CHAPTER THREE
METHODS AND PROCEDURE
This chapter discusses the research methodology of the study under the following sub-
headings: research design, population, sample and sampling technique, instrumentation, validity
of research instrument, reliability of research instrument, administration and method of analysis.
3.1 Research Design
The design adopted for this research work is the survey research design. According to
Mwanse, Dalong, Kasai and Zuhumben (2016) survey research involves the selection of samples
to discover reflective incidence distribution and interrelation of a variable. A survey research
design refers to the process of finding out the opinion, attitudes and interest of a large population
using a selective representative. Such a population is to ensure that data are collected from
respondents whose views are reflection of the entire population.
3.2 Population and Sample of the Study
3.2.1 Population
The population of the study covers the whole teachers and principals in both private and
public secondary schools (25 public and 82 private schools) in Mangu Local Government Area
of Plateau State with an estimated population of five thousand (5000) teachers 2000 from public
and 3000 from private schools (Area Directorate Office Mangu, 2022).
3.2.2 Sample
The study employed the purposive sampling technique to select ten (10) secondary
schools which include (5 private and 5 public) in the study area. Out of the 10 secondary schools
chosen, 30 teachers were used as sample size for the study, that is 3 from each school.
3.3 Sampling Technique
The purposive sampling technique was used as sampling technique for the study. Thirty
(30) teachers were selected using the purposive sampling technique. This is how the 30 teachers
were gotten from different secondary schools both the private and public schools. The 25 public
schools were written in small pieces of papers, squeezed and put into a bowl. Likewise the 82
private secondary schools mixed together, the researcher randomly selected five schools from the
private secondary schools and also five secondary schools from the public school and went round
the selected schools to collect his data. Three teachers were gotten from each school which gives
the total number of 30 teachers in each of the selected schools.
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3.4 Instrument of Data Collection
A structured questionnaire for the teachers was used for data collection based on the
research problem.
3.4.1 Description of Instrument
The questionnaire was designed based on the research problems. The questionnaire was
made up of two sections; Sections A and B. Section A consisted of personal data of teachers
such as sex, age, educational qualification while Section B essentially consists of the influence of
conflict management and its implication on educational administration of senior secondary
schools in Mangu. The questionnaire consisted of a total of 15 items, which the respondents
provided answer to. The questionnaire instrument was structured using the Likert four-point
response scale and was ranked as follows;
SA – Strongly Agreed = 4 points
A – Agreed= 3 points
D – Disagree =2 points
SD - Strongly Disagree =1 point
The instrument was developed using 4 Likert scales which offer a range of answer
options from one opposing perspective. For example, two opposing perspectives on a Likert
scale might range from, “strongly agree” to “strongly disagree.” Likert scales also need to
include a neutral midpoint, “neither agree nor disagree” for respondents that do not hold a
positive or negative opinion on a particular topic.
Decision Rule for Research Questions: A mean score of less than 2.5 is considered disagreed,
while a mean score of 2.5 and above is considered agreed.
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3.4.2 Procedure for Instrument Development
The instrument was developed by the researcher personally under the guidance of the
supervisor. Through reading of literature materials like journals, magazines, periodicals,
newspapers etc.
3.5 Reliability and Validity of Instrument
3.5.1 Validity
Validity is the extent to which the instruments used during the study measure the issue
they are intended to measure (Amin, 2005). The questionnaire constructed was subjected to
judgment by lecturers from test and measurement department including my supervisor’s
comments and approval. After necessary corrections were made, the instruments at this stage
were administered to the respondents.
3.5.2 Reliability
To establish the reliability of the instrument, two experts in the College were given the
instruments for rating in respect of the consistency with the research objectives. To establish the
reliability of the instrument, the researcher used Kuder-Richardson formula to establish the
internal consistency reliability of 0.87.
3.6 Administration of the Research Instrument
The questionnaires were directly administered to the respondents by the researcher in
their schools. Items/statements perceived to be difficult by the respondents were explicitly
explained by the researcher. The direct administration approach was adopted to ensure a high
collection rate of the questionnaires.
3.7 Method of Data Analysis
The data obtained from the questionnaires were analyzed using descriptive statistics of
percentage and frequency using mean scores. The questionnaire instrument was structured using
the Likert four-point response scale and was ranked as seen in appendix C.
