Data collection process

The principals and teachers at the three selected schools were very approachable, hospitable and helpful in the process of data collection. Most of the arrangements to complete the questionnaires and conduct the interviews were done telephonically with the grade head for grade 10 in School B and the school principals and/or their deputies for Schools A and C. The principals and/or their deputies for Schools A and C chose the learners who completed the questionnaires and participated in the individual interviews, and the teachers who took part in focus group interviews. The grade head for grade 10 in School B chose the learners who completed the questionnaires and participated in individual interviews and the grade 10 teachers who took part in the focus group interview. Also, the class teacher of each of the grade 10 classes involved assisted to distribute the questionnaires to the learners in the classroom and the questionnaires were completed in the presence of the class teachers as well in the three selected schools.

3.7.1 Visits to schools

The researcher in this study paid a visit to each of the three selected schools two weeks before the questionnaires were administered. The purpose of the visit was to inform all potential participants about the research, the research aims and the procedure required to collect the data. During each visit, the researcher in this study explained the aims of the research, data collection processes and ethical procedures and consent forms for parents/care givers were given to learners in the selected grade 10 classes. The researcher in this study pleaded with the learners to take the letters and consent forms to their parents/care givers. The learners were also instructed to hand the signed consent forms (from their parents) to their class teachers three days before the questionnaire was completed at each school.

3.7.2 Questionnaires for grade 10 learners

The first instrument which was used to collect data were anonymous self–administered questionnaires completed by some grade 10 learners who consented to participate in the study (see Appendix 1). The researcher in this study introduced herself and explained the purpose of the research again to all learners. Next, the researcher in this study explained the ethical procedure (see Section 3.10 below) to all potential participants. This was guaranteed by each

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participant signing the consent form and in the case of learners, parental/care givers’ consent was obtained prior to the date of completing the questionnaires.

The questionnaires were completed in the classrooms during school hours. When the questionnaires were handed out some of the respondents asked questions and the researcher in this study clarified their doubts. In addition, each section on the questionnaire was introduced to the learners and the purpose clearly stated. On average each respondent took about 20 minutes to complete the questionnaire. At the end of the exercise the respondents handed back the questionnaires and remained seated in their classroom while the researcher in this study left the classroom. Two grade 10 classes completed the questionnaire at each school hence the above process was repeated in the next class at each of the three selected schools. The questionnaires were completed at the three selected schools on three different days as arranged by the school authorities and/or teacher in charge (grade head) of grade 10 learners.

The numbers of learners who completed the questionnaires were as follows: 38 grade 10 learners X 2 (Grade 10) classes at School A= 76 (46 girls and 30 boys) 28 grade 10 learners X 2 (Grade 10) classes at School B = 56 (34 girls and 22 boys) 34 grade 10 learners X 2 (Grade 10) classes at School C = 68 (40 girls and 28 boys)

Hence a total of 200 questionnaires were completed by 200 Grade 10 learners. Of the 200 respondents 120 were girls and 80 were boys.

3.7.3 Individual interviews with grade 10 learners

The second stage of data collection in this study was individual interviews with some grade 10 learners. Prior arrangements were made with all the potential interviewees through the grade head for grade 10 at School B and through the principals and/or their deputies at Schools A and C as explained above (see Section 3.7). The purpose of the study was explained to the interviewees and each interviewee was asked to volunteer half an hour of his/her time for the interview. The date, time and venue for interviews were pre-arranged. Each interviewee was reminded telephonically through the contact persons at the school of the interview date and time.

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In order to maximize the fruitfulness of the interviews, a non-threatening and supportive environment was organized in each school by the school authorities. At School A, the deputy principal’s office was used, at School B, a room reserved for departmental meetings was used and at School C, a room reserved for meetings was used as well.

At the start of each interview session, the researcher in this study greeted the participant, introduced herself and stated the purpose of the study. Next, the participant was informed about the voluntary nature of the study and all the participants consented and the interviews were tape recorded.

After each interview the researcher in this study reflected on the key aspects mentioned during the interview in her note book and waited for the next participant.

3.7.4 Focus group interviews with grade 10 teachers

The third stage of data collection in this study was focus group interviews with some grade 10 teachers. Prior arrangements were made with all potential interviewees through the grade head for grade 10 at School B and through the principals and/or their deputies at Schools A and C as explained above (see Section 3.7). The purpose of the study was explained to potential participants and each participant was asked to volunteer half an hour of his/her time for the focus group interview. The date, time and venue for interviews were pre-arranged. Each interviewee was reminded telephonically through the contact persons at the school of the interview date and time.

In order to maximize the fruitfulness of the focus group interviews, a non-threatening and supportive environment was organized at each school by the school authorities. The same venues used for individual interviews were also used for focus group interviews. The physical environments of the interview venues were suitable ones; hence interruptions were minimized during the interview discussions.

The ethical procedure discussed in Section 3.7.3 was also applied during the focus group interviews. The researcher in this study also emphasized confidentiality in terms of the content of the focus group interview at the start of each focus group discussion and all members of a focus group at each of the three selected schools signed a confidentiality clause in respect of discussions during focus group interviews.

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