10.

1 Research Paradigm

There are several reasons which have informed the decision of this research to adopt pragmatic

paradigm to investigate the subjective experience of both the students and teachers with technology. The

primary reason as to why pragmatic paradigm was selected is because it aligns well with main focus of

this study which is to provide practical solutions to real- world problems. According to the study

conducted by (Kaushik & Walsh, 2019) pragmatism lays a lot of emphasis on the ramifications of the

actions and the importance of addressing the importance of what performs best in specific context. This is

important and relevant to this study because it seeks to interrogate how technology can be employed to

improve the performance of learners in learning institutions by taking into account several factors such as

the diverse contexts of resource availability and scarcity. In essence, pragmatic paradigm supports the use

of various mixed methods by combining both the quantitative and qualitative methods to gain more

inclusive understanding of the research problem.

Ontological Assumptions: The notion and belief advanced by pragmatism is relativist ontology

which suggests that reality exists in a socially constructed and multiple nature as explained by

(Downward, 2023). In relation to this study, ontological assumptions it explains that the role technology

play in improving the performance of the learners, which is influenced by several factors such as

availability of resources and specific school context. The other critical factor is the individual

performance of the teachers and their learners. Instead of seeking a single and objective truth, this

research will also explore the other compelling factors for example different realities and as well as the

perspectives of the stakeholders across various educational settings.

Epistemological Assumptions: One of the major characteristics of pragmatism is interactive

epistemology and it entails the creation of knowledge through the interaction between a researcher and

the researched (RunningHawk Johnson et al., 2023). In the context of this research study, it implies that

the researcher will initiate and maintain active engagement with the teachers and learners, for the

researcher to develop a better understanding of their experience and their take on technological

integration. Various data collection methods such as interviews and focus groups will be employed to
enable this interaction, therefore allowing the creation of knowledge about the role played by technology

in improving the performance of learners.

Axiological Assumptions: Pragmatism also acknowledges some of the positive influences that

value add in a research process. The purpose of this study is to identify the interests of the researcher in

advancing equitable access to technology and improving the learning outcomes for the learners. While

maintaining its objectivity, this research will embrace some of the new findings such as value oriented

nature of educational research study. The purpose of doing this will be to establish new findings which

will be implemented to inform the practical interventions and key policy decisions.

Methodological Assumptions: Pragmatism vouches for methodological pluralism by employing

research methods which accurately answers the research questions (Ghekiere et al., 2022). In this research

study, a mixed method approach will be adopted. This approach combines the quantitative methods and

the quantitative methods to gauge the impact of technology on learner performance and qualitative

method to investigate the experience and the perceptions of teachers and the learners. The multifaceted

above mentioned above supports the breadth and depth understanding of the research question, thus

providing a comprehensive and holistic understanding of the research problem.

Justification

In a nutshell, the pragmatic paradigm is believed to be the best and the most suitable study for this

research based on the following reasons.

1. It provides more practical solutions that can be implemented to solve the research problem. The

aim of the research is to provide a permanent solution that can be used to comprehensively

address the challenges associated with technological integration in learning institutions with

limited resources. The hands on solution provided by pragmatism emphasizes on practical

solutions whose intended outcomes focuses on achieving this objective.

2. Contextual Sensitivity. The primary objective of this research is to acknowledge the importance

taking into account the specific context of each learning institution, by taking into account the

fact that the role of technology changes depending on the availability of resources and the needs
 of the learners. The two core elements of pragmatic paradigm, relativist ontology and

transactional epistemology supports the exploration of the contextual differences exhibited by the

two.

3. The mixed method approach adopted by pragmatic paradigm where both the qualitative and the

quantitative data are required to provide an in-depth understanding of the research question and

the problems that it poses. Pragmatic advocacy can be used to offer support to methodological

pluralism that has adopted mixed- method approach.

4. Value Oriented Research: The driving force behind this study is the desire and the urgent need

to improve learner performance by enhancing educational equity. Pragmatic paradigm recognizes

the essential role of the values in a research thus providing a platform for their integration into the

research process.

In a nutshell, the preference and the selection of pragmatic paradigm has provided a robust

philosophical foundation that is responsible for the completion of this study. The roles of pragmatic

paradigm in this research are guiding the research design, data collection and performing data analysis in

a manner that is both practical, important and relevant to the research problem.

10.2 Research Approach

The mixed-method approach method will be employed and adopted by this study. The mixed

method study entails the integration of both the qualitative and the quantitative data within a study (Bell

et al., 2022). This method was selected because it provides a platform for developing a more

comprehensive and exhaustive understanding of the existing complex relationship between technology

and the performance of the learners. The quantitative aspect of the study focuses on gauging the effect of

technological integration on the performance of the learners. It entails the collection and the analysis of

various forms of numerical data such as test scores, attendance rates and grades. On the other hand,

statistical data will be used to assist in the identification of any existing important relationship between

the use of technology and how it influences learner outcomes. Besides, the qualitative method also aligns

well with pragmatic paradigm and the theoretical framework of constructivism, therefore providing a
platform for exploring how and why technology have impacted the performance in resource-varied

schools as explained by (Munje & Jita, 2020).

On the other hand, the qualitative approach method aspect of this study will majorly focus on

exploring the perceptions and the experiences of both the learners and their teachers with regards to

technological integration. The process entails the collection and the analysis of non-numerical data such

as interview transcripts, classroom observations and group discussions. The central focus of the

qualitative study will be to positively identify the patterns and the themes available in the data, thus

providing a strong foundational insights into solving the research problem.

Justification

The mixed approach method is deemed appropriate for the purposes of the completion of this study

because of the following reasons.

1. The ability of the mixed method to employ triangulation approach which involves conducting

a comparison and a contraction between the findings collated from different methods to

improve the validity and the reliability of the research.

2. The qualitative approach also provides a strong basis for the understanding of some of the

contextual factors which are responsible for influencing the experience of the teachers and

learners.

3. Lastly, this approach has also adequately addressed the research questions where both the

quantitative and the qualitative data have been sufficiently addressed. Some of the

fundamental research questions that have been adequately addressed are the impact of

technology on the test score and the role of technology in student engagement which requires

the use of qualitative data.

In sum, the mixed method approach is important for the completion of this research because it has

provided a platform for conducting this study by enabling the collection of data as well as the analysis of

qualitative and the quantitative data.

10.3 Research Design

method design. Qualitative data will be the first to be analyzed, closely followed by the collection and the

analysis of qualitative data. The qualitative data analysis stage will be used to provide a comprehensive

explanation of the quantitative data finding in details (Cresswell & Plano, 2018).

 Stage 1: Quantitative Data Collection and Analysis

In this stage, a survey will be conducted on a large sample of teachers and learner with the objective to

collect and gather data on various aspects of the use of technology, access and the performance of the

learners such as grades and their class attendance. A statistical analysis will be carried out to identify

whether there is any existing relationship between the technological variables and learner performance

outcomes.

 Stage 2: Qualitative Data Collection and Analysis

A small number of teachers and learners will be selected for an in-depth interview based on the

results of quantitative data findings. Furthermore, thematic analysis will also be used to analyze the

qualitative data to ostensibly assist in the identification the key themes and patterns and how they are

connected with the role technology plays in enhancing the performance of learners. Lastly, qualitative

data findings will also be used to provide an elaborative explanation and interpretation of the key

findings and results of the qualitative results, thus providing a better explanation of the process

involved.

Justification

The mixed –methods design has been selected based on the following reasons.

1. It has trained its focus on 3 to 4 schools experiencing varying resource availability, therefore

providing a cross-context and valuable insights which addresses the disparities that have been

identified in Chapter 1’s problem statement.

2. It has also enabled and supported an in-depth analysis of how SAMR stages of substitution and

redefinition have manifested themselves in different settings.

which focuses more on a smaller sample. Its efficiency has enabled and supported an exhaustive

in-depth exploration of key findings.

Alternatives Rejected

Phenomenology was out rightly rejected because it was deemed to be too narrow for comparing schools

while ethnography was equally rejected because it was found to be impractical as it was limited by time

constraints.

10.4 Sampling Method (s) and Recruitment Strategy

Purposive and stratified random sampling have been selected as the most appropriate sampling

methods. The selected recruitment strategies chosen are informed consent, snowballing and school

partnership.

Quantitative Phase

In the quantitative stage of this research, a stratified random sampling method will be used to

select the population who will take part in survey. The school’s population will also be stratified,

however, this will largely depend on various factors such as availability of resources whether high,

medium or low. It is also within each of the selected stratum that a randomly selected sample of teachers

and learners will be allowed to participate in the process. Stratified sampling method will ensure that

sample selected is a true reflection of the population of the schools and allows for the comparison across

diverse resource levels.

Qualitative Phase

Purposive sampling will be employed to initiate the selection process of the participants for both

the interviews and focus groups. However, the main focus will however be on the selection of individuals

who possess the ability to provide a diverse and rich perspectives on the impact and the role of

technology in improving learner experience. This group includes teachers and learners gathered from

different resource levels, backgrounds and experience.

Recruitment Strategy
 School partnerships will be utilized to assist in obtaining permission for the researcher to carry

out the study. Informed consent will be gathered on all the participants and guardians of the participants

who have not attained 18 years and participants will be expected to sign forms on the study aims. An

online survey will also be carried out. Lastly, snowballing will also be used because it has been

established that the majority of the teachers prefer to use colleagues meeting criteria.

Challenges and Solutions

The major problems encountered in the sampling methods and strategy recruitment are low

participation levels by the participants, which was largely triggered by laxity of the teachers and learners

to take part in the process. This problem can be remedied by offering certificate of contribution to all the

willing participants.

10.5 Data Collection Methods

Surveys

Surveys will be primarily used to access and collect data touching on various technological

aspects such as access and use of technology as well as the performance of the learners. Some of the key

critical questions that will be included in the survey includes demographic information on the age, gender

and the type of school, availability and access to technology including computer and internet access. The

other questions will touch on the belief, notions and attitudes held by the teachers and learner engagement

and motivation.

Semi structured Interviews

20 teachers and 25 learners will be subjected to a semi-structured interview. The sample question

which the selected participants will be asked is “Describe how technology has transformed you class

engagement”. They will also be interviewed on the impact technology has on the teaching and learning

process.

Group Discussions

A selected number of teachers and learners will be involved in group discussions to explore their

experiences, collectively and individually on the role of technology integration. Focus group discussion
forum will be used as a platform where the participants will interact with one another while sharing their

ideals and beliefs on the subject of the topic.

Classroom Observation

Classroom observation will be used as an optional data collection method to document SAMR integration

levels such as redefinition and substitution.

10.6 Data Analysis Methods

Descriptive Statistics such as frequencies, mean and standard deviations will be employed to

summarize the data on access to technology and how it enhances learner performance. Inferential

statistics for example t-tests, regression analysis and ANOVA will be put into use to examine the

connection between various technological variables and learner performance. The statistical softwares

that will be used in this process will be SPSS.

Thematic analysis (Braun &Clarke, 2006), will also be used to analyze data using the following

steps. Transcription of the verbatim interview transcripts will be carried out. Coding of the themes will

assist in the identification of various patterns present. Theme development will be used to map some of

the SAMR, for instance, the correlation between redefinition and high performance. Lastly, triangulation

will be employed to counter-check whether the findings are in line with the observations made. The

software that will be used in the thematic analysis process will be NVivo

9.0 Trustworthiness/ Validity and Reliability

Due to the mixed-method approach used, this research will address both the quantitative and the

qualitative rigor in depth.

Quantitative Rigor (Validity and Reliability)

Construct Validity will be used to examine using factor analysis to gauge the validity of the instruments

used in the survey process. This will be done to ensure that the survey instruments in question are

compatible with each scale of the underlying construct.

Reliability
Internal consistency and test-retest reliability will be employed to conduct an assessment on the internal

consistency of the survey scales and administering of the survey to a small number of the participants.

Qualitative Rigor (Trustworthiness)

The data collected from various sources will be triangulated and the overall findings will be used

to improve the credibility of the research. The findings of the research will also be shared with the

participants to ascertain that they fully reflect their beliefs and notions. With regards to conformability,

the researcher will organize a peer-briefing exercise with other researchers concerning the research

process and its modalities and obtain a positive regarding the entire process. Dependability: An audit trail

of analysis decisions will be carried out, collated and maintained. The findings will be shared with the

readers to allow them to assess the transferability of the results.

10. Ethical Considerations

Informed consent. The researcher will seek and obtain informed consent from all the participants who

have willingly agreed to take part in the research. For participants who have not attained 18years, the

consent will be sought from their guardians.

Confidentiality and Anonymity

The data and confidential information collected from the participants will be secured and its

accessibility limited to only the researcher and the members of the research teams only. No information

will be shared with a third party without seeking the consent of the participants. The anonymity of the

research participants will also be maintained by not revealing their names or confidential information.

Pseudonyms will be used to replace the names and the identity of the learners.

Potential Risks and Benefits

Even though this study is believed to pose insignificant and minimum risk to the participants,

they might still experience some risks and discomforts when discussing sensitive topics. To mitigate these

risks, the participants will be subjected to counselling if the interview causes harm to them.

11. Limitations
Sample Size: The decision to use 4-5 schools limited the generalizability of the overall research process

findings because it limits the participation rates.

Sampling Bias also emerged as a limitation bias despite the measures taken such as using stratified

random sampling method to eliminate bias. For example, it was established that the majority of the

schools that willingly took part in the research were those that were technologically advanced.

Self-Report Bias: The collection of the quantitative data will be done using the survey model which

largely depends on self-report measures. This has a potential of enabling the creation of desirability bias,

which is a type of self –report bias.

Context Specific: In the long run, it is possible to state that the overall findings of the research might not

be applied to schools outside South Africa.

12. Delimitations

Some of the boundaries that the research will not cover have been defined in this this section.

Geographical Scope: This study will only be conducted in specific regions and not in the entire country.

Again, it is also in few selected schools that the research will be conducted in the selected region.

Timeframe: Only the data collected for the last six months will be used in the research.

Exclusion: this research is only limited to high schools, thus eliminating primary schools and the non-

digital technologies.

13. Timeframe

Date Action

3rd November 2024 Approval of Ethics obtained

7th November 2024 Pilot testing of survey instruments completed

6th December 2024 Data collection

6th January 2025 Analysis of quantitative data

1st February 2025 Analysis of qualitative data

10th February 2025 Final data Analysis