Analysis of qualitative data

The qualitative data were collected from the prepared classroom observations, interviews, and an open ended question added in the SDLRSbio and SDLeRSbio. Analysis of the qualitative data using the constant comparative method across the different types of data collected. Several matrices were constructed for comparison and triangulation. Three (3) rounds of peer reviews were done to finalise the themes for both the factors influencing SDLR and SDLeR, and the constructive interactions. Peer review of these themes was conducted to ensure the validity of the themes.

During the classroom observations the researcher recorded the incidences and simultaneously noted the researcher’s feelings and thoughts into the observation protocol. Photograph records and video records were taken only when consent was given by the teachers and students during observations. All the data from the observation protocols, researcher field notes, video and photograph records were then expanded into expanded field notes, and analysed by segments and transcribed.

0 1 2 3 4 5 C LS E LabS ES DAS FS _{Readiness of Domains}

General Skills Readiness Median value C = Cognition 1 LS = Learning Skills 2 E = Emotional 3 Specific Biology Skills Readiness

LabS = Laboratory Skills 4 ES = Experimental Skills 5 DAS = Data Analysis Skills 3 IS = Interacting skills 5

IS

117

All interviews were audio recorded. The audio records were then used for transcribing the interview verbatim. The interview transcripts were also written with page line numbering for easy analysis. The data collected from interviews were transcribed within 24 hours after the completion of the interview. Samples of observation field notes and interview transcripts are given in Appendix XII and Appendix XIII.

4.9.1 Answers from the open ended question in SDLRSbio and SDLeRSbio

An open ended question, “What factors do you think would influence your self- directed learning readiness?”, was added to the questionnaire in order to obtain more information about teachers’ and students’ opinion of factor influencing their self-directed learning readiness. The teachers and students answered the question as they completed the questionnaire. The answers given by teachers and students for the open ended question (given in the questionnaire) were compiled carefully in sequence for easy analysis. A list of the answers was prepared for triangulation with the other qualitative data later. Table 4.32 (P 118) shows some of the answers given by the students and teachers in the open ended question. This answer list was analysed with the observation field notes and interview transcripts to answer research questions 3 and 4.

4.9.2 Factors influencing the SDLR and SDLeR

Prior to the triangulation of the qualitative data, early coding was done upon the data collected. A matrix was used to record the excerpts from the observation field notes and the interview transcripts against the emerging codes and the early codes respectively (David, 2001). The early codes from each interview and observation were further collapsed into themes through the content comparative technique. Table 4.33 (119) below shows the sample of the excerpts and the early coding from one data source of a teacher’s interview.

118

Table 4.32 Answers List of the Open Ended Question in the Questionnaires Answers

Students Teachers

parents encouragement parents encouragement fiends help -

peer pressure -

friends and family friends and family Friend Friend

Family -

Social Social Environment Environment examinations results examinations results pressure of further study pressure of further study Examination Examination

communication with parent communication with parent Health Health

eating while studying -

information available information available reference books reference books wrong info in reference book -

weak edu sys weak edu sys

pack examination schedule pack examination schedule too many procedure too many procedure free and easy to learn -

Time Time

sleeping time sleeping time

Note: A table showing the frequency of the answers is shown in Appendix XIV for interest – although the frequency of the answers are not required to answer the research questions in this study.

All the observation expanded field notes, interview transcriptions and the answers list of the open ended question were triangulated to identify the factors influencing the STPM Biology students’ SDLR and STPM Biology teachers’ SDLeR. The terms found in the open ended question were used as the early codes for the factors influencing the SDLR and SDLeR. The themes were then collapsed to identify the factors influencing the SDLR and SDLeR. Some of the themes were adopted from the SDLRSbio and SDLeRSbio. These themes were the “Biology cognitive readiness”, “Biology learning skills readiness”, “Emotional readiness in Biology”, “Laboratory skills”, “Experimental skills”, “Data analysis skills” and “Interacting skills”. Table 4.35 (p 120) shows how the early codes were collapsed into themes.

119

Table 4.33 Sample Matrix for Early Coding of Teacher’s Interview 1(TI1) Verbatim Transcript

Row

No. Sample excerpts Codes

Knowledge of

biology Examination oriented Syllabus Time Maturity of student

22 I think the first factor is the basic

knowledge Basic knowledge - - - -

24 They just learned to pass the

examinations - Examination oriented - - -

26 Form 6 syllabus is too wide - - Wide

syllabus - -

46 I don’t have the pleasure of

explaining clearly - - - Lack of time for

explanation -

53 I just don’t have enough time to

go into detail - - - Lack of time -

85 –

88 Syllabus is too wide for me to teach. Sometime I conducted

extra class for helping students to drill some examination questions. In the new modular system I have only one week for this, after that, is examination. One week is not enough. So how could I help them (students)?

- - Wide

syllabus Lack of time -

101 –

102 You may think that Form 6 students are mature. But in fact,

they are not. You just need to push them to work.

- - - - Lack

matured

106 –

108 To do research they have to search from the internet for

material, and they need to think which is the best for them based on the syllabus.

- - - - Capability

of

discerning.

All the three rounds of peer review were conducted with the same group of peers. There were three peers involved in the peer review rounds. One peer is a science teacher with 10 years of teaching experience, another one peer is a biology teacher with 15 years of teaching experience, and the third peer is a English and Mandarin teacher with 10 years of teaching experience. Table 4.34 below shows the details of the peer review panellists. Consent was given by the peers before the peer review rounds were conducted. The purpose of using the same group of peers in the peer review is to ensure in-dept discussion in the process of themes identification.

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Table 4.34 Panellists for Peer Review

Panel Profession Year of Service

Panel 1 Science Teacher 10

Panel 2 Biology Teacher 15

Panel 3 Language Teacher (English and Mandarin) 10