7. �ources of toachqrs in.foniation on students' sexual activities.
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The questionn.-ire wai. pretested for repcatabil1.ty o! information (reliability) And the extent to which it oeasured the characteristics (validity) the researcher
wished to measure . The pretesting was conducted in schools which did not come within the sample. This enhanced
clarity, eliminated repeat questions, removed anbiguities, indicated the approximate time (30 minutes per
questionnaire) needed to administer it and �ade the instrUl'lent more precis e . It enabled tht researcher, not only to discover sensitive areas and how questions •
should be asked !or obtaining detailed relevant infor
ma tion, but also assisted in the detection o! areas o!
paramount importance that might have been left out
1.nitially , The interv1.ew guide was rede ioned with the guidance o! the study sup�rvisors on the basis ot these discoveries ,
Two male and two female undergraduate students, on the ba�i� ot maturity, good conduct, and adequate knowll!dQll ot English language, wEre .selected to assist the researcher in carryin9 out the interviews.
The pilot study indicated tho possibility that individuals o! a particular sex tend to r�spond less freely to interviews by the opposite �ex. Therotorc intcrvi-ers were requeatcd to try as much a. possible to intcrvillW $UbJCCtS o! their own sex.
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In order to develop interviewing skills the inter
v1ewers were 9iven special truning for the assignment.
The training included a comprehensive explanation of
lhP nature of the study, methods of approach (greetings, self introduction, brief explanation of the nature o!
the study and questionnure), strict observation t� time
convenience of the intervie wers, and recording of r espo n ses, and observation oi the attitude of interviewer� to the
subJect.
The questionnaire was discu�sed thoroughly with the interviewers and doubts cleared prior to its
admi ni1,tration. Interviewer,- werE. given ample opportunity of practising on each other to ensure that they had
mastered the esi,encc of the questionnaire. There were two training sessions which lasted for 2 1 2 hours oach, Questionnaire was administered at the beginnino of
school term, a relatively 1ess busy period of the
term. Results were reviewed each day by the researcher
&nd the interviewers asked to correct or u.iplify ar.ibiouous re�ponscs after interviewing r espondent�.
Observation
Observations a6 a supportive method of inquirey
was used to oather relevant inComalion. A standardized check list for each of the 19 schools included:
l. Location of schOO l;
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c) Reaction of teachers to the study subJect;
cl) Movement of students in ;uid out of the staif roor.q r) In{rastructure;
f) Location a.nd size of staff room.
Mf'lhods of analysis
A coding scheme (guide) was developed after reviewing results, then the research�r hand coded on to coding
sheots personally and carefully punched the codings
on io punch cards tor computer analysi s. All varieties of responses wore rPcorded and final categories made after
careful ana lysis. Several hours of work was put into
analysis to remove computer or personal error. Chi squared (X2 ) and Z-testr were usod to verily the statistical
association bctwoen variables. For the calculations both the computer and manual calculators were used.
Li111i tat ions
This reseorch focused on a sensitive topic - sex
education knowledge, attitude and perception . Respondents hesitated to speak on this topic because of various
rensons. They were reserved in answering que1tion1
because sexual issues in this society were U'iually seen as private and discussed only with trusted persons or those intimately related. They were aware that a health
pro!cssional 1<0uld be knowlodgoable about sexual hoalth and thorotore wantad to say what he/she ��uld approve of .
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IJrources
lbadan is a very big city, It costs at least
Ni.oo per person for a return Journey to each of the 1cllools ond each school was visited at least two ti mes.
lh1s plus the costs of engaging the services of
assistants put a limit on the intensity of the study.
T1Me factor
Because the teachers were at work at lhe time ot interview, the length of time that could be spent with •
1ach respondent was limited.
Because the questions being asked centred on personal investigations they had to be posed,
Not being able to administer all the interview 9111dcs personally, it was impossible to be :.ure tha't
all quest1ons asked were fully understood by the
rc,;pondents . However there is good reason to believe that they were.
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CHAPTER FOUR
In document
Biologically Inspired Visual Control of Flying Robots
(Page 99-107)