1. INTRODUCTION
7.4 Reliability and limitation to the study
This study draws on various other studies conducted among teachers in Namibia (and elsewhere) with varying degrees in scope. It thus present empirical results as presented above in surety of participant’s responses. Qualitative study employed students at master level and science teachers at the same time, meaning the sample is most suitable for providing feedback to questions of science education. This research is grounded in theory and methodology for science education to help teachers and school in general to seek innovative ways for teaching environmental issues. Interview instrument was reviewed by other experienced researchers and supervisor before commencing the study. A sample of eight (8) science teachers from various parts of the country bringing different socio-cultural and educational experiences for the study.
While conducting the study, researcher had a stretching research plan to follow. Adherence was maintained as far as possible to generate research data for present results in the academic community,
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especially for Namibia. A sample of eight (8) science teachers is adequate for this study, especially that their experiences at master level of education underpin the knowledge aspect of this study. However, the use of interviews seems not the most suitable method to tap into science teachers’ knowledge of environmental issues as conversations do not necessarily produce points (numeric records) which often is the acceptable measure. Developing and conducting a written test would have yielded numeric results on various environmental issues than the current findings. This too, is a full study and would demand more time and additional logistics. Although the interview instrument was reviewed by other experienced researchers, during interviews teachers were conversant in the use of science education concepts for environmental learning aspects, instead, these were merely information words and tend to change due to prevailing experiences during interviews.
Sampling of eight (8) science teachers who were also students compromise the context of the study because during the study some of the teachers were still in employment while others not. Moreover, interviews took place in Finland and not Namibia. Henceforth, teachers’ perceptions might have changed. However, the most important aspect is that in both cases the sample has practiced as science teachers prior to the study and drew on experiences thereof. In case of those not in employment, the longest period is not more than two years since they left teaching. This means experiences are still fresh and occupy most part of their career journeys. Sampled science teachers therefore reflected and employed their knowledge at master studies level to provide quality responses for this study.
During quantitative phase the sample of N=88 is considered small because case-study research may generalize results to entire population of science teachers in Namibia. Meanwhile, during the analysis various kinds of statistical tests and transformations of data seemed problematic. In some respects (for instance Home Economics) entries were not adequate to give meaningful results since data was not exactly equal across variables. A big data set which is more balanced is therefore ideal for most statistical tests and would yield significant results. Background variables is a good idea that should always be maximized than this case. In addition, researcher had limited knowledge of statistical analysis as it was first time to use it. Further practice with SPSS analyses would produce better results with effect sizes to determine the strength for conclusions.
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