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Primary education and entrepreneurship in east Africa: a case study of private schools for the poor in Kibera(Kenya)

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par Keunne Nodem Eric
University of Newcastle Upon-Tyne - Master of Education 2010
  

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3.1.3 Target population and sampling

The population of this study was made up of Entrepreneurs or school owners, class teachers and pupils. The large number of private schools in Kibera catering for various social classes prohibited a systematic sample. In fact random sampling was applied in order select our sample schools and the respondents. This was conducted in such a way that each has an equal and independent chance of being selected (Best, J &Kahn 2003:13) Participants were asked to volunteer for the study and a simple random sample was done.

We were very much interested in private school entrepreneurship offering services to the poor. As such, twenty school owners were chosen. Apart from this number, five teachers each and five pupils each were selected from five different schools. Thus, the total population of 70 was administered interviews and questionnaires.

3.1.4 Reliability and Validity of the research

Reliability and validity are considered highly essential in social science research. They contribute to reassure that the instruments used in carrying the research were appropriate and effective with close regards to the central question of the study. We therefore chose to use the above mentioned instruments in the process of data collection in Kibera with close regards to these two parameters. In another words, it's advised that a quality research should produce similar results under constant conditions on all occasions. Bell (2005:117)

An utmost precaution was taken before the beginning of the study, which was to see that our instruments fit perfectly well with the research. We took upon the responsibility to ensure that our instruments of data collection for entrepreneurs, teachers and pupils were of as high quality as possible both in terms of design and content, and as unobtrusive and inoffensive as possible. (Fogelman and Comber, 2007:129)

Another nonetheless major concern was equally that related to the validity of our research with primary education and entrepreneurship in Kibera. The more valid a research is, the more credit it gives to the entire process of measuring various aspects of it content. A critical assessment and reassessment of the questionnaires and Interviews were done by colleagues and friends of the EG West Centre under the supervision of Dr Dixon, to help determine that all the questions measure what they were supposed to measure. Bell (2005:117)

However, being more complex on its own, measuring the validity evidence of our research in Kibera required us stress much of certain aspects of the instruments that were used. This was done with close respect to emphasise that is usually laid on this issue by scholars when they argue that validity evidence is based on three broad sources namely: content, relation to other variables, and construct (Best, J &Kahn 2003:282-286)

While not analysing these three latter parameters of validity as totally separate entities, we however designed our research in such a manner to arrive at credible conclusions. (Sapsford and Jupp 1996, cited in Bell 2005: 117-118)

In the perspective of rendering the research more accurate and realistic, the triangulation of multiple variables of the respondents' answers were equally done, thus making the overall study reliable and valid.

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