Adapted from The Center for Technology in Education:
http://www.sitesupport.org/actionresearch/ses3_act1_pag1.shtml and Seymour-Rolls & Hughes (2000:4).
Note: The nature of AR resulted in data collection, reflection, observation and action
continuously taking place between Steps 1 to 5. The data collected during and after each step and reflection thereon, resulted in changes being made during the intervention.
Kemmis and McTaggart (2000:22) believe that the approach used, can be described as action research only when it is collaborative and that it is important to note that the action research of a group can be achieved only through a critical examination of
Step 1: Identification of problem/phenomenon -
HIV and AIDS education not being implemented in
an interactive way - confirmed by literature and personal experience.
Step 2: A baseline study is conducted with teachers to determine the current level of skills, knowledge, attitudes and values regarding HIV and AIDS, as
well as how they teach it. This includes observations,
focus groups and questionnaires.
Step 3: A suitable intervention to develop teachers is designed and implemented, based on the findings and reflections
of Step 2. Continual reflection on process is
undertaken. Step 4: Training in
interactive strategies occurs. The teachers' practice and usage of strategies are evaluated and reflections are made. Step 5: Recommendations
for future training and effective practice are
developed based on evaluation of data gathered during intervention. REFLECT, OBSERVE, PLAN, ACTION: see note below.
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each action of the individual group members. In this study, throughout the AR process, all participants were actively involved in the execution of each step, as described in Figure 3.1. Participants made use of self-reflection (where they described challenges and what they had learnt or still needed to learn) during the developmental workshops, and the intervention was based on the needs expressed. Feedback and conversations between researcher and participants were encouraged throughout the AR cycle.
Reflection in AR (indicated in the middle of Figure 3.1) is that moment when the research participants examine and construct, then evaluate and reconstruct their concerns (Grundy, 2002:145). Reflection includes pre-emptive discussions by participants, during which they identify a shared concern or problem. Kemmis and McTaggart (2000:23) explain that planning in AR is constructive and arises during discussions among the participants. The plan must involve a critical examination of each action of all participants and include the evaluation of the change. Action happens when the plan is put into place and the hoped-for improvement in the social situation takes place. This action will be deliberate and strategic (Grundy, 2002:147). It is here that AR differs from other research methods: the action or change happens in reality, not as an experiment 'just to see if it works'. Observation in AR is its 'research' portion; the changes as outlined in the plan are observed and the effects and context of the situation are considered (Kemmis & McTaggart, 2000:28). During observation, research tools, such as questionnaires, can be utilised to ensure that proper scientific methods are followed and that results have meaning. Observation and action often occur simultaneously.
Seymour-Rolls and Hughes (2000:2) and O‘Brien (1998:3) indicate the importance of theory, practice and transformation in the AR process in that they reflect on the transformative cycle that shifts continuously between theory and practice (as indicated in the note on Figure 3.1). AR researchers acknowledge that any form of theoretical knowledge can be enhanced by every observable result obtained in the study and that the participants‘ actions represent an amalgamation of their own assumptions, theories and hypotheses. Winter (1989) asserts that theory and practice are aspects that are intertwined and part of one, singular process of change.
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3.4 METHODOLOGY
According to Creswell (2005), research methodology is a description of a process or a collection of theories, concepts or ideas as they relate to a particular discipline or field of inquiry. Methodology may refer to a simple set of methods or procedures, rationale and/or philosophical assumptions that underlie a particular study relative to a particular scientific method. In simple terms, it refers to the ―how‖ part of the researcher‘s study, i.e. how the study will be formed, guided and investigated.
3.4.1 Sampling
Glaser in Richards (2005:75-76) states that the scope of the sample to be used in the study and the selection of the setting are guided by two principles. The first one is that this setting and sample must be selected in a purposive manner. In addition, this selection may include choosing the most appealing example of the phenomenon to be observed (in this case, the phenomenon is HIV and AIDS prevention education) and the setting in which the researcher is most likely to observe what is deemed as of interest to the study. This principle may involve the selection of a setting based on the fact that it allows the researcher to obtain examples of a variety of experiences.
The second principle of sampling is that once the researcher has begun to understand exactly what it is that he/she is studying, strategies for sampling can be extended through theoretical sampling. The author adds that the scope of a study does not necessarily revolve around the question of How many, but will always include questions relating to Who, Where and Which settings will be observed/studied, as well as questions such as In what manner?, Who will do it?, How long will this phenomenon be studied? What will be asked by the researcher and answered by the participant? The repetition of these questions takes place cyclically and as the study progresses.
For the purpose of this study, my sample was purposively selected from a poorly resourced primary school located in the Gqebera Township in Port Elizabeth. I specifically chose this school based on logistical considerations (it was located not too far from the researcher‘s base and could be accessed by road), as well as the high HIV and AIDS prevalence in Port Elizabeth township areas. The school itself
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was co-educational, and accommodated approximately 1 200 learners, mostly from the surrounding community. The grades offered, ranged from Grade R (pre-primary) to Grade 7, with four classes for each grade, except the Pre-primary grade, which had one class only and was not situated on the school premises. The school staff comprised a total of 27 female teachers and three male teachers.
Gqebera is the oldest township in Port Elizabeth and the only one that successfully resisted the Group Areas Act (Nelson Mandela Metropolitan University, 2010:1). It is situated in a previously ―white‖ upper class residential area, which starkly contrasts with the extreme poverty of the township. Since 2000, the population has grown to nearly 60 000 in an area less than four square kilometers. Gqebera is an IsiXhosa name for the area now known as Walmer. People in Gqebera live mainly in informal shacks (though this is changing, thanks to current government housing schemes). The unemployment rate is up to 80%, with the associated problems of youth gangs, crime, and alcohol and drug abuse (Nelson Mandela Metropolitan University, 2010:2). Shebeens (bars) are where most young people spend their social time. These have been centres of violence where many residents have been killed, incapacitated or scarred for life. At the time of this study, the township had three schools (two primary schools and one high school), with between 1 200 and 1 600 learners at each school. Even though Gqebera is the oldest township in Port Elizabeth, it was the last one in which a high school was established.
According to the teachers interviewed in the area, other issues that faced the Gqebera community included teenage pregnancy, HIV and AIDS, TB, street children, orphans, poor education, and inadequate access to basic amenities. To aid and improve a community faced with problems of this nature is therefore both necessary and ambitious. The interviewees stated that many residents spent their lives focusing on day-to-day survival, with no room or time for hopes and dreams. It is due to this context that I purposefully selected the main primary school in this community, namely the Walmer Primary School.
The educators at this school had little or no resources with which to teach and, by admission of the principal of the School, the relationship with the local Department of Education was strained. The need for training, staff and skills development was prevalent at the school, with many teachers required to teach more than their
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specified grade every day. I felt that active learning strategies could prove most effective in this type of teaching and learning context, as they do not require funding and in-school training in the strategies can take place effectively; they are also flexible, can be applied to a variety of different teaching and learning contexts, and are inexpensive to use. For the purpose of my study, a total of six participants (teachers) were selected, ranging in grade taught (1 – 7), based on their availability and willingness to participate. The teachers volunteered their participation, and comprised five female and one male teacher.