OBSERVATIONS

4.5.1.1 General description of research tool and literature

Observation can be a powerful check against what people report about themselves or the occurrences during interviews and focus groups. What people say they believe and do are often contradicted by their behaviour. Marshall and Rossman (2010) describe participant observation as a qualitative method with roots in ethnographic

research, the objective of which is to help researchers learn the perspectives held by study populations. Qualitative researchers presume that there will be multiple perspectives within any given community, and they are interested in both knowing what those diverse perspectives are and in understanding the interplay among them.

Participant observation always takes place in community settings, and in locations believed to have some relevance to the research objectives. The researcher approaches the participants in their own environment rather than having the participants coming to the researcher. The researcher tries to learn what life is like for an insider while inevitably remaining an outsider. While in the community of the study area, the researcher makes careful, objective notes about what they see, recording all accounts and observations as field notes in a field notebook. Informal conversation and interaction with members of the study population are also important components of the method and is recorded in the field notes in as much detail as possible.

Data obtained through participant observation serves as a check against the participants’ subjective reporting of what they believe and do. Participant observation is also useful for gaining an understanding of the physical, social, cultural and economic contexts in which study participants live, the relationships among and between people, contexts, ideas, norms and events, and people’s behaviour and activities about what they do, how frequently and with whom. Through participant observation, researchers can also uncover factors important for a thorough understanding of the research problem but that were unknown when the study was designed. This is the great advantage of the method because, although truthful answers to the research questions can be obtained, questions are not asked outrightly. Thus, what we learn from participant observation can help us to not only understand data collected through other methods (like interviews or focus groups), but also to design questions for those methods that will give us the best understanding of the phenomenon being studied.

4.5.1.2 Blaauwbosch case study

In this research study, observation was done at certain points (Annexure A) where people in the study area often went to as part of their daily routine and engaged in the activities related to their interest. Key informants were used to identify those locations. The time and duration of observations varied, depending on the situation

and circumstances at those identified points, as indicated in Table 4.1. The main aim of the observations was to pay attention to what was happening in a particular setting.

Observers were alert and vigilant, as they were supposed to write about what they saw and heard in great detail after leaving the scene. The details of what was observed are outlined in the observations sheet (Annexure B).

Table 4.1: Observation timetable.

An observation sheet (Annexure B) that was prepared before the actual observation took place was utilised in this study at four different settings on roads P296 and P483.

It contained all the details of what was observed, and what assisted the researcher during other data collection methods. Observations took place during peak and off- peak times on different days and at times, as depicted in Table 4.1.

Elements that were not included in the observation sheet (prior to observation) were also noted and recorded, as well as the fact that these could have a direct bearing on the findings, conclusions and recommendations of the study. The analysis of the findings are explained further in Chapter 5. It is also important to note that these observations were planned such that they do not distract or interfere with daily lives or happenings in the study area.4.5.1.3 Transect Walks

The United States Agency for International Development (USAID 2009) describes the transect walk as a path along which one observes and evaluates attributes of interest or of particular concern. It is a tool with which to describe and show the location and distribution of resources, features, the landscape and main land uses along the transect area. Transect walks are spatial data-gathering tools. They provide a team with an overall view of the community and help it to identify issues that might merit

further exploration. Transect walks can be time-consuming, depending on the size of the community and the transect area. After the transect walk, a discussion should be held on the information that was collected. The information gathered during transect walks is then presented in a diagram that shows the different zones of the community.

4.5.1.3 Application in the study area

In the case of this research study, the transect area were the roads P296 and P483 in the area of Blaauwbosch. The map of the research study area (Annexure A) indicates the points where the transect walk was undertaken. The transect walk was undertaken by the researcher and the community members that had been identified as key informants for the research study. The aim was to observe, listen, and ask questions that would enable the identification of problems and collective development of solutions. The key informants were the villagers who had good knowledge of the area, and who were willing to participate in the transect walk.

A total of nine individuals from each of the three focus groups were used as key informants to conduct the transect walk. They were selected based on their close proximity to the area of study as well as the keen interest that they showed with regard to the study. During the transect walk, the participants observed and recorded in detail all important issues related to road safety activities and the behaviour of the community members or road users. Notes were made of all vital information gathered, and sketches were drawn where necessary. Different aspects were grouped accordingly as per the information in the observation sheet (Annexure B).

4.5.1.4 Ethical considerations

Welman et al (2007) define ethics as a set of moral principles that is suggested by an individual or group, is subsequently widely accepted, and which offers rules and behavioural expectations about the most correct procedures towards experiments, subjects and respondents, employers, assistants and students. The researcher applied ethical principles such as not harming participants. It is possible for the interviewees (subjects) to be psychologically harmed during the course of the study, and the researcher must be aware of the dangers and guard against them. It is one of the obligations of the researcher to protect subjects from any kind of harm. If there are risks involved, the researcher should inform the participant before proceeding and take all possible measures to minimise distress.

The current study was subject to certain ethical issues. As previously mentioned, all participants provided their written acceptance regarding their participation in the research study through a consent form (Annexure I). This letter explains the research procedure and explicitly states the withdrawal clause. The aim of the consent form provided was to reassure the participants that their participation in the research was voluntary.

The consent form outlined the research process, objectives of the research as well as how the recruitment of the participants would be carried out. The participants were also notified about the use of photography and audio recording devices during the interviews and focus group discussions. In terms of confidentiality, it was clearly stated that all information gathered would be kept by the researcher at all times, and would not be made available to any third party at any time during or after the study, unless the participants agreed. The withdrawal clause stipulated that the participants were, at any time, allowed to withdraw from participation in the research study without being victimised. The participants were also informed of the anonymity clause, in accordance with which they did not have to provide their names during the discussions if they did not wish to. This was also clearly stipulated in the consent form, which included the following: none of the comments made or information collected would be attributed to any individual or name; the data would be stored in the researcher’s personal computer; tha data would be stored for the duration of the research study, and would be destroyed once the study was complete; the data would only be used for the research study’s stated purpose, and would be submitted as part of the dissertation.

The participants had to sign the consent form, acknowledging that it had been read and its contents understood. One copy remained with the participant, and the other copy was kept by the researcher. On signing the consent form, the participant acknowledged that they understood the purpose of the research study, and agreed to indemnify Unisa against any liability that may occur during the course of the project. In addition, the participants undertook to make no claim against Unisa in respect of damages to their person or reputation as a result of the project through the fault of other participants, unless resulting from negligence on the part of Unisa, its employees or students.

Annexure K indicates the ethics approval document that outlines that the institutions that gave permission for the research study to be carried out requested that feedback be given at the end of the research study. This is done in the form of findings, recommendations, and conclusions about the research study. Other participants in the study also requested that they be provided with feedback at the end of the research study. This would also be presented at the end of the research study through the same format that was followed during the research process. The feedback would be useful to the participants to determine the intervention strategies that they need to undertake, and to ensure sustained participation.