Chapter Three

Methodology

Introduction
This chapter will reintroduce the purpose of the study, provide the research
questions that will guide the study, and it will restate an explanation of the
research design associated with it. In addition, this chapter will offer a
description of the site selection and the participants.
Also, I will offer a summary of the researcher’s own role and lens that will
be used in the study. Lastly, the chapter will provide information on the
instrumentation, data collection, outline procedures, and issues of
trustworthiness and ethics regarding this study.

Purpose of the Study and Research Questions

The purpose of this study was to examine the case of students fleeing from
besieged areas by terrorists and enrolling in the English department in
Damascus University. Generally, some of these students don’t have the
necessary aptitude level to meet the academic demands of the
department. The study attempts to investigate and offer solutions and
recommendations to solve the problems of those students. Ignoring their
education needs is not an option to be afforded.
The principal research question that guided this study is:
To what extent the Syrian crisis affected the English Department of
Damascus University? And what are the strategies that should be adapted
to encounter its damage?
In addition, five sub-questions are used to support and examine the
overarching question that contribute and play an essential role to student’s
success. They are as follows:
1. What are the common linguistic gaps of students who are fleeing from
besieged areas to peaceful ones?

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2. Will bridging these aptitude gaps contribute in students’ success?
3. How could the proposed model respond to the needs of those students?
4. Why are the current study plans within the English Department in
Damascus University
lacking in relation to overcoming these linguistic problems?
5. Who? Where? When? And how would the proposed model be
implemented to reach its
goals?

Research Design
A mixed-method approach is being followed. It is an exploratory descriptive
and contextual qualitative study in early stages of the research using data
analysis and participants’ observations with the support of quantitative
findings and tables in late stages of the study using interview,
questionnaires, participant observation and focus group discussion to
collect data. All of which will be held in Damascus University for being the
chosen Environment to implement the program. The qualitative research
design was used because it focused on participant’s perceptions and
experiences as well as the outcome (Creswell, 2007, cited in Simonez).
At the time of this study, Damascus University is made up of a university
and a Higher Language Institute (HLI). Damascus University introduces a
four-year program for English Literature students and a two-year program
for Master students in two majors (Linguistics – Literature).
Case Study Approach
The case study approach was used in this study because it allowed the
researcher the opportunity to “focus on a single unit for analysis” (Saldana,
Cited in Simonez). By exploring the collective meanings and interpretations
that people construct to account for their behavior, the researcher was

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able to understand the collective experience. Additionally, this approach
allowed the researcher to focus on small group behavior and organizational
and managerial processes in order to retain a holistic perspective (Yin,
2014, cited in Simonez).
According to Yin (2014), a case study model should be considered when the
focus of the study is to answer how and why questions and one cannot
manipulate the behavior of those involved in the study (Cited in Simonez).
Case studies are particularly useful when the goal is to understand a special
group of people or a unique situation in greater depth (Patton, 1990), such
as the impact of remedial teaching on post-conflict countries, like Syria.
Most notably, the researcher ensures responsibility by designing a case that
could be comfortably completed within time constraints, such as the
conclusion of a semester.
This case study will be completed within the allotted time and will not
interrupt the processes at the site under study because it is during the
summer months. During the interviewing process, the researcher was able
to obtain all relevant evidence to the subject matter available to the faculty
member participants and program administrators. Lastly, all participants
are made aware of the time constraints of the case study when the
researcher electronically submits the individual interview protocol
responses to each participant for final review and approval.

Selection of Site and Population

The purpose of the research guides all decisions relative to this study and as
such, the research question(s) serves as the primary guide for site or
population selection. According to Berg (2004, cited in Simonez), the
selection of a population should meet the following four criteria: (a) entry
or access is possible, (b) the appropriate people are likely to be available,
(c) the study’s focus, process, people, programs, and structures are
available to the researcher, and (d) the research can be conducted
effectively by an individual or individuals during the data collection phase of
the study.

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In qualitative research, the selection of the case study site is extremely
important (Creswell, 2013; Rubin & Rubin, 2005; Saldana, 2011 & Stake,
1995, cited in Simonez). This study is focused on the implementation of a
remedial program at Damascus University - English department. Entry to
the site will be made possible, after the dean’s approval. Although
generalization was not as important in qualitative research (Saldana, 2011,
cited in Simonez), the transferability of the evaluation to other institutions
was strengthened by a typical case.
Participants
According to Savin-Baden and Major (2013, cited in Simonez), the selection
of participants influenced the findings in a study, which meant that the
subjects of the study were to be carefully chosen in order to increase the
likelihood that the research yielded the projected outcome the researcher
anticipated. Creswell (2011, cited in Simonez) emphasized that in
qualitative research, the participants are the authority. For the purpose of
this study, the researcher’s project study’s target population was first-year,
first-time college students attending the 4-year program and who were
classified as being underprepared for college-level coursework.
Underprepared students for this study were defined as those who fled from
besieged areas in different locations in Syria and were accepted and placed
or transferred into the English program at Damascus University.
We have two groups; experimental (the group of underprepared first-year
students being tested) and the control group (the group of underprepared
first-year students being compared to the first group).

Role of Researcher as Faculty and Instrument

Creswell (2011, cited in Simonez) stated that the researcher needs basic
skills in analyzing qualitative text data, interview structure, and coding in
order to complete a successful qualitative study. The researcher’s role is to
present an electronic survey and interview faculty members and
administrators at Damascus University. This gives the participants the
opportunity to express their views and perceptions at the designated

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institution. According to Creswell (2011, cited in Simonez), the
administrators, faculty, and staff who work in the program are the
authority; therefore, they must be the group who is surveyed or
interviewed.
The researcher taught English at one of the departments at Al Furat and
Damascus University for over four years. As a result of this experience, she
is familiar with the academic needs of students, understood the dynamics
of the students as people as well as pupils, and therefore had insight into
student requirement in the English department at Damascus University.
Over that time as an instructor, the researcher also had heard the honest
impressions of many faculty members and program administrators in
regard to students’ success and gaps. The researcher believed that this
knowledge and experience with the English program helped when
collecting data because she would be familiar with the language and
attitudes. Also, the researcher understood policies that governed the
English department.
Because the researcher was an insider, it was crucial to clarify the
researcher’s roles especially because the researcher used the qualitative
research methodology. Bonner and Tolhurst (2002, cited in Simonez)
identified three key advantages of being an insider-researcher: (a) having a
greater understanding of the culture being studied; (b) not altering the flow
of social interaction unnaturally; and (c) having an established intimacy
which promotes both the telling and the judging of truth (Unluer, 2012,
cited in Simonez). Also, insider-researchers generally know the politics of
the institution, not only the formal hierarchy but also how it really works
(Unluer, 2012). Although there are various advantages of being an insider-
researcher, there are also problems associated with it. For example, greater
familiarity can lead to a loss of objectivity (Unluer, 2012, cited in Simonez).
Although the researcher admitted to having a few biases regarding
professionals who taught, led, or advised in the English department, she did
not allow personal opinions to interfere with the ability to listen to the
participants’ viewpoints and impressions. The goal of reducing bias was not
to make everyone the same but to make sure that questions were
thoughtfully posed and delivered in a way that allowed respondents the

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ability to reveal their true feelings without distortions. The risk of bias exists
in all components of qualitative research and can come from the questions,
the respondents, and the moderator (Sarniak, 2015, cited in Simonez).
Unluer (2012, cited in Simonez) commented, “Unconsciously making wrong
assumptions about the research process based on the researcher’s prior
knowledge can be considered a bias”.
The researcher was most interested in student success and the remedial
program, but it was the researcher’s duty to report what had been said or
written in a responsible manner.

Researcher’s Lens and Background

In order to completely understand this study, readers should be aware of
the researcher’s thoughts and experiences and how those experiences
impacted the research. The researcher was the second born in her family
and has one older sister. She lost her father at the age of fifteen and was
raised by her mother who was from Der Ezzor, Syria. The researcher
learned early in life that besides depending on her mother, she had to be
responsible for herself and sister. She learned that dreaming and goal
setting was only step one, but persistence and hard work were the only
things that shifted dreams into reality. Through her mother, she inherited
qualities like tenacity and determination. These qualities were mandatory
for the three years of study required to complete this program. The
researcher studied English department at Al Furat University, a newly
established university next to the Euphrates River, and was the first student
for four successive years. Then, she became a senior lecturer at the same
university for two years, during which, she experienced hard times with
students of different backgrounds and needs which helped in conducting
this study. When she came to Damascus University to complete her master
studies, she realized the huge gap between her hometown and Damascus
regarding the quality of Higher education. As a result, she chose to
investigate these gaps that occur between students of Damascus University
and those coming from war-inflicted areas like Der Ezzor.

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 While working at Al Furat University, the researcher noticed that students
were struggling with the English department. Because she was an instructor
in Al Furat University, she felt
responsible for assisting students and helping them to pass important tests.
If they failed the test, it meant another semester and possible delayed
graduation dates. The researcher believed that her innate need to help
kicked in. She began studying and talking with students to find out what
parts of the English language caused them problems.

Instrumentation
To collect data for this study, the researcher creates an informed consent
form (Appendix A), an open-ended survey instrument, and a follow-up
interview protocol. The questions in the open-ended survey instrument and
the interview Protocol are modified by the researcher to fit this study. The
researcher adjusts and rephrases the questions, so they address areas
relevant to this study.
After face validity will be established, the survey instrument will be
distributed to participants at the designated institution based upon their
role in the education program. Each participant will be asked specific
questions based on his/her role at the institution.

Data Collection
Interviews are the most common methods of gathering data for qualitative
research. Interviewing participants is appropriate when researchers wanted
to take advantage of one-on-one communication in order to probe deeply
into a participant’s experience; furthermore, individual interviews allowed
each member of the university to speak about his/her personal experiences
(Creswell, 2007). Stake (1995, cited in Simonez) stated that while
researchers are not able to observe that which they are studying, important
observations may be made by others. Although the researcher will not be
able to personally observe the participants in this study, she will ask them

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to complete an open-ended survey, interview them and collect field notes,
and analyze the data collected. Before initiation of the study, the
researcher will obtain written approval from the Participants. Once she
receives permission to conduct the study, she will send an electronic open-
ended survey instrument to faculty members and administrators at
Damascus University. The survey instrument will be created using Qualtrics.
It is a secured site that creates open-ended surveys. Included with the
survey is an informed consent form notifying the participants of their
voluntary rights and gained permission to gather data.
Data collected for the quantitative research included archived,
administrative quantitative data on those students’ high school GPA,
admission test scores or conditions, and current aptitude levels in
university.
In addition to that, it includes a questionnaire which contains both open-
ended and close-ended questions (Open-ended questions prompt people
to answer with sentences, lists, and stories, giving deeper and new insights.
Closed-ended questions limit answers: thus tighter stats; the most
important benefit of open-ended questions is that they allow you to find
more than you anticipate: people may share motivations that you didn’t
expect and mention behaviors and concerns that you knew nothing about.
When you ask people to explain things to you, they often reveal surprising
mental models, problem-solving strategies, hopes, fears, and much more.
Closed-ended questions stop the conversation and eliminate surprises:
What you expect is what you get). The questionnaire is used to gather
information about the current state of students, their aptitude and
psychological levels and their needs.
Qualitative data was collected from both students and faculty through
individual interviews. The interviews conducted with students included
students who persisted and who left the university. Both male to female
students were interviewed.
On the survey, participants will be asked to indicate if they are willing to
participate in follow-up interviews to provide clarification and greater
understanding on some of the survey items. Individual interviews will last

8
for nearly forty-five minutes and are audio taped using a digital recorder.
The results of the electronic open-ended survey instrument and the follow-
up interview responses were collected, the field notes were recorded, and
all documents were transcribed by the researcher.
One additional data source for this evaluation study included an interview
with one or two of the faculty members, who served as professors for
students under study, to gather the faculty member’s experiences and
anecdotal evaluations of the aptitude levels of students.
This study is to be conducted during the course of a single semester.

Quantitative and Qualitative Samples

The sample for the quantitative research was freshman students classified
as underprepared and who were newly enrolled at this university due to
terrorist attacks in their towns and cities. The comparison was made
between two groups; with one group being the underprepared students
who were falling behind the rest of the class, perceived as low achievers
and were required to take remedial courses; and a second group being the
students who fled from same areas and were not required to take
remediation courses on an individual basis. The students in both groups
were identified as underprepared.
Additionally, the faculty members who taught such students, are selected
to be interviewed and invited to take part in a focus group interview. After
an approval for faculty individual interviews is granted, the faculty
members are to be invited again to be interviewed.
The interviews will be conducted at the Seminar’s room of the university,
the faculty members’ offices or by phone for the convenience of the
participants. Consent forms are to be signed, and a signed copy will be
returned to students and faculty members, before interviews begin. Each
interview will last no longer than 45-minutes.
The use of both closed and open-ended questions will help gather useful
information to support the study’s purpose and hypotheses or objectives

9
while capturing thick details concerning the benefits of implementing
remediation program.
The qualitative research data will be gathered from the taped, transcribed,
and coded interviews. Being a good listener, non-judgmental, friendly and
flexible is required to bring the best results in the meetings, questionnaires
and interviews.

Qualitative Data Collection with Faculty

Separate from the student invitations, the faculty members who taught
them are invited to be interviewed as a focus group. Emails will be sent
collectively to these faculty members; with the body of the email explaining
the study and the format of the interview, and the consent form added as
an attachment to the email.
The data analysis and results will be presented together, as these two
phases of the research are tied together temporally, and one—the results
—was the natural outcome of the other (i.e., analysis). The quantitative
analysis and results are presented first, followed by the qualitative data and
results, reflecting the order in which data will be collected.

Data Analysis
In this case study, specific guidelines are followed for data analysis. This
study began
by the selection of the participants. Next, the electronic open-ended survey
instruments and informed consent form are to be sent.
Then, she will schedule and conduct the interviews with participants. After
the follow-up interviews will be conducted, the researcher will transcribe
all audio files.

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After the audio files will be transcribed, she will review and edit them by
using field notes and the audio recordings to ensure accuracy. The
transcribed and interviewed protocol data are to be stored and placed in
chronological order. Lastly, the researcher will analyze the data and present
them. The themes will be interpreted, and generalizations will be made
based upon the results. Data will be presented in tables or charts (Creswell,
2007, cited in Simonez).

Trustworthiness
Yin (2014) stated that in the instance of case study research, several types
of validity are
needed: (1) the extent to which a measure used in the study reflects the
phenomenon being
studied; (2) the extent to which finding of a case study can be generalized
to similar cases; and,
(3) the extent to which other researchers would arrive at the same
conclusion using the same procedures as the researcher. The researcher
will send the entire transcription of the interviews back to the respondents,
so that they will have an opportunity to correct any misinterpretations lost
in Transcriptions. This process will be conducted after the interviews and
transcriptions by sending an email message that requested all participants
check their emails for their analysis.
Face validity is needed and it tests whether an instrument looks like it is
going to measure what it is supposed to measure (Lewis-Beck, Bryman, and
Liao, 2004, cited in Simonez). The researcher will ask the participants’
opinions of the survey instruments as a way to check for validation of the
questions. As they verbally respond, the researcher will use a digital
recorder and make notes about recommended changes. Then she will
conduct a face-to-face follow-up interview with each person as she asks for
clarification of questions or feedback regarding wording of the interview
protocol.

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Once the surveys and interviews are concluded, the researcher will submit
individual drafts to each respondent for validation in order to ensure that
their intentions are not misrepresented. Lewis-Beck, Bryman, and Liao
(2004) stated that difficulties may arise when interpreting the words of
members. Furthermore, there is difficulty for the researcher in knowing
how best to handle suggestions by members when there is a failure to
understand them (Lewis-Beck et al, 2004). At last, the researcher gives
participants an opportunity to make suggestions for improvement or
clarification for understanding (Gall, Gall, & Borg 2007, cited in Simonez).

Chapter Three Summary

Chapter Three provides precise details regarding the research process. This
is a qualitative research study that utilizes both case study and narrative
methods to determine the perceptions of faculty and administrators. In this
chapter, the researcher connects her lens, background, culture, and
interest to factors that affects the research.
The researcher explains the data collection, data analysis, and analysis
process clearly. Using literature, the researcher expresses the steps she
took regarding trustworthiness and validity.

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 APPPENDIX A
INFORMED CONSENT FORM
Dear Research Participant,
Your participation in a research project is requested. The title of the study is
Remedial Program for Crisis Affected Newly Enrolled Students of the English
Department at Damascus University: A Case Study. I am seeking your
assistance because your institution has been identified as a vital part of this
study.
Your participation will involve answering questions in a confidential
questionnaire to describe your unique experiences regarding English
education at your institution.
While this is not an anonymous study, the risks of involvement in this study
are minimal. The study has been designed to ensure participant
confidentiality. Your participation in this study is voluntary. If you elect not
to participate, to discontinue your participation in the study, or decline to
answer any part of the questions on the questionnaire, you may do so at
any time without consequences. The results of the research study may be
published; however, neither your name nor the name of the institution
would be published. Although there are no direct benefits to you, your
participation in this study may help our understanding of the unique
challenges and barriers facing Damascus University System.
Findings will be presented in my dissertation project for completion of the
degree of
Master of Applied Linguistics from Damascus University. The study is
confidential. Please be assured that strict confidentiality will be maintained
throughout this study.
Data will be kept secured and your signed consent form will be kept with
the data.

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If you have any questions or concerns regarding the study or your
participation in the study, you can contact me via email at
lara.bik@hotmail.com or telephone me at (+963) 932-177-180. You can
also contact my dissertation supervisor, Dr. Daniel W. Calhoun at (+963)
988-577-775 or
ghiasbarakat@gmail.com .

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List of References:
Berg, B. L. (2004). Qualitative Research Methods for the Social Sciences.
Pearson Education.
Bonner, A., & Tolhurst, G. (2002). Insider-outsider perspectives of
participant observation.
Nurse Researcher. 9(4), 7 -19.
Creswell, J. W. (1998). Designing and Conducting Mixed Methods Research.
Thousand Oaks,
CA: SAGE Publication.
Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing
among five approaches. Thousand Oaks, CA: SAGE Publication.
Creswell, J. W., & Clark, V. L. (2011). Designing and Conducting Mixed
Methods Research.
Thousand Oaks, CA: SAGE Publication.
Gall, M. D., Gall, J. P., & Borg, W. R. (2007). Educational Research. Boston,
MA: Pearson
Education Inc.
Lewis-Beck, M. S., Bryman, A. E., & Liao, T. F. (2004). The SAGE
Encyclopedia of Social
Science Research Methods. Loughborough University: United Kingdom:
Routledge
Books. Retrieved from: http://dx.doi.org/104135/9781412950589.
Patton, M. (1990). Qualitative evaluation and research methods. (2nd ed.).
Newbury Park, CA:
SAGE Publication.

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Rubin, H. J., & Rubin, I. S. (2005). Qualitative Interviewing- The art of
hearing data. Thousand
Oaks, CA: SAGE Publication.
Saldana, J. (2011). Fundamentals of qualitative research: Understanding
qualitative research.
New York, N.Y.: Oxford University Press.
Savin-Baden, M., & Major, C. H. (2013). Qualitative research: The essential
guide to theory and practice. New York, N.Y.: Routledge Publishing.
Simonez, T J (2016) Remedial Education Programs and Student Success:
Perceptions of Faculty and Administrators at HBCUs. Georgia Southern
University.
Stake, R. E. (1995). The art of case study research. Thousand Oaks, CA: SAGE
Publication.
Strong American Schools. (2008). Diploma to nowhere. Retrieved from:
http:// www.EDin08.com.
Unluer, S. (2012). Being an insider researcher while conducting case study
research. The
Qualitative Report, 17(58), 1-14. Retrieved from: http://www.nova.edu/sss/
QR/QR17/unluer.pdf.
Yin, R. K. (2014). Case Study Research: Design and Methods (5th ed.).
Thousand Oaks, CA:
SAGE Publication.

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