Data analysis and interpretation of the second diagnostic test

The results of the second diagnostic pre-test administered to the learners were thematically analysed. The design of the task sought to minimise the use of English usage and writing and encouraged more symbolic writing in the form of drawings. In so doing, the learners were required to draw straight lines of which the size was a representation of the size of the electric current in the circuit on both sides of the light bulb (see appendix E). The learners were also asked to explain the answers to the following two conceptual questions:

 Do you think that the electric current is equal or unequal at different places in a closed circuit? Explain your answer in the language of your choice; and

 Do you think that the electric current is moving in the same direction or at different directions all around the circuit? Give a reason for your answer in any language that you feel comfortable with.

The coding of the learners‟ drawings in the pictorial representation was done qualitatively as follows. A drawing of equal straight lines on the sides of points A and B of the diagnostic item in appendix E would be coded as the scientific model where the current is equal on both sides of the bulb. Two unequal straight lines illustrating the current on both sides of the bulb to be unequal would be coded as the

consumption model, irrespective of which of the two sides are the smallest or the

largest. Arrows at the tip of the straight lines would indicate the direction of the electric current before entering the resistor at (A) and leaving at point (B). Arrows pointing in the same direction, from one side of battery terminal and completing the cycle would code for the scientific model. Arrows pointing in opposite directions or drawn from both terminals of the battery and pointing at the light bulb, would code for the clashing model which forms part of the consumer model. Similarly, straight lines with arrows pointing in opposite directions would indicate the clashing currents model.

Figure 3.5: The learner’s response coded as consumption model and clashing currents model

Figure 3.4 illustrates a response that was coded for the consumption model based on the length of the two arrows begin not equal, as well as the clashing model since the arrows pointed in opposite directions (both pointing to the bulb). The response by this learner illustrates that the learner believed the amount of current in the one section of the circuit is not the same as the amount of current in the other section, as well as that the current flows from the battery to the bulb.

Using a technique described by Guba and Lincoln (2005), I compiled a score sheet with two columns: a blue column and a red column. I compiled a score sheet using coloured marking pens to mark the learners‟ individual responses either with a blue or a red mark and tally them under a column depending on the data (McNamara, 2009). All those drawings where the lines representing the size of the current were equal were marked in red and recorded under the red column. The blue column was used for the „unequal lines‟. Arrows pointing in the same direction were also grouped together under the red column, while arrows „facing towards each other‟ or „the absence of arrows on a line‟ were put under the blue column (Guba & Lincoln, 2005). Each of the learners‟ responses (n = 78) were manually inspected and tallied under either one of the columns, based on the length of the lines they had drawn and the direction of the current flow as represented by the arrow heads on the drawings (McNamara, 2009). See Table 4.2 for the actual data.

The written explanations to the conceptual questions were thematically coded. A written explanation in any language which suggested that the light bulb used the

current, or current is less at B than at A, or the battery supplies current so it is less at point B, would be code for the consumption model or source-consumer model.

Specific moments which were indicators for a particular theme emerged during the interviews amongst the learners. For example, the response of one of the learners to the question about the size of the electric current at A in the pre-test photograph diagnostic assessment item; the response was as follows:

“Umbane umkhulu before ufike kwi light bulb and then ufike kwi light bulb and

(VERBATIM English translation):

“The electricity/ electric current is bigger before it enters the light and the light bulb draws some electricity and uses it and then less electricity leaves out of the bulb”.

Noting the learner‟s response in the field notebook, the presence of the words „electric current is bigger and becomes less on reaching light bulb‟ was coded as the consumption model. Data interpretation also revealed the challenge posed by the learners‟ use of isiXhosa language due to the ambiguity of the term „umbane‟.

In the learner‟s isiXhosa exposition, the term „umbane umkhulu‟ which in English means „big electricity (size)‟‟ can refer to two issues:

 The correct term in isiXhosa language for „umbane‟ which is an incorrect scientific term in English „electricity‟ as it cannot be defined (explained before); 

 The term „electric current‟ in English which does not have not have a direct term in isiXhosa.

Regardless of the dual meaning of the term „umbane‟, the moment the learner indicated „size is bigger at entry point A‟; that specific phrase was coded for the consumption model of source-consumer model.

3.6 Data collection during Cycle Two – Professional Development