an organisation had collected data on that specific topic. In other words, he claims that this data
was collected specifically for the study. To get this baseline information, surveys were sent.

3.5.2 Secondary Data

Homer (2016) defines this as all of the study's data that was previously gathered and used for
relevant but unrelated purposes. The authority continued in a different manner, claiming that this
demonstrates how the research leverages previously collected data. Secondary data sources for this
study include notes, meeting minutes, textbooks, and historical documents. Because obtaining data
from other sources is so simple and time-saving, the researcher has access to a stunning amount of
information on the study.

3.6 Population and Sample

Pernecky (2016) defines a population as all of the subjects from which a sample is collected.
Similarly, according Leedy and Ormrod (2012), a population is a full set of individuals, cases, or
objects that share some observable features. The research's target population included all New

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Castle Junior workers as well as selected stakeholders. The researcher chose educational workers
because they understood strategy plan implementation better than other location staff.

The study focused on New Castle Junior School employees and external parties. The study's
statistical target population consisted of 400 parents, 20 academic staff, 20 non-academic staff ,
and 10 board members.

3.7 Sample and Sample Size

Yin (2014) defines a sample size as a moderate subset of the intended audience. The appropriate
sample size must meet the criteria of effectiveness, representativeness, dependability, and
flexibility (Bryman and Bell, 2015). According to Gogtay and Thatte (2016), a sample size of 30
to 25 is appropriate. The researcher concluded that statistically representative sample sizes were
required. Large sample sizes are also required for quantitative research methodologies to promote
representativeness and reduce sampling error (Wiid and Diggines, 2011). The sampling technique
ensures that the sample contains the desired features (Creswell, 2012). This study used stratified
and purposive random sampling techniques. The stratified sample technique was used because the
population included the board of directors, academic personnel, non-academic staff, and parent
groups. In addition to stratified selection, purposive sampling was employed to pick respondents
based on the researcher's assessment, taking into account their proximity to the operation regarding
strategic planning and organisational performance at New Castle Junior School. The researcher
selected a sample of forty-five respondents based on the advice of the previously listed authorities,
and fifteen respondents were interviewed.

3.8 Research Instruments

Bryman and Bell (2015), states that, the core data for this study were collected through an interview
guide and a questionnaire. Semi-structured questionnaires were used as the major method for
collecting quantitative data. Semi-structured questionnaires are popular because they are easy to
ask, provide more consistent responses, process information faster, eliminate bias, and take less
labour to conduct. Creswell and Poth (2017) concur with Kothari and Gang (2014) that asking
semi-structured questions that do not need a high level of subject-matter expertise is an alternative
method of obtaining feedback from respondents. Additional benefits of the surveys included ease

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of administration, accuracy of data collection, and simplicity of coding, analysis, and
interpretation.

3.8.1 In-depth Interview Technique

This qualitative research method was utilised to gather real-world qualitative data. A small number
of respondents were exposed to in-depth individual interviews using the in-depth interview
technique to obtain their perspectives on a specific idea, course of action, or scenario. Berg and
Lune (2012) proposed that in-depth interviews were conducted to gather primary data directly
from the source. Concerning the impact of strategic planning on organisational success, questions
were posed to all board members, academic staff, and parents who participated in the in-depth
interview technique. In-depth interviews provided information that was used to address the study's
principal research purpose. The researcher employed interview guidelines to direct the entire
interviewing procedure.

3.8.2 Questionnaire

In order to collect both quantitative and qualitative data for this study, an open-ended questionnaire
was employed for quantitative analysis. According to Kothari (2012), a questionnaire is "a way of
gathering data which uses a collection of questions for gathering data." To provide for flexibility
in the study, data was collected using a combination questionnaire that included both closed-ended
and open-ended questions. An open-ended questionnaire was specifically used to avoid pressuring
respondents to respond in a specific way because the study could collect quantitative data from the
field, whereas a closed-ended questionnaire with box-ticking made data analysis and comparison
easier.

A multi-item combination questionnaire was distributed to potential respondents, including the

board of directors, academic personnel, non-academic staff, and parents. The replies were gathered
using a variety of questionnaires, and the findings were used to further the research's objectives.
During the combined questionnaire data collection procedure, the researcher was in responsibility
of distributing the research questionnaire to respondents and maintaining contact with them until
all questions were answered. The questionnaire technique was used for two reasons: to acquire

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quantitative data from respondents and to ensure respondents' flexibility to voice their thoughts
regarding the study.

3.9 Data Analysis

Kumar (2011), states that, data analysis is the process of organising and structuring unprocessed
data in order to extract useful information from it. To generate statistical findings, data were
combined, processed, and presented in a way that highlighted the relevant constructions or their
interactions with one another. These strategies were used to analyse the quantitative data under
examination. The collected and subjectively examined data will be utilised to address the first
particular objective quantitative inquiry. After analysing the quantitative data with the user-
friendly Statistical Package for Social Science (SPSS) version 26 software, the hypothesis was
tested using anova, regression analysis, co-efficient analysis, and the sample T-test. Analysing data
using a thematic approach and using objectives as subthemes means looking at qualitative data,
like text from transcripts of interviews.

3.10 Data Validity and Reliability

Hair et al. (2010), suggests that, reliability and validity, often known as the "psychometric
properties" of measuring scales, are the yardsticks used to assess the sufficiency and correctness
of measurement techniques in scientific research. To carry out this investigation, the validity and
reliability were tested as follows.

Sekeran (2009), states that, reliability measures how effectively research instrument items, such
as surveys and interviews, yield consistent results when utilised frequently under similar
conditions. To demonstrate the coherence of the variables and their interactions, the study delivers
relevant, current data in a consistent manner. Bhatterchejee (2012), suggests that, the assessment
procedures' appropriateness and accuracy were painstakingly examined using the scale's
psychometric qualities, also known as validity and reliability. This study's ambiguities and
perplexing questions were identified using both validity and reliability approaches, allowing for
necessary revisions and modifications prior to data collection.

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3.10.1 Validity

Saunders, Lewis, and Thornhill (2009), states that, content validity relates to how well a
questionnaire covers the examined questions. The content validity is an examination of the
relationship between individual items and concepts. According to Bhattacherjee (2012), validity,
also known as construct validity, refers to the degree to which a test accurately measures what it
is designed to measure. To ensure the validity of the study instrument, the necessary literature is
changed through discussions with the advisor and other specialists to improve the research's
clarity.

3.10.2 Reliability

Cronbach's alpha is most useful for questions on interval scales since it provides a unique,
quantifiable indication of the scale's internal consistency (Cooper & Schindler, 2014). According
to Sekaran (2003), the closer the reliability coefficient is to 1.0, the better it is, whereas values
more than 0.8 are deemed good. Values in the range of 0.7 are deemed acceptable, while values
less than 0.6 are considered poor.

3.11 Ethical Considerations

Babbie and Mouton (2015), suggests that, research ethics is primarily concerned with how
researchers should conduct themselves in terms of the rights of their study subjects. Hair et al.
(2015) categorise ethical challenges into four groups: honesty, security, secrecy, and informed
consent. Several ethical principles will be followed over the course of this study. Before any data
is gathered, each firm will be asked and granted permission to collect data. To promote frank
responses, the researcher will reassure the respondents that their names will not be included in the
research report.

All respondents acknowledged that participation was fully voluntary and that those who chose not
to participate would not face discrimination by completing a permission form that stated this
clearly. Prior to official assent to participate and information sharing, each participant completed
an informed consent form stating that they fully understood the study's purpose, methodology, and
process. Each research participant was notified that they might withdraw at any time, and all data

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was anonymised or erased. They felt no obligation to finish the survey; they had two weeks to do
so. All study data were kept secret during the whole investigation process. Furthermore, each piece
of information was password-protected and secure.

3.12 Chapter Summary

This chapter covers the research design and philosophy that informed the methodology. This
investigation employed a survey study design as well as numerous quantitative methodologies.
This chapter also featured an introduction and explanation of the research population, as well as
data gathering methodologies, tools, and analysis. This chapter covered a variety of subjects,
including sample size, sampling processes, ethical concerns, the validity and reliability of the
instruments, and more. The study's findings are investigated and discussed about in the chapter
that follows.