Questionnaires

The survey instrument used to collect data was questionnaires. Based on the literature survey, variables identified as significant were identified and questions were formulated to gather relevant information on the literacy environment. The literacy environment was assessed via the learners’, teachers’ and headmasters’ questionnaires. The questionnaires were designed to assess a wide range of elements of the literacy environment identified as relevant through the literature survey (for example, access to reading materials, reading habits, library use).

Questionnaires comprising open-ended and closed questions were used for the principals and teacher questionnaires.

All the questions in the questionnaire for learners were closed questions. In this survey questionnaire the respondent was asked to select an answer from among a list provided by the researcher. This provided a greater uniformity of responses and was more easily processed than open-ended questions. Intensity scales were not used, as the respondents were children who might not be able to distinguish between answers like “strongly agree”, or “somewhat disagree”. Some questions were contingency questions where certain questions are relevant to some of the respondents and irrelevant to others. Whether it was to be answered was contingent on responses to the first question in the series. The answers to the closed questions were analysed statistically (using the SPSS statistics programme).

The questionnaires for teachers and headmasters had open-ended questions in order to obtain additional information on opinions, views and ideas. These open-ended questions addressed issues relating to activities to encourage reading and aspects of the home environment that may have a negative impact on literacy. An analysis of the answers of the open-ended questions will be given. Careful consideration was given to the construction of the questions in order to keep them unambiguous,

relevant and simple. A pilot project in the Highveld Ridge TLC area was carried out prior to the main study to identify problems in this regard. As a result of this pilot project, revisions and improvements were made in the phrasing of questions and the overall structure of the questionnaires. After small amendments, the questionnaire was administered individually.

Introductory comments and clear instructions for completing the questionnaire were given. Respondents were to indicate the answer by an X in the box beside the appropriate answer or by writing in their answer when asked to do so. Respondents were informed that their answers would be anonymous (no names or identification numbers are given that might be linked to particular respondents) and confidential (names or numbers are given, but the responses will not be connected to particular respondents and names of respondents will not be revealed).

The questionnaires were coded individually and then analysed statistically.

The questionnaires were evaluated by Dr Rhena Muller and Mr Hennie Gerber in the Department of Statistics at UNISA. Mr Gerber and Mrs Heleen Muller also assisted with the SPSS analysis of the questionnaires.

Three questionnaires served as survey instrument: 1. Learners’ questionnaire

2. Teachers’ questionnaire. 3. Headmasters’ questionnaire

5.6.1.1 Learners’ questionnaire

The learners did not complete the questionnaires on their own. Teachers, the researcher and field workers acted as interviewers for learners. These face-to-face structured interviews take more time than self-administered questionnaires, often resulting in smaller sample sizes.

The questionnaire for learners was done as a structured interview. These take place face-to-face. The questions were kept short and simple for clarity, because lengthy

questions could confuse the young respondents. An interviewer read the questions to the learners and the interviewer put a cross in the block of the learner’s choice. Respondents were given information and instructions on completing the questionnaires. All respondents received a bookmark as token of appreciation after completing the questionnaire.

The learners’ questionnaire (See Appendix A) was divided into:

1. Background/biographical information (Questions 1 - 4) – age, gender, population group and home language as variables.

2. Information on the learners’ home literacy environment (Questions 5 - 17). Questions 5 - 9 describe the home environment – electricity, listening to a radio, watching television, computer availability, and the caregiver of the child. Questions 10 - 17 deal with the literacy environment at home – story reading and story telling and who is involved, availability of books and other reading materials, number of books and types of books. These questions were included as the literature indicates that the family structure, the family’s social standing, literacy, reading activities and attitudes will affect the child’s development of a reading habit.

3. School literacy environment (Questions 18 - 23) – school grade, tuition language, reading activities, parental involvement in school matters as variables.

4. Involvement in literacy activities, access to reading materials as well as library membership (Questions 24 - 35).

5.6.1.2

Teachers’ questionnaire

Fifty teachers completed the teachers’ questionnaire. Grade 3 - 7 teachers were chosen from names given by the headmaster. From the list of teachers given, one was chosen from the first half of the list and one from the second half at each school. The teacher’s questionnaire (See appendix B) comprised three sections:

1. Background/biographical information, with gender, home language, teacher training and experience, library use, reading habits as variables.

2. School environment, with number of learners per class, tuition language, classroom conditions, meetings with parents as variables.

3. School literacy environment, with parental involvement, reading corners, classroom collections, story reading, class reading as variables, as well as open-ended questions on specific reading activities and aspects of the home environment that have been identified in the literature survey as hindering reading development.

5.6.1.3 Headmasters’ questionnaire

Headmasters of 22 schools (See Appendix C) completed the headmasters’ questionnaire.

The headmasters’ questionnaire included two sections:

1. The school environment in general, with type of school (public or private), mother tongue of the majority learners in the school, tuition language, classroom shortages, meetings with parents as variables. 2. The literacy environment in the school, with the existence of a school library,

full time school librarian, part time school librarian, library use as variables, as well as open-ended questions on specific activities to encourage reading. The headmasters’ and teachers’ questionnaires were used to provide information on the literacy environment that the school provides, and on the teachers’ literacy practices and perceptions.

The purpose of each of the questions will be discussed when analysing the questionnaires.