NAVR611 EDUCATIONAL RESEARCH: SELMA N.

HAUFIKU ST# 110098170

April 8, 2017

1. STATEMENT OF THE PROBLEM

In essence the problem that will be investigated in this study focuses on the perspective of teachers on the

barriers of effective teaching. If one has to understand the problem they have to answer the following question.

Are the teacher’s ways of communication the barrier to effective teaching? What are the other barriers to effective

teaching apart from the teacher’s perspective? are the teacher subject knowledge the barrier to effective learning.

3. MOTIVATION OF THE RESEARCH

According to Grosser (2007) There are several barriers that stand in the way of effective
teaching and effective learning, lack of resource and funding seems to be a huge issue faced by
teacher .When your school is not receiving the funding they need to buy supplies it hinders both
the teacher and the students .Without proper funding school are forced to use out of date
textbooks where the information could be wrong .They also are unable to get the resource
outside of the classroom such as field trips and speaker.

Other major barriers I see every day is that teachers want to teach students about problems of
society but there is a fine line they must walk on. As a teacher in today’s society you have to be
constantly worried about not over stepping boundaries .Though we would like to address the
issues of teenage pregnancy, drugs, and other social problems we have to worry about the
consequences that could arise from doing so. It makes your job as a teacher more
complicated .When it comes to classroom management there are others barriers that prevent
effective management.

Through a teacher can have a plan for their classroom, there will always be something they
cannot plan for .Student who are not “rule followers” can be barriers to management .If you
have students who are unwilling to follow the rules it may cause you to have to rethink your
management plan.

4. PURPOSE OF THE RESEARCH

The main reason of this study was to find out the perspective of teachers on the barriers to
effective teaching. The teachers have more to do toward the performance of the learners
because classroom instruction is a very important component of education. Teachers must
clearly understand how to adjust and refine their practice to address students need . The overall
aim was operationalized as follows:
 The teacher’s way of communication.

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 The cause of the barrier

 Knowledge of the subjects matter

5. RESEARCH QUESTIONS
 Are the teachers communicating well with the learners?
 What cause the barrier to effective teaching and learning?
 Are the teachers knowledgeable in the subject they teach?

6 Literature review
Cochran-‐Smith and Lytle (1999) wrote, "When teachers work in inquiry communities, they enter
with others into 'a common search' for meaning in their work lives"(p.294).Many of the teacher
sin our project realized
They derived the meaning in their work from the impact they were having on student learning.
They were making clearer connections between student learning and their teaching strategies
and could explain their choices to others. As the teachers developed a sense of
their control over their impact on student learning, they began to consider themselves more as
professionals. Work inquiry communities, they enter with other into a
'a common search' for meaningin their work lives" (p.294).Many of
the teachers in our project realized they derived the meaning in
their work from the impact they were having on student learning. They were making clearer
Connections between student learning and their teaching strategies and could explain
their choices to others.  As the teachers developed a sense of
their control over their impact on student learning,
they began to consider themselves more as professionals. 

6.1Barriers
The Oxford Dictionary (1970 :102) defines barriers to learning as anything that stands in the
way of a child being able to learn effectively . a learner may experience one or more barriers to
learning throughout his or her education.

6.2 SUBJECT /CONTENT KNOWLEDGE

The term content knowledge refers to the body of knowledge and information that teachers
teacher and that students are expected to learn in a given subject or content area, such as
English, Arts, Mathematics and Biology.

7. Method of research
7.1 RESEARCH DESIGN

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Trochim (2006) states that a research design provides the glue that holds a research project
together. A design is used to structure the research, to show how the major parts of the
research project, namely the research strategy, methods of data collection and the sampling of
participants, work together to try to address the central research question. Creswell (2009:3)
identifies three types of designs, namely qualitative, quantitative and mixed methods. I briefly
explain each of the designs below in order to clarify how I made my decision for a particular
research design in the context of the study.

7.2 SAMPLE
According to the criteria identified by Greeff (2002:311) and Babbie, and Mouton (2002:292-
293), I determined the size and number of focus groups that would take part in the study as
follows:
 The size of the group should preferably include 15 to 20 participants. My groups
comprised 15 participants each, who all honoured their interview appointments. The
size of the groups was manageable and not challenging in terms of discipline.
 In order to ensure that I obtained information from each participant, I made sure to
give each participant an opportunity to express his/her views on a question. This
avoided only certain participants contributing to the discussion

7.3 DATA COLLECTION

According to Ivankova, Creswell and Plano-Clark (2007:257), the qualitative researcher collects
words and images about the central phenomenon. The main methods for collecting qualitative
data include the following:
 Individual and focus group interviews
 Observations

6.3.1 Interviews
According to Merriam (2009:87) and Nieuwenhuis (2007:87), an interview is a two-way
conversation in which questions are asked by an interviewer to a participant in order to collect
data and to learn about the ideas, beliefs, views, opinions and behaviours of the participants.
Interviews enable a researcher to see the world through the eyes of the participant.

6.4 ANALYSIS

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Verbatim transcripts of the interviews were compiled immediately after each interview.
Thereafter, deductive and inductive content analyses of the data were undertaken
(Nieuwenhuis, 2007c:99). The deductive analysis implied that a-priori codes based on the
literature review were identified, which guided.
The examining of the data. (Nieuwenhuis, 2007c:99). According to Thomas (2003:2), the
inductive data analysis approach is a systematic procedure for analysing qualitative data where
the analysis is guided by specific objectives. The primary purpose of the inductive approach is
to allow research findings to emerge from the frequent, dominant or significant themes (cf. 4.3)
inherent in raw data, without restraints imposed by structured methodologies. Other purposes of
the inductive approach are to:
 Establish clear links between the research objectives and the summary findings derived
from the raw data to ensure that these links are both transparent and defensible; and
 Develop a model about the underlying structure of experiences or processes, which are
evident in the text.

6.5 VALIDITY
Interviews were directed, firstly, to the Principal of school who were responsible to oversee the
teacher’s perspective of the teachers toward effective teaching. For Samples of Teachers were
selected from each category for a record survey. Files were selected randomly in the two
categories regardless whether the owner had participated in the interviews or not. Only files for
members who have been in service since or before the year 2015. Prolonged engagement: I
stayed in the field until I was sure that data saturation occurred.

6.6 RELIABILITY
Data was collected from two different categories: first the group of the senior staff members and
second the group of management. Each respondent was interviewed separately. Questions
were read to respondents for clarity and they were allowed to ask question if something was not
clear.

6.7 ETHICAL ISSUES

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Firstly, I obtained ethical clearance from my university to conduct the research, and thereafter I
sought the approval of the Department of Education (cf. Appendix A).
I adhered to the following ethical principles according to Creswell (2009:88-91).

6.7.1 Ethical issues in the research problem

According to Creswell (2003:63), when conducting a research study, the researcher has to
identify a significant problem or issue to study and presents a rationale for its importance.
During the identification of the research problem, it is important to identify a problem that will
benefit individuals being studied and not marginalize anybody.

6.7.2 Ethical issues in the research questions

Ethical questions are apparent today in such issues as personal disclosure, authenticity and
credibility of the research report, the role of researchers in cross-cultural contexts, and issues of
personal privacy through forms of Internet data collection (Israel & Hay, in Creswell 2009:87).
According to Creswell (2003:63), when developing the purpose statement and the questions for
a study, researchers need to convey the true purpose of a study to the participants.

6.8 PROCEDURE
The sample size is generally determined by the population of the research subjects to be
studied. According to Leedy and Ormrod (2010) argued that there are two main types of
sampling methods that include probability sampling and non-probability sampling. Saunders et
al (2009) “the sample size is the number of data sources that are selected from a total
population.” The selection of the sample depended on the positions of the respondents. Made
up of twenty (20) respondents the sample composed of different schools.
The response rate of the sample was 93% of the participants. The response rate is the
proportion of people actually included in a sample relative to the number of people that were
attempted to be included.
REFERENCE
.Arends, R.I. 2009. Learning to teach. Boston: McGraw Hill. Teacher education, 16:227-293 University
Press.

Bender, W.N. 2002. Differentiating instruction for students with learning and performance.
Thousand Oaks, CA.: Corwin Press.
Creswell, J,W.2009. Research Design: quantitative and qualitative approaches. Thousand Oaks:Sage

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Grosser, M. 2007. Effective Teaching: linking teaching to learning functions. Educational journal vol
27(1)37-52.
http://www.angelfire.com/korinabennett/barriers.html.

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