In the previous chapters I discussed the problem of the lack of healthy eating promotion programs in schools are leaving parents and students uneducated about how to purchase healthy items which is leading to childhood obesity. I also discussed how the problem is being addressed, as well as the theory of social constructionism. In this chapter, I will discuss the specific methodology I plan to use and the three different types of data collection I plan to employ to carry out my study. This study will use a qualitative approach to study and address the issue of the lack of healthy eating promotion in schools. The three types of data collection I plan to use are: direct observation, focus groups and a questionnaire. These methods will be clarified later in this chapter.
Rationale for Qualitative Methodology
Qualitative research is an approach that attempts to situate an activity that locates the observer in the world by providing the study to occur in their natural setting and by attempting to make sense of, or interpret information (Denzin and Lincoln, 2005). A characteristic of qualitative research is to use a variety of empirical materials such as personal experience, interviews, and questionnaires. It is imperative to understand the task at hand and how to fully carry out the study when using a qualitative research approach in order to find out the information needed. One view of qualitative research is it involves examining individual’s experiences and documenting those experiences in detail (Jones, 2011). By documenting these observations the researcher is ensuring validity in his or her data and giving the correct creditability to those who participated in the study.
Creditability is an important aspect of a qualitative study by establishing and making sure the results are credible or believable from the perspective of the participant in the research (Trochim, 2006). The participants are the only ones who can legitimately judge the credibility of the results. In addition to creditability, transferability is also an imperative part of qualitative research. Transferability refers to the degree in which the results of qualitative research can be generalized or transferred to other contexts or settings (Trochim, 2006). From a qualitative perspective transferability is primarily the responsibility of the one doing the generalizing. In this case, some of the implications can be transferred to another setting such as a university setting. Since this study is taking place in elementary school setting as well as secondary school setting, it could easily be transferred to a university setting with some alterations.
Another perspective regarding qualitative research is confirmability. Confirmability refers to the degree to which the results could be confirmed by others (Trochim, 2006). Qualitative research tends to assume that each researcher brings a unique perspective to the study. By applying each of these concepts to the...