CHAPTER THREE

METHODOLOGY

This chapter outlines the methodology used to conduct the study effectively. The

approach was tailored to meet the research objectives and address the necessary data for the

research. This section includes the research design, study population, sampling procedure,

research instrument used, data collection methods, and data analysis techniques.

Research Design

The researcher used an action research design. Action research is a participatory and

iterative approach to inquiry that aims to identify and address specific problems or challenges

within educational settings (Bryman, 2019; Chilisa, 2020). This type of research involves a

cyclical process of planning, action, observation, and reflection, enabling educators to develop

practical solutions to pressing issues (Adelabu, 2022; Kemmis & McTaggart, 2014). By

engaging in action research, educators can foster a culture of continuous improvement, promote

professional development, and enhance student-learning outcomes (Cochran-Smith & Lytle,

2009; Bogopane-Zulu, 2020).

Furthermore, action research has equipped me to understand the various methods and

approaches that best suit the learners. Through action research, the effectiveness of teaching and

learning can be thoroughly evaluated. Additionally, findings from action research provide

teachers with the opportunity to gain a better understanding of all aspects of their practice,

whether it relates to subjects, content, the curriculum, or the methods appropriate to the pupils'

level in the class.

the identified problem. This research involves a well-structured and planned procedure. The

following are some of the advantages of action research:

1. Action research uses interventions to solve identified problems.

2. It is also conducted on issues of current concern.

Action research, notwithstanding the above advantages, has the following disadvantages.

1. It is time-consuming.

2. In action research, information is not readily available.

3. It is a tedious process.

Population

The population of a study refers to the entire set of people, events, or data that a

researcher aims to investigate or describe (Creswell, 2020; Chilisa, 2020). According to Chilisa

(2020), a renowned expert in indigenous research methodologies, the population is the "entire

group of people or cases that the researcher is interested in understanding or describing."

Similarly, Creswell (2020), a prominent researcher in mixed methods research, emphasizes the

importance of defining the population clearly to ensure the validity and reliability of the study

findings. This study was conducted at Gbi-Atabu R/C School in Hohoe Municipal and was

limited to the upper primary, specifically Basic Four, which had an enrollment of 37 pupils,

consisting of 17 boys and 20 girls.

Sample and Sampling Procedure

A research sample is a subset of the population that is selected for a study (Creswell,

2020; Chilisa, 2020). According to Mouton (2020), a sample is a "representative subset of the

population that is used to make inferences about the population." The sample size of the study
consists of 22 pupils from Basic Four at Gbi-Atabu R/C School, including 11 boys and 9 girls,

along with the two Basic Four class teachers. The average age of the pupils ranges from eight to

eleven years. The total sampled population is 22.

The sampling procedure used was purposive sampling. Purposive sampling is a technique used to

select participants who possess specific characteristics or experiences relevant to the research

question (Ndwapi, 2020; Chilisa, 2020).

Purposive sampling is a non-probability sampling technique where participants are

selected based on the researcher's judgment of their relevance to the study (Avoke, 2020, citing

Cohen, Manion, & Morrison, 2018). This approach involves handpicking cases that are deemed

typical or representative of the issue being investigated (Gay, Mills, & Airasian, 2020). As noted

by Mouton (2020), purposive sampling is particularly useful in qualitative research, where the

goal is to gather in-depth, detailed information from a small, carefully selected group of

participants. Similarly, Chilisa (2020) emphasizes the importance of purposive sampling in

indigenous research methodologies, where the researcher seeks to learn from the experiences and

perspectives of specific individuals or groups. This sampling technique does not allow the

researcher to determine the probability that each member of the population will be included in

the sample (Gay, Mills, & Airasian, 2020). The benefits of this method include convenience,

cost-effectiveness, and ease of achieving an adequate sample size. However, its drawback is that

the participants available for the sample are unlikely to represent a random sample of the entire

population (Gay, Mills, & Airasian, 2020).

The Basic Four pupils are expected to spell simple English words without difficulties.

However, since some struggle with this, they were purposefully selected for inclusion in this

study. This purposive sampling ensures that the sample meets the specific needs of the research.
Consequently, the sample size for this study was 20 out of the 37 pupils in Basic Four and 2 out

of the 15 teachers ranging from Class 1 to 6, resulting in a total sampled population of 22.

Research Instruments

The researcher used a test and an interview as self-constructed instruments for data

collection. Data was gathered from primary and secondary sources. Primary data was obtained

through interviews and tests administered to the two class teachers and 20 Basic Four pupils of

Gbi-Atabu R/C School. Secondary data included the review of documents, books, journals,

articles, and other research materials related to the research topic. The information provided

served as a useful guide for addressing the issue, offering insights into common spelling

problems and demonstrating how teachers can help learners overcome these challenges using the

look and say method.

Interview

An interview is a qualitative data collection method that involves a semi-structured or

unstructured conversation between the researcher and participant, aiming to gather in-depth,

contextualized insights into the participant's experiences, perspectives, and meanings (Corbin,

2008; Kvale & Brinkmann, 2014; Creswell, 2020; Chilisa, 2020). This approach enables

researchers to explore complex issues, gain nuanced understandings, and develop rich, detailed

descriptions of the phenomenon under study (Gubrium, 2014; Mouton, 2020). The goal of an

interview is to gain a deeper understanding of the participant's experiences, perspectives, and

meanings (Creswell, 2020; Chilisa, 2020). To ensure effective data collection, researchers should

use simple and clear language, active listening skills, and probing techniques to encourage

participants to share their thoughts and experiences (Gubrium, 2014; Mouton, 2020). The
interview aimed to gather information from two teachers regarding the challenges they face in

vocabulary lessons, the causes of these challenges, and how the look and say method can be

adopted to address them and their effectiveness.

Test

A test, according to Cohen, Manion, and Morrison (2018), is an assessment tool used to

measure an individual's knowledge, skills, or attitudes toward a particular subject or topic. Tests

can take various forms, including spoken or written questions, practical activities, or

performance tasks (Nitko & Brookhart, 2020). The primary purpose of a test is to evaluate an

individual's understanding, application, or analysis of the subject matter (Linn & Gronlund,

2020). The researcher used a pre-test as the primary method of gathering data, which would later

be used to conclude the research. In this study, Basic Four pupils at Gbi-Atabu R/C School were

tested to identify issues with spelling English words correctly. The test aimed to pinpoint their

spelling challenges. Some of the difficulties identified after the test were:

1. Difficulty in identifying the various vowels and consonants that need to be combined to

form a word.

2. Challenges in recognizing the number of syllables that make up a word and their inability

to pronounce the words, which affects their spelling.

Data Collection Procedure

Data was collected in three stages: pre-intervention, intervention, and post-intervention.

The researcher conducted the study over 6 weeks, utilizing 25 working days to complete the

various stages of data collection. The pre-intervention stage lasted for two weeks, the

intervention stage for another two weeks, and the post-intervention stage for the remaining two

weeks.
Pre-intervention stage

A pre-test was conducted to verify that the Basic Four pupils of Gbi-Atabu R/C School

were experiencing difficulties in spelling words correctly. The researcher provided a set of words

with missing letters for the pupils to complete. The results revealed that the pupils struggled to

identify and write the various vowel and consonant sounds in each word. Additionally, they had

difficulty recognizing the number of syllables in a word, which made pronunciation challenging.

Intervention

An intervention, according to Donald Campbell (1969, reprinted in 2020), is a deliberate

action or set of actions implemented to solve a specific problem, improve a situation, or achieve

a desired outcome (Campbell & Stanley, 1969; Trochim, 2020). Interventions can take various

forms, including programs, policies, treatments, or services, and are often designed to address

social, educational, or health-related issues (Rossi, Lipsey, & Freeman, 2020). The intervention

involves a systematic procedure that aims at solving the problem identified. The researcher

decided to use the Look and Say method to address the issue. This method is effective in helping

the sampled pupils overcome spelling difficulties by emphasizing the relationship between

sounds and letters.

The first step involved preparing a word card, typically a strip of cardboard or stiff paper

with a word, phrase, or simple sentence written in large bold letters. The purpose of this card is

to enhance mental and visual alertness and provide an interesting and stimulating means of

revision. A word card illustration represents the different English sounds of the letters in the

English alphabet.

In addition to this, word cards were created to help drill pupils on the various sounds and their

corresponding letters. Pupils were encouraged to interact with these teaching and learning
materials. The resources used for this activity included two 20x30-size cardboards, a ruler, an

eraser, a variety of markers, and a pair of scissors. These materials facilitated hands-on

engagement and practice with the word cards.

Step One: Cut a whole piece of cardboard into smaller pieces, each measuring 7 by 12

centimeters, to create space for writing simple sentences or phrases.

12cm

7cm

Step Two: Cut the other piece of cardboard into strips measuring 4 by 7 centimeters to create

four pieces for the keywords.

Step Three: Draw a margin along the edges of the 4 x 7 cm strip of cardboard and reinforce it

with a ruler to strengthen it. Using markers, write all the keywords on the strip.

Activity One

The researcher instructed the Basic Four pupils at Gbi-Atabu R/C School on the

pronunciation of English alphabet sounds for three weeks, following two weeks of observation of

the class teacher's lessons. This exercise aimed to refresh the pupils' knowledge of the sounds of

the English alphabet, including vowels and consonants.

English alphabets (a, b, c, d, e, f, g, h, i, j, k, l, m, n, o, p, q, r, s, t, u, v, w, x, y, z,)

Consonants (b, f, g, h, k, l, m, n, p, r, s, t, v, w, y, z).

The researcher began by drilling the pupils on the vowel sounds using the word cards,

followed by the consonants. All the vowels written on the word cards were assembled on the

working table at the front of the class.

He then randomly picked letters and showed them to the class, asking the pupils to pronounce

the sound of each letter, whether consonant or vowel. The pupils repeated the sounds after the

researcher, row-by-row and column-by-column. This process continued with the pronunciation

of letter sounds and identification of letters.

Next, the researcher wrote all the letters of the alphabet on the chalkboard and displayed the

corresponding letters on the table in front of the class. Pupils were asked to pick a word at

random, show it to the class, pronounce the sound, and match it to its corresponding letter on the

chalkboard.

Activity Two

At this stage, the researcher revisited vowel sounds with the pupils. The objective of this

lesson was to help the pupils accurately identify and pronounce vowel sounds. The researcher

grouped vowel letters separately from consonant letters. She used the consonants /b/ and /t/ along

with the vowel letter "a" to form the three-letter word "bat." He showed the word "bat" among

other words on flashcards to the pupils, who then repeated the word in rows and individually.

The researcher continued using combinations of two consonants and a vowel to form

three-letter words, guiding the pupils through activities involving vowels (a, e, i, o, u). Examples

included words like "ten," "hen," "pot," "top," "cut," "tip," "tin," and many more.
Pupils were then divided into groups of five, each group provided with word or letter cards and

paper. They were tasked with forming three-letter words. Later, each group presented their words

with the help of the researcher. They looked at the words on the flashcards, showed them to the

class, and pronounced them. Each group member participated in this activity.

Activity Three

In this activity, the researcher created cutouts of pictures with their names boldly written

underneath. The objective of the lesson was for pupils to observe the pictures and try to

pronounce the names written beneath them.

The researcher showed the pictures to the pupils, pronounced the names, and asked the pupils to

repeat after her. She then divided the pupils into five groups, distributed the pictures among the

groups, and called each group by name to pick a picture and pronounce the name of the image

they were holding. Each pupil participated and was able to identify the images with the help of

the pictures. Some of the pictures included a car, airplane, bicycle, fan, chair, fridge, house,

drum, trumpet, and many more.

He then provided ample practice opportunities for the pupils, recognizing that the more they

practiced spelling, the better they would become at it. The researcher incorporated regular

spelling practice through worksheets, games, and other activities. He encouraged the pupils to

practice spelling words in context, such as in sentences or paragraphs, to help them remember

how to spell words correctly.

Post-intervention

During the post-test, an assessment was conducted to evaluate the overall effectiveness of

the intervention (the look and say method) in addressing the spelling problems identified in the
pre-test. In this assessment, the sampled pupils were given a set of words as their spelling

exercise.

Data Analysis Plan

Results from the administration of the instruments; pre-intervention and intervention

processes were put together by me. The researcher administered pre-tests and post-tests to assist

him in diagnosing the problem of spelling difficulties, the usage of the look and say method, and

its effectiveness appropriately. Descriptive statistics such as frequencies and percentages were

used to analyze the data. The research question guiding the study was addressed using the results

from the data analysis. After the analysis, the data was presented in tabular form for easy

reference and discussion.