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Education Expenditure (2013)

CHAPTER 4: METHODS AND METHODOLOGY

4.4 Data Collection Methods and Techniques

4.5.1 Pilot Study

4.5.2.2 Focus Group Discussion

Focus group discussions were organized for the five participants in each of the two schools involving: headteacher, two teachers and two parents. The discussions took place in the first week of Dec. 2012 when all other individual interviews have been conducted and all

other observations and documentary analysis have been completed. This was to allow me to collect enough data to direct the focus group discussions. Each discussion took about one hour. The focus-group discussion for Kojokrom JHS was organized on Tuesday after normal instructional hours (between 4.00 p.m. – 5.00 p.m.). This was to allow for all participants to be present, especially, for Koranteng (the fisherman) to participate. That of Yawkrom JHS was organized on a Sunday afternoon (from 3.00 p.m. – 4.00 p.m.) which was considered convenient for all participants.

At Kojokrom JHS we spent 45 minutes but Yawkrom JHS we spent one hour because we had to manage the two languages (English and Twi). Sometimes the views from Yoofi and other participants were translated into appropriate languages to allow for better understanding of all participants. The discussions remained enjoyable throughout the two focus-group discussions, no body felt intimidated and discussions were frank. The PTA/SMC chairman from Kojokrom could not hide his feelings about the focus-group discussion and called on the headteacher to organize such a forum regularly for key stakeholders of the school.

4.5.3 Observation

Observation, according to Kumar (2011) is a purposeful, systematic and selective way of watching and listening to an interaction or phenomenon as it takes place (Kumar, 2011, p. 128). Simple observation tools were used in order to observe the events such as: classroom teaching and learning, in-service training of teachers, PTA meetings, and other co- curricular events. The data collected was as follows:

1. The aims and objectives of the events in relation to the improvements of the school. 2. The extent of participation of the key actors in decisions to improve the schools. 3. The outcomes of the events taking into consideration the objectives of the events.

In all, two classroom lessons, two staff meetings, two PTA meetings, and two school-based in-service training sessions were observed, one from each of the two selected schools.

Classroom Lesson Observation: This session aimed to observe classroom instructions with the headteachers and lessons delivered by two teacher participants, one in each of the two schools. A lesson from each of the two teacher participants in each school was selected and their lesson notes (lesson plan) investigated. One topic was selected for observation. The major features of the lesson notes were checked. These features include: the objectives of the lessons, the time and duration, the teaching and learning materials stated and prepared for the actual lesson, the approach or methodology chosen for the lessons with emphasis on the teacher and learner activities, and also the assessments for feedback. The actual lessons were then observed in the classroom on the scheduled days and time as indicated in the lesson notes.

During the observations, a number of aspects of the lessons to be delivered by the teacher participants were studied. These aspects included: the classroom management, seating arrangement, the logical flow of the lessons, how the lessons fitted into the previous knowledge and also led to the follow up lessons and the students‟ participation in the lesson. Additionally, the use of teaching and learning materials and the effectiveness of the feedback assessment were observed. The observation involved the use of simple observation tools as outlined in appendix 6 (page 186)

Staff Meetings: Each school organizes two regular staff meetings every term and as part of the data collection one staff meeting in each of the selected schools was observed. The meetings were usually organized during the beginning and end of each term. Permission was sought from the headteachers before attending any of the staff meetings. A number of aspects were observed at the staff meetings including issues discussed and decisions taken; and, how relevant the decisions were related to improving the schools. There was special focus on how the headteachers used their leadership to influence decision-making.

PTA Meetings: One PTA meeting was observed in each of the two schools. One PTA meeting each was organized in both schools for the term during the data collection period. Again, permission was sought from the headteachers and PTA Executives. Observation

was made for the entire duration of the PTA meetings attended. Proceedings at the meetings were observed by critically looking at the interactions regarding the relationship between parents and the teachers and headteachers along with the issues discussed; the importance of the issues to school improvement, the participation from parents in the decision-making, and finally the leadership role of the headteachers and PTA executives.

School-based In-service training: One INSET session in each of the two schools was observed. These two INSETs were organized at the beginning of the term when the schools met to learn new ideas and skills regarding strategies for improving the competencies of staff. The observation focused on the aspects of the training that were related to building the capacities of the teachers to enable them deliver quality education. These include: the topics, how interesting and challenging to the needs of the teachers, the facilitation at the training alongside the participation of the teachers, the interactions among teachers and facilitators, the materials used at the training, the leadership and the training that would help the teachers to improve their delivery.

In all the observations, the emphasis was on what happens at these places and being a passive observer I made sure that my presence at any of such places did not interfere with proceedings. Though they were aware of my presence, I remained passive in all cases.

4.5.4 Documentation

To augment the data collected from the interviews and observations (primary data), I selected and reviewed some documents in the two schools that were related to improvement in the schools. Documentary materials are considered as legitimate source of data, provided that they are treated as produced and their context taken into consideration (Atkinson and Coffey, 1997; and Silverman, 1997). In this regard no material was altered. Documentary evidence as argued by Marshall and Rossman (2006) is useful as it provides information and facilitates analysis along with providing validity checks and triangulation as a secondary data source(Marshall and Rossman, 2006).

Key documents were selected from the Ghana Education Service, such as policies on school documentation and support for the delivery of basic education. These were used to further understand the school improvement practices. The documents included: the school timetable, teachers‟ lesson notes, students‟ attendance register and class/homework exercise books, teachers‟ attendance book, school performance improvement plans (SPIP), and minutes of PTA and staff meetings (see appendix 2, page 177). The analysis of these documents aimed to form a deeper understanding of the specific practices in schools that contribute to a conducive environment for effective teaching and learning. The data from the documentations were presented as summary charts or photographs (see appendix 2).