**6. Research methodology**

Creswell [36] and McMillan and Schumacher [42, 43] state that research methods comprise types of data collection, analysis and interpretations for a study.

#### **6.1 Sampling of documents**

Documents such as the Curriculum Assessment Policy Statement (CAPS), and past examination question papers were in the analysis. Documents consisted of the following:


#### **6.2 Analytical study profile**

This section shows tables of document analysis profile. These documents analysed involved CAPS policies and Grade 12 exit level past examination papers.

#### **6.3 CAPS policy documents**

The content analyses of the study focused on the Geography content in the Grade 12 curriculum. As shown in **Tables 2** and **3**, the source where data was retrieved and the actual data that was required to answer the main research question of this study.

#### **6.4 Grade 12 past examination papers**

**Table 3** below also shows T1, which is the time during the old curriculum (RNCS) and T2, which is the new curriculum (CAPS).

Document analysis involves skimming, reading and the interpreting the documents [44]. Content analysis in this study involved the identification of meaningful and relevant information on environmental impact topics. The researcher identified important information and separated it from that which was not pertinent (See **Figure 2**) using three stages of data collection, pre-processing and content analysis. In this study, the researcher drew upon [46] and the [47] Environmental Outlook report for the identification of specific EE/ESD content that formed the basis for content analysis. The coverage of EE/ESD topics included the following: ozone depletion,


#### **Table 2.**

*CAPS subject policy analyses.*


#### **Table 3.**

*Comparison between RNCS and CAPS coverage of environmental impact topics.*

global warming, energy consumption, acid rain, air pollution, marine pollution, mineral resource depletion, soil destruction, soil erosion, desertification, biodiversity loss, extinction of plants and animals, nuclear reactors and waste disposal, human health and diseases, world hunger, land use, solid waste disposal, hazardous chemicals, habitat destruction, invasive species, water quality and wildlife management. When evaluating documents, it is necessary to establish the meaning of the document and its contribution to the issues being explored [44]. In addition, the researcher determines the relevance of documents to the research problem and purpose. The documents selected for analysis in this research were authentic, credible and contained accurate data. The documents provided coverage of the research topic broadly. Bowen [44] explains that document analysis is a process of evaluating documents in such a way that empirical knowledge is produced and understanding is developed. Moreover, the researcher should strive for objectivity and responsiveness.

The document analysis was guided by the constant comparative method of [48], which is described in four stages, namely: comparing incidents applicable to each category; integrating categories and their properties; delimiting theory; and writing theory. This method involves a back-and-forth interplay with data to cluster ideas and concepts for authentic understanding and analysis of the documents.

*Effects of the Changes of Curriculum on the Coverage of Environmental Content in Geography DOI: http://dx.doi.org/10.5772/intechopen.104988*

**Figure 2.**

*Procedure of document analysis. Source: Adopted from Rhie, Lim & Yun [45].*

#### **6.5 Trustworthiness, transferability and dependability**

The researcher used a multi-method strategy in collecting data to ensure that the study was rigorous one of the methods was document analysis. According to McMillan and Schumacher [42], multi-method strategies allow for the triangulation of data and may yield different insights into a topic of interest, thus increasing the credibility of results. Document analysis schedules were pre-tested in a pilot study before they were used to verify whether they were appropriate.
