Data Collecting Instruments.

The researcher employed triangulation as an appropriate method in collecting necessary data for the study. Therefore, the data collecting instruments employed were observation, interview and questionnaire. These instruments were carefully structured to obtain the right information from respondents concerning the vocational skills subjects in the syllabi of the selected schools.

3.5.1 Observation

As a primary data collecting tool, observation is a skilled activity which extensive background knowledge, understanding, capacity for original thinking and the ability to spot significant events, is required (Lisa, 2008). There are types of observing behaviour; however, participant and structured observation techniques were adopted for the study since the techniques are usually integrated. These techniques were considered appropriate for the study because, they give a researcher the chance of gathering primary data and also recording precisely what he needs.

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The researcher visited the selected schools each term during the study. On each occasion initial two weeks were spent on acquaintance with the teachers and students. Afterwards, series of observations were carried out with teachers and students of the selected schools. These exercises took place during both theoretical as well as practical lessons to observe teaching and learning of Vocational Skills subjects in general in the selected schools with observation checklist. (See appendix D for Observation Checklist).

3.5.2 Interviews Conducted

Interview is a means of gathering information from an individual or a group in regard to the person or persons‟ experience or knowledge, opinions, beliefs and feelings. Interview has the advantage of allowing the interviewer to solicit information from a respondent and seek clarifications on the spot if necessary. Formal direct interviews were conducted with the District Education Officers in charge of Vocational Education and the Headmasters (categories A and B in Fig. 3.1 above) of the selected schools to seek their views on Vocational Education. This was after copies of prepared interview guide had been submitted to the respondents in advance for their prior study and interview dates have been booked. Copies of correspondence to this effect are on the appendices. In all, two sets of interview guides were made with each, made up of three pages.

It came out of the interviews that, workshop, tools and materials, textbooks for Visual Arts and other Vocational Education subjects have not been provided for in the schools. Also, some parents do not support the training of their wards in school and after school. They also do not help them to find work to do after completing school. Again, what came into light was that, the District Education

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Directorate does not pay the desired attention to Special Schools in their districts such as those in which the study took place. Some teachers were found not having the required academic background to the subjects they are teaching, more particularly they were not trained in teaching students with Special Needs.

Electronic instruments such as tape recorder, computer and a microphone were used in recording the interviews. The interviews were helpful in the sense that the respondents were willing to talk more than to write. They also gave in-depth information to the questions that were asked. (See appendix C for interview guide).

3.5.3 Questionnaire Designed

Two sets of close-ended questionnaire were designed for categories C and D (subject teachers and students). For category C, the questionnaire was subdivided into three sections with section A seeking Bio-data, section B, how lessons on skills acquisition are taught and section C employment opportunities in vocational skills and employment avenues after school. It also required comments and suggestions from the respondents to improve vocational skills training for the deaf. Moreover, from observation, it was found that most of the respondents in this category D (students) were much interested in answering multiple choice questions. Therefore most of the questions asked demanded that the respondent make a choice from listed answers. (See appendix A and B for copies of questionnaire)

3.5.4 Validation of Instruments

All the instruments used were drafted and pre-tested with students and lecturers before final copies were made. In the case of questionnaire, series of pre- testing were done to eliminate errors with selected students of KNUST Senior High

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School and Bechem Technical Institute for the Deaf. Because of the communication barriers of samples in category C face and the fact that communication with them was a limitation, close-ended type of questions were considered appropriate for them. Also, they were found to have problems in expressing themselves well in writing. After the necessary corrections were made, final questions were arrived at and copies were submitted to the supervisor for his perusal.

3.5.5. Administration of instruments

The researcher personally travelled to the selected schools and individuals to administer the research instruments. The following is the break down of the various research instruments as distributed to the respondents.

Table 3.4 Distribution of Interview Guide (Category A and B)

Place Number Interview

Guide distributed

Bechem (Tano South District) 2

Agona and Jamasi (Sekyere South District) 2 Akuapem-Mampong and Akuapem-Akropong

(Akuapem South District)

2

Total 6

The respondents in categories A and B were District Education officers in charge of Vocational Education and Headmasters of selected schools. The distribution was done after consulting the respondents and interview dates scheduled with them to enable them have a prior study of the questions. Respondents in categories C and D were teachers and students of the selected schools for the deaf. However, only teachers and students who were involved in vocational education in the selected schools were allowed to answer the questionnaire.

60 3.6 Primary and Secondary Sources of Data

Information collected through observations, interviews and questionnaire have been treated as primary data whiles information curbed from books, journals and the internet have also been categorized as secondary data.