3.5 Data presentation and Analysis
Soon after collecting the data in Kibera, they were
channelled to the EG West Centre. The information gathered through interviews
and questionnaire from our sample population was organized, coded, recorded,
edited, analyzed and interpreted to determine the factors surrounding primary
education and Entrepreneurship in East Africa (Bell 2005:203)
The qualitative data contained in questionnaires and
interviews was scrutinized in order to find patterns and similarities within
the data. Thanks to the technical assistance of supervisor and training staff,
it was possible to generate codes to analyze the in depth qualitative data.
The statistical software SPSS served as principal tool of
analyzing and reporting the quantitative results of our findings in a succinct
way (Cramer 2003: 154)
This wonderful software actually enabled us to consider
aspects related to statistical interference and ordinal, nominal and scale
variable. All these were analyzed to allow us to answer questions about the
owners' interests in investment, the regulatory environment and the investment
climate, and the satisfaction level perceived by teachers and pupils (Cramer,
2003: 223)
All data sets were adequately compared in order to determine
the means and the median of our findings in related schools (means, modes and
medians). The central tendency was equally used where appropriate.
The Pearson's correlation was used to determine the
relationship between teachers and pupils' level of satisfaction in the selected
schools and their degree of involvement in academics. An interpretative
approach of statistical difference was equally carried to figure out the
sampling error in the control group, especially with pupils test scores (Best,
J &Kahn 2003:393-395)
This correlation analysis has helped to discover the
relationship between the investments in any kind in the entrepreneurs' schools
and the pupils' achievements. With this, we were able to say if their actions
were having either a positive or a negative impact. (Myers & Well,
2003:46)
From this information, a detailed analysis was done with
specific regards to our study's central questions and sub questions.
3.6 Conclusion
In this chapter, we have given a thorough picture of our
research method including process of
collecting our data in Kibera. Case
study was found appropriate and steps governing such an
approach have been
well followed. Hence, a multi strategy source plan was adopted for this
purpose. Questionnaires, interviews, documentary etc were used
to access related information on primary education and Entrepreneurship in one
of the largest slums of East Africa.
All the 20 Entrepreneurs, 25teachers and 25pupils' kindly
responded to our study. Together with information gathered through past and
ongoing research papers, a detailed report of the analysis of their answers has
been provided. It has been assumed that all these data from various sources
will likely provide concrete and reliable results of the study. Specific
parameters such as ethical issues, limitation of the study as well as data
presentation and analysis were equally addressed in this chapter.
The following chapter presents our results. Subsequently a
further step from there is taken to draw a series of conclusions.
Chapter Four - Analysis 4.1
Introduction
This chapter sets out the analysis of the data collected in the
slum of Kibera during May 2009 in order to attempt to answer the overall
question of this thesis which is:
`How and why do private school entrepreneurs contribute to
education for all in Kenya?'
This chapter will be divided up into five main parts starting
with a section to set the scene concerning private schools for the poor in
Kibera. These will provide analysis of the data to answer the overall thesis
question through the following sub questions:
· What are the entrepreneurs' major motivations for
investment in the field of education?
· Have these schools suffered from the government's
introduction of 'Free Primary Education (2003)' in terms of enrolment?
· What is the satisfaction level from their investment
as perceived by pupils and teachers?
· What factors could be identified as the major gaps in
this type of provision?
The final question acts as a conclusion to this chapter. The next
section provides background to the schools and the pupils and teachers who
participate within them.
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