or disproved, by observation. The researcher's twelve
years' experience in an Anglo-Indian school would have
biased her classroom observations thus influencing her
deductions. So, this method on its own was found to be
unsuitable. (11)
(2) SELF-CORRECTING RESEARCH: This research method has
built-in mechanisms to protect the researcher from error as
far as is humanly possible. This self-corrective function
is important, and ensures that incorrect results will be
identified. Since this type of research does not accept
previous experience it was rejected. (12)
(3) CORRELATIONAL RESEARCH: This research did not
necessarily establish cause-and-effeet relationships which
were sought by the researcher in the classroom.
Correlational Research was found to be inappropriate. (13)
(4) ACTION RESEARCH: This research is usually seen in a
change situation, and usually concerns teachers working
internally together with the researcher on a collaborative
basis. (14) Action Research demanded a long span of time
to carry out the required processes. The main reason for
eliminating Action Research was financial - limited
resources dictating as tight a time scale as possible
within which to complete the research. (15)
(5) CASE STUDIES: This type of research probes deeply into
the multifarious phenomena that constitutes the life of a
school. Case Studies establish generalisations about all
the types of educational institutions to which that
particular unit or institution belongs. (16)
Case Studies of the various schools would have made an
excellent choice, but case studies also require a long span
of time. The example case studies which were examined
offered an insight into the external demands which were
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