Gay et al.,(2006, p. 5) described data analysis as being a systematic organization and synthesis of data that comprises using one or more statistical techniques. Once all the data are secured, organized and quantified, it is time for the actual analysis to begin.
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The data collected were analysed using a combination of descriptive statistics and thematic analysis.
The data in part 1 section A that presents biographical information of physics teachers in the sampled high schools were collected using the quantitative data analysis technique and represented statistically. McMillan and Schumacher (2010, p.149) explained, are tools that help assist a researcher in organising and interpreting numbers derived from measuring a trait or variable. Basically, statistics are used to organize and analyse quantitative data. They are broadly categorized into two types, namely descriptive statistics and inferential statistics (McMillan & Schumacher, 2010). The descriptive statistical analysis technique which transforms a set of numbers or observations into indices that define data was used to present an analysis of these data.
Furthermore, the thematic analysis technique was used to analyse the qualitative data collected in part 1 section B and part 2 of the questionnaire. Nevertheless, Braun and Clarke (2006, p. 79) defined thematic analysis as a method for identifying, analysing and reporting patterns within data. They further indicated that thematic analysis emphasizes examining analytically, investigating, and recording patterns or ‘themes’. Braun and Clarke (2006, pp. 3, 77-101) describe six steps for conducting thematic analysis:
1. Familiarizing yourself with your data 2. Generating initial codes
3. Searching for themes or patterns 4. Reviewing themes
5. Defining and naming themes 6. Producing the report
3.9.1 Analysis of questionnaires
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Questionnaire One (1) Before Intervention (Q1BI)
Section A of Q1BI on teachers' biographical information was analysed quantitatively using frequency count. In the analysis each characteristic picked for instance age group, the number of teachers falling within each group were recorded in a frequency table. Furthermore, the numbers obtained in the frequency column were converted into percentages. Finally, the data in the tables were used to draw bar graphs. From each graph, the length of the bar represents the percentage of participants in a specific group. Subsequently, the process continued with all other biographical questions indicated in the questionnaire (section 4.2.1).
Questionnaire Q1BI section B and Q2AI
Q1BI section B and Q2AI were analysed qualitatively by presenting the analysis of physics teachers' experiences in PBL before and after the intervention workshop. During the analysis, three themes were identified (section 4.3).
1. Teachers' preferences for teaching strategy prior to intervention
2. Teachers' knowledge of PBL before intervention and after the intervention. 3. Teachers' reflection on PBL after the intervention.
A table for theme 1 was compiled with three columns to indicate the teachers' teaching strategy, reasons and frequency. The information collected from the table was later analysed and supported with evidence from literature (section 4.3.1).
Also, theme 2 consisted of six questions. However, in each of the six questions, data were collected in two tables representing the data collected before (Q1BI section B) and after intervention (Q2AI). Similarly, the data on theme 2 were collected using a three-column frequency table; description, teacher’s excerpt, frequency. The data collected were analysed simultaneously as before intervention and after the intervention. Furthermore, the information obtained was later interpreted and supported with evidence from literature (section 4.3.2).
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Finally, the third theme has two questions from Q2AI and assesses teacher's reflection on PBL. Data were collected in the same manner as in the second theme with a three- column table and analysed in the same manner (section 4.3.3).
3.9.2 Analysis of the Reform Teaching Observation Protocol (RTOP)
The reform teaching observation protocol was analysed using five main constructs (section 4.4).
1. lesson plan and implementation 2. propositional content knowledge 3. procedural content knowledge
4. classroom culture (communicative interactions)
5. classroom culture (teacher/student or student/student interaction)
Furthermore, each of these constructs has five teaching criteria. Subsequently, each teacher's performance before and during the implementation of the PBL strategy was based on these practices. A scale of 0 – 4 was used to rate the teacher's performance as either no, low, moderate, high or very high depending on how much effort the teacher put in exhibiting the specific practices. However, the number of teachers that exhibit a specific practice was recorded in a table (sections 4.4.1 and 4.4.5). Subsequently, the numbers were later converted into percentages. Each of the practices under the five constructs was analysed simultaneously as before PBL and during the implementation of PBL to assess a change in the teacher’s teaching practices. Finally, the results obtained were interpreted and supported with evidence from literature (sections 4.4.1 to 4.4.5).
3.9.3 Analysis of interview protocol
The responses from the semi-structured interview conducted with the physics teachers were coded and transcribed into themes. Three themes were identified:
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2. Teachers’ successes during the implementation of the PBL strategy at schools
3. Teachers’ challenges during the implementation of the PBL strategy at schools
Section 1 was transcribed and classified into 6 themes and section two into 12 themes. Furthermore, the responses of teachers under each theme were collected in a four- column frequency table; theme, description, teacher’s excerpt, frequency. Again, the numbers under frequency column were converted into percentages. Finally, the results obtained were later interpreted and supported with evidence from literature (see section 4.5).