,TABLE OF CONTENTS
Introduction…………………………………………………………………………………..3
1.1 Suitable Research Approach……………………………………………………………..4
2.1 Most Suitable Paradigm………………………………………………………………….8
3.1 Suitable Research Design……………………………………………………………….12
4.1 Data Collection Tools…………………………………………………………………...17
5.1 Sampling Techniques……………………………………………………………………21
5.2 Data Analysis Strategy…………………………………………………………………..25
6.1 Advantages and Disadvantages of the Selected Approach……………………………...28
Conclusion…………………………………………………………………………………..32
References…………………………………………………………………………………..33
,Introduction
High failure rates among Honours students in Information Science programmes, particularly
within open and distance learning (ODL) institutions such as the University of South Africa
(Unisa), constitute a critical challenge in higher education. The COVID-19 pandemic
significantly intensified this problem by disrupting access to essential academic support
structures, most notably library and information services (Matizirofa, 2021; Chigwada &
Chiparausha, 2022). Many students experienced diminished awareness and utilisation of
digital library resources, electronic collections, and remote information support, which are
fundamental to developing information literacy and research competencies required at
Honours level (Adetayo, 2023; Leonard, 2024).
In South African ODL contexts, Honours students in Information Science often grapple with
multiple intersecting barriers. These include unreliable internet connectivity, inadequate
digital skills, socio-economic inequalities, limited engagement with virtual library platforms,
and insufficient pedagogical support during emergency remote teaching (Zareef, 2021;
Makhubela, 2022). Such challenges not only hinder effective information-seeking behaviours
but also contribute to feelings of isolation, academic disengagement, and ultimately higher
failure and attrition rates. Academic libraries, traditionally central to student success, faced
difficulties in maintaining visibility and relevance in the fully online environment, resulting
in underutilisation of critical services such as virtual reference, subject-specific databases,
and research consultations (Chigwada, 2022).
This research seeks to address these issues by adopting a qualitative approach to explore the
lived experiences, perceptions, and contextual realities of Honours Information Science
students. It aims to uncover the underlying factors contributing to poor academic
performance and to propose evidence-based strategies for enhancing library service
awareness and utilisation. Anchored in an interpretivist paradigm and case study design, the
study will generate rich, context-specific insights that can inform targeted interventions to
improve student retention and success in distance education programmes (Creswell & Poth,
2018; Merriam & Tisdell, 2016).
, 1.1 Suitable Research Approach
Definition of Qualitative Research
Qualitative research is an exploratory, interpretive approach to inquiry that seeks to
understand the meanings, experiences, perceptions, and social constructions that individuals
or groups attach to a particular phenomenon within its natural context (Creswell & Poth,
2018). It focuses on generating rich, descriptive data rather than numerical measurements,
allowing researchers to explore complex human behaviours, processes, and contextual
factors that cannot be easily quantified. In the context of educational challenges such as high
failure rates among Honours students in Information Science, qualitative research prioritises
depth over breadth, emphasising how participants make sense of their realities, including
barriers to library service utilisation during disruptions like the COVID-19 pandemic
(Merriam & Tisdell, 2016).
This approach is rooted in the belief that knowledge is co-constructed through interactions
between researchers and participants. It typically employs flexible, emergent designs where
data collection and analysis occur iteratively, enabling the researcher to adapt to new insights
as they arise (Silverman, 2020). Unlike positivist quantitative methods that test hypotheses
and seek generalisable laws, qualitative research is inductive, building patterns and theories
directly from the data collected from participants’ perspectives.
Key Characteristics and Attributes of Qualitative Research
Several core characteristics define qualitative research and make it particularly appropriate
for complex educational scenarios. First, it is interpretive and subjective, acknowledging
that multiple realities exist based on individuals’ lived experiences. Researchers act as the
primary instrument of data collection, engaging directly with participants to capture nuanced
views (Creswell & Poth, 2018).
Second, qualitative research is inductive and emergent. It begins with broad research
questions rather than rigid hypotheses, allowing themes and theories to emerge organically
Introduction…………………………………………………………………………………..3
1.1 Suitable Research Approach……………………………………………………………..4
2.1 Most Suitable Paradigm………………………………………………………………….8
3.1 Suitable Research Design……………………………………………………………….12
4.1 Data Collection Tools…………………………………………………………………...17
5.1 Sampling Techniques……………………………………………………………………21
5.2 Data Analysis Strategy…………………………………………………………………..25
6.1 Advantages and Disadvantages of the Selected Approach……………………………...28
Conclusion…………………………………………………………………………………..32
References…………………………………………………………………………………..33
,Introduction
High failure rates among Honours students in Information Science programmes, particularly
within open and distance learning (ODL) institutions such as the University of South Africa
(Unisa), constitute a critical challenge in higher education. The COVID-19 pandemic
significantly intensified this problem by disrupting access to essential academic support
structures, most notably library and information services (Matizirofa, 2021; Chigwada &
Chiparausha, 2022). Many students experienced diminished awareness and utilisation of
digital library resources, electronic collections, and remote information support, which are
fundamental to developing information literacy and research competencies required at
Honours level (Adetayo, 2023; Leonard, 2024).
In South African ODL contexts, Honours students in Information Science often grapple with
multiple intersecting barriers. These include unreliable internet connectivity, inadequate
digital skills, socio-economic inequalities, limited engagement with virtual library platforms,
and insufficient pedagogical support during emergency remote teaching (Zareef, 2021;
Makhubela, 2022). Such challenges not only hinder effective information-seeking behaviours
but also contribute to feelings of isolation, academic disengagement, and ultimately higher
failure and attrition rates. Academic libraries, traditionally central to student success, faced
difficulties in maintaining visibility and relevance in the fully online environment, resulting
in underutilisation of critical services such as virtual reference, subject-specific databases,
and research consultations (Chigwada, 2022).
This research seeks to address these issues by adopting a qualitative approach to explore the
lived experiences, perceptions, and contextual realities of Honours Information Science
students. It aims to uncover the underlying factors contributing to poor academic
performance and to propose evidence-based strategies for enhancing library service
awareness and utilisation. Anchored in an interpretivist paradigm and case study design, the
study will generate rich, context-specific insights that can inform targeted interventions to
improve student retention and success in distance education programmes (Creswell & Poth,
2018; Merriam & Tisdell, 2016).
, 1.1 Suitable Research Approach
Definition of Qualitative Research
Qualitative research is an exploratory, interpretive approach to inquiry that seeks to
understand the meanings, experiences, perceptions, and social constructions that individuals
or groups attach to a particular phenomenon within its natural context (Creswell & Poth,
2018). It focuses on generating rich, descriptive data rather than numerical measurements,
allowing researchers to explore complex human behaviours, processes, and contextual
factors that cannot be easily quantified. In the context of educational challenges such as high
failure rates among Honours students in Information Science, qualitative research prioritises
depth over breadth, emphasising how participants make sense of their realities, including
barriers to library service utilisation during disruptions like the COVID-19 pandemic
(Merriam & Tisdell, 2016).
This approach is rooted in the belief that knowledge is co-constructed through interactions
between researchers and participants. It typically employs flexible, emergent designs where
data collection and analysis occur iteratively, enabling the researcher to adapt to new insights
as they arise (Silverman, 2020). Unlike positivist quantitative methods that test hypotheses
and seek generalisable laws, qualitative research is inductive, building patterns and theories
directly from the data collected from participants’ perspectives.
Key Characteristics and Attributes of Qualitative Research
Several core characteristics define qualitative research and make it particularly appropriate
for complex educational scenarios. First, it is interpretive and subjective, acknowledging
that multiple realities exist based on individuals’ lived experiences. Researchers act as the
primary instrument of data collection, engaging directly with participants to capture nuanced
views (Creswell & Poth, 2018).
Second, qualitative research is inductive and emergent. It begins with broad research
questions rather than rigid hypotheses, allowing themes and theories to emerge organically
