CHAPTER 4: RESEARCH METHODOLOGY 71
4.10 Data generation process 78
I generated data in three phases, using a survey, focus group interview, and photo narratives and reflective diaries on environmental problems and the resolutions of the identified problems. The phases were meant to allow pre-service geography teachers ample time to reflect on their responses before they moved to the next phase.
4.10.1 Phase 1: Survey
Kothari and Garg (2014) define a survey as a method of securing information about a phenomenon under study from all or a selected number of respondents. Surveys can either be census or sample surveys,
“whatever, their type, the method of data collection happens to be observation, interview or questionnaire/
opinionnare” (p. 90). These authors add that quite often a questionnaire is considered to be the heart of a survey operation. Supporting this view, Gray (2014) believes that questionnaires are one of many research methodologies that can be used in combination with other data gathering tools such as interview. Gray (2014, p. 352) says that the “research design may plan for a wide-scale survey using questionnaires to be followed by up by in-depth structured interviews or observations with a target sample identified to be of interest by the survey”
The first instrument used to generate data was an open-ended questionnaire (see Appendix 5).
Open-ended questions, according to Cohen et al. (2011), make it possible and easy for the respondents to answer without any restrictions on what they wish to say. This makes it suitable for enquiring into complex issues, which demand more than just simple answers. A questionnaire was designed with the assistance of
university lecturers, to collect biographical data, as well as information on pre- service Geography teachers’
understanding of EE, the value of studying EE, relationship between Science and EE, topics that can be studied in EE, their views’ towards teaching EE , the possible enabling anmd constraining factors that will impsct their teaching of EE . These questions were posed with the three reseach questions in mind.
The rationale for using the questionnaire as the first instrument of data capture was twofold. First, it allowed participants the opportunity to answer the questions privately, with the information written down by them in their own words. These aspects reduce the possibility of the researcher misunderstanding information and then misrepresenting it in field notes. Second it allowed time to reflect on answers before moving to the next stage.
According to Kumar (2011) an open-ended questionnaire as an instrument for data collection avails participants the opportunity to express themselves freely. In a similar vein, Cohen et al. (2011) maintain that a questionnaire is a means of eliciting the feelings, beliefs, experiences, perception, or attitudes of a sample of individuals. Tirivangana (2013) asserts that questionnaires have several advantages; namely, they are less expensive than the focus group interview, and the questions are uniform so each respondent receives the same set of questions phrased in exactly the same way and standardization where all items are highly and uniformly structured. These scholars’ insights about the advantages of using a questionnaire influenced my choice of it being suitable for this study. A total of 20 completed questionnaires were collected from PSGTs (100 % return rate).
4.10.2 Phase 2: Focus group Interview
I used focus group interviews (see Appendix 6 for focus group interview questions) in the second phase of the data generation process. This approach was used in order to obtain rich information from pre-service geography teachers’ on their understanding and learning of environmental education, because it would yield further information through an open dialogue with participants. A focus group interview is a form of qualitative research in which, among other objectives, a group of people are asked about their perceptions, opinions, beliefs, and attitudes towards a conduct, service, or concept (Cohen et al., 2011). Creswell (2012) asserts that focus groups can be used to collect shared understanding from several individuals, a small group typically consisting of four to six participants. According to Robson (2002) focus group interviews are used to generate and evaluate data from different subgroups of a population. By gathering data on attitudes, values and opinions, and empowering participants to speak out and in their own words, encouraging groups,
survey. Although focus groups rely on interaction between the interviewer and the group, thus yielding a collective rather than individual view, one of the advantages advantage is being able to solicit more responses because participants interact more with each other than they do with the researcher (Robson, 2002).
Pre-service geography teachers self-arranged themselves in four groups (each group had five PSGTs) for the focus group interview. I conducted four focus group interviews that were of about ten minutes duration each. I made sure I established a rapport with the participants and asked non-intrusive questions in an acceptable manner, believing that the participants would be sincere. These focus group interviews were audio recorded. The benefit of audio recording is that participants can listen to their voices later and it can be used to validate their opinions. It can be used as a method of checking on validity and reliability in an attempt to establish rigor. I transcribed the audio recordings in preparation for analysis.
4.10.3 Phase 3: Photo narratives and Reflective diaries
The third phase entailed compiling photo narratives and reflective diaries. Each of the four groups of pre- service geography teachers maintained photo-narratives and reflections with explanations of their actions when they identified and solved local environmental challenges. As part of one of my lectures I capacitated PSGTs on how to create photo narratives (see Appendix 7 for photo narrative protocol) and reflective dairies (see Appendix 8 for reflective diary protocol). I also informed them what ELT entails and the stages in PAR in preparation of their field-based activity (see Section 4.9)
4.10.3.1 Using photo narratives and Reflective diaries as a research method
Photographs as a visual research method have always played a prominent role in geographic studies and social sciences. They show conveying a great deal of information (even hidden) about the appearance of a place far more succinctly than words (Rose, 2008; Hall, 2015; Pink, 2007a, 2007b; Rose, 2011; Tormey, 2013). The camera becomes an essential tool for human geography students and it is unthinkable to study human geography without photographic images (Hall, 2009). Furthermore, Latham and McCormack (2007) as well as Sanders (2007) emphasise that photographic research methods enhance students’ observation and investigation skills, promote active creative engagements with environments, as well as facilitating reflexive engagements through review of photographs. Along similar lines Hunt (2014) and Phillips and Johns (2012) stress that photographic research expose students to new skills of research and presentation, different to the conventional methods. Scholars such as Kullman (2012) and Liebenberg, Ungar and Theron
diversity of research participants through techniques such as photo-elicitation and interviewing. Rose (2008) further explains that photographs can be active players in the construction of a wide range of different kinds of geographical knowledge as they can be used for representation, evocation, as material culture and for illustrating what environmental problems look like.
The study borrows from photographing as a research method to illustrate various environmental problems that the focus groups identified in the community. Through several interventions the study showed visual representations of what the areas were like and to track environmental changes through several before and after photographs (Rose, 2008).
During stage 3 PSGT were required to take photographs and write a short narrative of the image captured on the photo. Photographs evoke meaning and reflections as well as information and factual data. They catch the texture, the mood, the atmosphere, and the ‘feel’ of real life environmental problems. They carry documentary and interpretive meaning, either posed or natural (Cohen et al., 2011). In photo-elicitation technique, the photography or set of photographs or sequence of photographs are used to invoke, prompt and promote discussion, reflections, comments, observations and memories (Banks, 2007). In this study the pre-service geography teachers studied environmental challenges through ELT and PAR and developed photo narratives based on their experiences in groups.
4.10.3.2. Reflective diary
A reflective diary is a tool that allows people to give an in-depth understanding of their learning experiences, as it allows for introspection and critical reflection on learning experiences encountered (Keke , 2008). In this context groups identified, implemented, evaluated and reflected on each intervention. These are in keeping with the constructs of ELT and PAR.
Each of the four groups was given a template that they used to document reflections based on their learning of EE (see Appendix 8). Some of the aspects participants reflected on were framed as questions.