The Learner Questionnaire

In this study, the quantitative data was collected by means of a learner questionnaire. A questionnaire was most suitable because it captured a detailed description of the experiences of participants within a setting, the underlying processes which influenced those experiences, and the perceptions of participants regarding their experiences. This questionnaire was constructed on the bases of:

a) Detailed consultation with a sample of principals and their Grade 8 Natural Science educators.

b) Consultation with the Circuit Manager of the Vlakfontein Circuit through a letter. c) The researcher’s own research data which was collected as part of the language

109

The questionnaire was short and straightforward to avoid it overwhelming the respondents with many items that might intimidate them and in the process precipitate unreliable responses.

4.7.1 Content of the Learner Questionnaire

Structured questions were selected for the questionnaire. This was because closed questions were regarded as most appropriate for obtaining demographical information and other data that could be categorized easily (McMillan & Schumacher, 1993:241). Furthermore, closed questions tried to eliminate bias during the collection of data and subjectivity during the analysis of responses. This is because closed questions require all the research subjects to answer within the same framework. This questionnaire therefore sought specific information regarding the Grade 8 learners’ challenges about using English as a language of learning Science. Specifically, the questionnaire sought specific information regarding the learners’ linguistic self-analysis in a number of important situations within the context of learning Science at Senior Phase level.

The questionnaire sought specific details on the following items:

 The learners’ frequent use of the English language skills of listening, speaking, reading and writing in their Science lessons;

 The learners’ overall linguistic level of ability, that is, their general competence and performance in English as rated by the learners themselves;

 The learners’ ability on specific English language functions that have been identified as problem areas in the learning of Science at Grade 8 level;

 Whether they experienced any difficulty in understanding the language of prescribed texts?

 To complete the picture, the researcher included an item which elicited information on what the learners themselves thought should be done to help them learn Science better through the medium of English.

110

4.7.2 Rationale for Questionnaire Design

As can be seen from the above questionnaire content, this questionnaire was designed in such a way that it did not only inform the researcher about the study group’s perception of their language challenges in studying Science but also to suggest to the learners that, for once, someone was interested in their specific language challenges and was prepared to go to some trouble to find out about them in advance. This motivated and encouraged the learners to give free and thoughtful responses to the questionnaire deviser.

4.7.3 Procedure

The questionnaire was distributed among the 70 Grade 8 Science learners. The researcher personally hand-delivered the questionnaires to the sampled learners at their schools. This had to be done to ensure the reliability and authenticity of questionnaire elicited data which can otherwise be invalidated by consultations among respondents. The researcher remained available throughout the exercise to give instructions and answer any questions that might arise. There was no time limit allocated to this exercise. A sampling of the learners was then selected using a table of random sampling. In this way a possible discrimination based on sex and age was ruled out.

4.7.4 Questionnaire Administration and Supervision

The research sample was housed in a classroom which was well ventilated and adequately lit. The researcher was assisted by two educators at each school who not only assisted with the distribution of questionnaires and pens and pencils, but also acted as “supervisors” if only to make absolutely certain that what the learners filled in was in fact individual responses to the questionnaire items. This had to be done to ensure reliability and authenticity of questionnaire- elicited data which can otherwise be invalidated by consultations among respondents. This was in line with what Cohen, Manion and Morrison (2000:93) advocate when they assert that an ideal questionnaire is one which is “clear, unambiguous and uniformly workable. Its design must minimize potential errors from respondents … and coders. And since people’s participation in surveys is voluntary, a questionnaire has to help in engaging their interest, encouraging their co-operation, and eliciting answers as close as possible to the truth”.

111

To encourage objectivity, the respondents were not required to fill in their names on the questionnaire but were nonetheless encouraged to take the task very seriously as results would help the researcher to mount not only a relevant and effective remedial programme for them but one that is interesting as well. The sheer novelty of the exercise generated interest and heightened motivation while the comparative simplicity of the questionnaire-design off-set possible comprehension problems resulting from second language factor. The researcher and the “supervisors” were nonetheless on hand to assist any comprehension problems that might arise in the course of the filling-out of the questionnaire.

The completed questionnaires were collected immediately and stored safely until scoring.

4.7.5 Scoring the Questionnaire

Since the sample used was not unduly large, scoring was done by means of the Statistical Programme for the Social Sciences (SPSS) through the chi-square significance test, the test for the differences of proportions and percentages to display the frequency of occurrence. To ensure reliability, however, the researcher was assisted by the same colleagues who helped in the administration and supervision of the questionnaire completion.