CBMP Analytical Report Part 1 - Transparency and Accountability ...

Having agreed on the above, pre-testing was organized in Lilongwe districts to a few
teachers, pupils and parents. The pre-testing experience provided final and practical
input to the data collection tools. Actual Data Collection followed soon after input
from the pre-testing exercise.
2.3 Data Collection
2.3.1 Individual Interviews
The Study used random sampling (multistage and proportionate) techniques to keep
up with the required number of respondents. To randomly sample, all schools were
listed and 10% was factored into the Z-Statistic which yielded 300 teachers sample
size. Even though the population of teachers was not the same for all the selected
districts, it was considered too low a sample to warrant Probability Proportional to
Size, hence arbitrary number of 100 was agreed for each district. In the districts,
zones were randomly chosen as well [using the 10% factor] and random selection was
being applied. After choosing the zones, the same factor formulae were being used to
sample individual schools and teachers thereat. However, within the zones, the
population of schools and teachers was not the same in all such that proportionate
sampling was used (Probability Proportional to Size) to determine how many
respondents should come from which zone and school. After confirming the
numbers, teachers were chosen randomly in each school. The Research Assistants
then followed up to interview teachers in all sampled schools in each zone.
2.3.2 Focus Group Discussions and Key Informant Interviews
Focus Group Discussions were done with various groups within the zones and school,
namely; School management Committee (SMC), Parent – Teachers Association (PTA)
and pupils. The main key informants in the study were the Primary Education
Advisors (PEA) and the District Education Management (DEM). The discussions were
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