FOCUS GROUP DISCUSSIONS

Content areas covered

8.3.2. FOCUS GROUP DISCUSSIONS

As mentioned above, focus group discussions were content analysed according to the method described by Sandus and Pinhey (1983), with the idea or conceptual cluster as the unit of analysis. Every time someone spoke a new idea was recorded, but occasionally one person's comment contained more than one idea and so this was recorded as several ideas. For all six discussion topics, ideas were recorded and then grouped into thematic units. Attempts were made to count the number of times each theme was covered both within a particular topic and in the discussion as a whole in order to determine the weighting given to every theme.

8.3.2.1.

8.3.2.1.1.

Themes covered - separate questions:

Advantages and disadvantages to attending the empowerment programme:

The first topic focus sed on whether students considered it worthwhile to have attended the programme, the gains and losses of attending and aspects they found useful and not useful. A total of 133 ideas, covering 10 themes were discussed in the four groups, 127 (96%) of which expressed positive ideas and 6 (4%) of which were criticisms of the programme.

Thirty three ideas (25%) focussed on the benefits associated with the programme's focus on empowerment. Respondents claimed that this aspect was helpful to their study behaviour and the most valuable aspect of the programme:

The most valuable thing was the empowerment work. It gives us a technique to use and a confidence with which to approach our work.

The success ofthe Education Development Programme (E.D.P.) is largely dependent on what we did in terms ofempowerment.

(Note that the term E.D.P. is used specifically to refer to this programme rather than education development programmes in general).

Respondents claimed that the focus on empowerment had taught them confidence, a greater sense of control over their work and a stronger sense of determination to succeed both in Psychology and their other courses:

I gained confidence by coming. I gained more control over my work. Ifelt that I'd done everything I could to do well.

My attitude to learning has changed - I am less likely to think the Psychology exams are out to trick you.

Several subjects described a change in attitude towards both success and failure:

If

you fail courses the problem seems global, but because I'm passing Psychology, I feel like a conqueror. So I've become empowered in my other subjects, to now conquer

them.

Now

if

I do fail a test or exercise, it feels less as

if

my whole world has caved in, because I now know how to do better in future, and I can learn from my mistakes.

Subjects valued the fact that tutorials were student-centred. They claimed that students played a more active, empowered role in this programme than in their other disciplines, where the content and structure of tutorials was predetermined with little flexibility to students' needs.

Anequally popular theme (25%) stressed the benefits of the empowerment focus on academic performance. Respondents valued the revision exercises and past test papers and claimed the programme had led to an improvement in their academic performance:

The empowerment work really helped. I was going to drop Psychology but now my marks have picked up. I feel it helped and motivated me to do more.

If

itwasn't for E.D.P I would have failed Psychology. I was about to give up.

If

you come to E.D.P. and still fail, you only have yourselfto blame.

The third most popular theme referred to the relationship between this programme and students' other courses, mentioned 20 times (15%). Some of these mentions focussed on the positive impact of this programme on respondents' other courses:

It has helped a lot in my other courses - for example Maths. It has given me the strength to carry on with the course. I now know how to decide what is important and make decisions about how to study the material in Maths.

Some respondents claimed that this programme was more fulfilling than academic development offerings in other disciplines. They stated that this programme had a broader coverage, going beyond material covered in lectures, whereas those in other disciplines merely revised lecture content. They valued the way this programme was guided by students' needs, while in other disciplines they considered academic development offerings too structured or a waste of time:

With the other E. D. P. tuts it's just like window dressing. The tutor is not prepared or they just impose their ideas on you. That doesn't happen in Psychology.

Fourteen respondents (10%) claimed that the programme had been useful and had helped them a great deal. Ten respondents (8%) claimed that their enjoyment of Psychology had increased, thus increasing their motivation to succeed:

I now come not to pass the test but because I enjoy the course.

Nine respondents (7%) focussed on the benefits of group discussion, claiming that discussions helped them determine whether they had understood a section of the course. Some had thus been motivated to form their own study groups. They also found it reassuring to discover through discussion that others shared similar academic difficulties:

At the start ofPsychology I was very lost. It was a reliefto come to these classes and find that other people shared my problems.

Six respondents (4%) stated that the programme gave a greater sense of focus and clarity to Psychology, helping them to identify the relative importance of various aspects of the course:

E.D.P. made the lectures seem clearer. I now know what to take from the lectures instead oftrying to copy down everything, but without understanding it.

Six respondents (4%) identified aspects they did not find useful in the programme. They thought that the programme focussed too heavily on empowerment, that more time should have been spent on course revision, and that the group should have had a better racial balance:

E.D.P. would work best

if

there was a good racial mix, otherwise racial issues are ignored and one restrains oneselffrom being honest. It would be better

if

there are equal numbers ofdifferent race groups. Otherwise black students rely on the white students and don't take responsibility.

Thefinaltwo students (2%) claimed that they had gained valuable learning skills by attending including how to analyse the textbook and use critical thinking skills.

The above findings are summarised on the following graph:

Graph 8.24. Gains and losses associated with attending the empowerment programme

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Q. Empowerment Inc perform Other courses Useful Enjoyment Group Area of benefitJweakness

KEY:

Focus Criticisms Skills

Empowerment:

Inc perform:

Other courses:

Useful:

Erljoyment Group:

Focus:

Criticisms:

Skills:

Benefit ofprogramme in terms ofgreater confidence, responsibility and empowerment

Benefit ofprogramme in terms ofincreased academic peiformance Relationship between this programme and other courses

Usefulness ofattending this programme

Benefit ofprogramme in terms ofgreater erljoyment ofPsychology Benefit ofprogramme as a result ofgroup discussion

Benefit ofprogramme in terms offocus and clarity given to Psychology course Critique/ weaknessesljlaws in empowerment programme

Benefit ofprogramme as a result ofacademic skills and strategies developed

8.3.2.1.2. Success of aims of empowerment programme:

The second topic for discussion explored respondents' opinions about three of the aims of the programme and whether these had been realised or not.

• The aim of developing independent learning skills:

Thirty six responses were given of which 34 (94%) were positive comments and two (6%) were criticisms of the programme. Seventeen comments (47%) referred to the development of a more positive attitude to learning and a growing sense of responsibility as a result of

attending the programme. Respondents claimed that they had learnt to adopt a confident, active approach to their learning rather than passively expecting to fail. Several subjects stated that they felt more in control of their study behaviour and no longer believed that examiners were attempting to trick them. They also worked more consistently and were less likely to leave their studies until the last minute. Several also claimed that their change in attitude towards their studies had benefited their work in other disciplines.

Seven respondents (19%) claimed to enjoy Psychology more as a result of developing independent learning skills. They no longer attempted to memorise and repeat textbook information parrot fashion, but rather had developed deeper understanding of the material and an ability to relate it to their own experiences, which increased their enjoyment of the course.

Four respondents (11%) stated that the programme had taught them a useful strategy or set of skills with which to approach their learning:

I've found a great change. I now work much harder. Also when I read a book, I have a strategy, I know how to approach the book. I use the textbook like an encyclopaedia rather than learning it wordfor word.

Four others (11 %) stated that the programme had provided them with a greater sense of focus as they had learnt how to determine the relative importance of course content. Two respondents (6%) made critical comments. One stated that she had always been responsible and so the

programme had not benefited her in this regard, while the other felt that regular tests would provide valuable feedback as to whether attempts at greater independence in studying had led to an improvement in performance. The final two respondents made miscellaneous comments that could not be categorised. These findings are summarised on the following graph:

Graph 8.25. Subjects' opinions regarding the aim of developing autonomous learners

Miscellaneous Group

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AreaofbenefrtJweakness

KEY:

Empowerment:

Enjoyment:

Skills:

Focus:

Criticisms:

By developing independent learning skills the programme led to greater cmifidence and responsibility for learning

Independent learning skills led to greater enjoyment ofPsychology Students learnt a useful set ofacademic skills and strategies

Students achieved greater sense offocus and clarity about Psychology Critique/ weaknesses/flaws in programme in relation to aim ofdeveloping independent learning

Group: Through developing independent learning skills, students learnt that others shared similar difficulties

Miscellaneous: Miscellaneous responses

• The aim of making Psychology more enjoyable:

Thirty two ideas were given in relation to this topic, of which 28 (88%) were positive

comments and four (12%) negative comments. Fourteen respondents (44%) claimed that this

aim had been successfully realised and that their enjoyment of Psychology had increased. Eight students (25%) referred to attempts to make Psychology seem more relevant to students' own experiences which increased their enjoyment ofthe discipline. They particularly valued the fact that the examples provided in the programme tutorials were of South African rather than American origin (as in the textbook):

E.D.P. has made Psychology more interesting to me. My mind starts ticking now and I start relating my ordinary life to Psychology - before E.D.P. the course felt very separate from my own life.

Four students (13%) made critical comments. They stated that the programme only increased their enjoyment ofPsychology for some but not all sections ofthe course and also requested more activities and projects of a practical, applied nature.

Three students (9%) claimed that the programme increased their enjoyment by providing a focus to the Psychology 120 course and two (6%) considered the tutorials a useful supplement to the lectures, extending their knowledge of Psychology beyond that provided in lectures. One student (3%) claimed that the programme had impacted not only on his enjoyment of

Psychology but also that of other courses too. These results are summarised below:

Graph 8.26. Subjects' opinions regarding the aim of making Psychology more enjoyable

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J! 10 cGl

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Q. Criticisms Focus SUpplement Other courses

Area of strength/weakness

KEY:

Enjoyment: Enjoyment ofPsychology had increased

Relevance: Attempts to make Psychology more relevant led to increase in enjoyment

Criticisms: Critique/weaknesses/jlaws in relation to aim ofmaking Psychology more enjoyable Focus: Enjoyment ofPsychology increased as a result ofgreater claritylfocus about Psychology Supplement: Tutorials were useful supplement/extension to lectures

Other courses: Enjoyment ofother courses increased as well

• The aim of adopting a democratic, student-centred approach to group functioning:

Thirty two responses were given in relation to this topic, of which 27 (84%) were positive comments and five (16%) criticisms. Twenty one comments (66%) reflected the theme of student empowerment and participation in determining the direction of the programme:

Most topics dealt with came from the students, not from a predetermined, superimposed structure.

Jacqui works at our level. She asks questions back to us rather than telling us the answers. Therefore the students guide the process.

Subjects valued the fact that the mode of teaching was not didactic, but rather they were encouraged to discover solutions to their difficulties for themselves, through discussion:

In my other courses tuts are formal. The tutor is the expert and you take from them rather than sharing ideas with the group. Here the more you talk, the more you gain.

Here I feel an expert - I know what I'm talking about.

The theme of group discussion and participation was mentioned by six participants (19%).

They valued the fact that participation was encouraged and that everyone contributed to the success of the programme through discussion. Being given responsibility for the direction of the programme resulted not only in greater feelings of control over learning but also impacted positively on academic performance as students had to prepare for the discussions.

You feel guilty

if

you haven't done the work, so you owe it to the group to pull your weight.

If

you haven't prepared you're taking more from the group than you're giving back.

Finally five respondents (15%) mentioned limits to student control arguing that sometimes the tutor's expertise seemed more valuable than students' knowledge:

There's a limit to howfar we can control what happens in the tuts. Jacqui's knowledge benefits us so she has to keep us on track otherwise we get sidetracked too easily.

These respondents also mentioned the tension between becoming empowered, and course revision, best achieved by having the course re-taught, but which would allow students to remain passive. Results from this section are summarised below:

Graph 8.27. Opinions regarding theaimof adopting a student-centred teaching methodology

Limits Group

Area of benefit/weakness Empowerment

G)

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KEY:

Empowerment: Programme was successful as a result ofbeing student-led and allowingfor student empowerment

Group: Programme was student-centred as everyone was encouraged to participate and contribute to discussion

Limits: Limits to the extent to which students could control the programme

8.3.2.1.3. Focus on empowerment and the impact thereof on study behaviour:

The third topic explored the programme's focus on empowerment, and the impact this had had on academic performance as well as other aspects of functioning at university. Fifty nine of the 76 responses given in response to this topic (78%) were positive comments and seventeen (22%) were criticisms. Twenty students (26%) claimed that the focus on empowerment had boosted their confidence and ability to express an opinion and contribute to group discussion:

In the first semester I went to the departmental tuts just to listen, but now I express opinions and ask questions when I need to.

Many referred to greater feelings of assertiveness, resulting in an ability to more freely approach lecturers and tutors for help rather than ignoring a problem or relying solely on the empowerment programme tutor with whom they felt comfortable:

The empowerment work was very helpful. WithoutitIfelt afraid to confront white lecturers. Now Ifeel more confident.

Fourteen students (18%) claimed that the focus on empowerment had increased their

enthusiasm and enjoyment of Psychology. Two of these students claimed the empowerment work had motivated them to persevere when they had considered dropping Psychology.

Thirteen students (17%) claimed that becoming empowered had led to a set of skills which impacted positively on their performance in other disciplines and their adaptation to university:

Empowerment is a useful life skill. It doesn't only help us in Psychology but in all aspects ofuniversity life.

I feel more comfortable in the university environment now - I feel confident that I am important and I have a right to be here.

These students had also gained the confidence to approach lecturers in all of their disciplines.

Sometimes this confidence helped not only themselves but other students as well:

I once had a problem in (other course) as the tutor didn't give my work back.

Learning about empowerment here made me ask for my work back. So not only I got my work back but the other students benefited too.

In I couldn't see the value ofthe readings in the tuts, so I spoke to the lecturer and next year they're changing the system - so I helped the other students.

They also felt more likely to take responsibility for problems in both their personal and academic life, thus impacting on all aspects of self development:

I had a problem with noise in res when I was trying to learn. Before I wouldjust accept it, or worry about it. Now I know how to deal with it. I had the strength because I'd become empowered to go to the warden and do something about it.

Twelve students (16%) focussed on the issue of responsibility and control, claiming that they were no longer passive, but rather took responsibility for their learning:

Empowerment has made me take greater responsibility. I now know no one can make me work - I have to do it myself, so I have greater control over my work.

Now that I'm empowered I can look at the first class test which I failed and say "Where did I go wrong?" Before I was just passive, but now I review where I went wrong.

Twelve respondents (16%) made critical comments. Some stated that as empowerment was important to their adaptation to university it should have been covered sooner in the year.

Others felt that a more direct approach should have been adopted, teaching them practical skills for how to be empowered:

It wasn't a clear enough revelation to make me change - I still feel embarrassed

if

I have to approach certain people.

Others felt that the effects of the empowerment work were limited as some staff members remained intimidating and unapproachable:

I feel empowered to stand up for myselfnow. But I think the department still treats students in a racist manner. We are still pigeonholed according to our race.

Empowerment is important, yet old lecturers don't understand the students' perspective. The lecturers also need to be empowered.

Finally, five students (7%) clajrned that the focus on empowerment had little or no effect as they did not consider themselves disempowered before the programme began.

These results are summarised below:

Graph 8.28. Subjects' opinions regarding the programme's focus on empowerment

Noeffect Other courses Responsible

Areaofbenefitlweakness

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KEY:

Confidence: Effect ofempowerment focus in boosting corifidence and assertiveness Erifoyment: Effect ofempowermentfocus in increasing enjoyment ofPsychology

Other courses: Wider benefits ofempowermentfocus in improving peiformance in other disciplines Responsible: Effect ofempowerment focus in increasing responsibility for learning

Criticisms: Criticisms/weaknesses/flaws in relation to programme's empowerment focus No effect: Empowerment focus had no effect on respondent

8.3.2.1.4. Opinions concerning readings, notes, revision exercises and other handouts:

This section ofthe discussion explored respondents' opinions concerning the readings, handouts and revision exercises given to participants. Twenty eight of the thirty responses given (93%) referred to the usefulness of the handouts, while two responses (7%) were criticisms of the use of handoutsinthe programme.

Eleven respondents (37%) mentioned the value of the handouts to their studying, while seven (23%) claimed that they increased the relevance of Psychology to students' own context:

The handouts showed me that Psychology's not isolated in the university. What we're doing in Psychology happens in society. It's not just a subject to be passedfor a degree - because ofE.D.P. I can see Psychology's relation to real life.

The handouts give us greater experience ofPsychology as it applied to South Africa.

The textbook examples are very American, but because ofthe E.D.P. readings I can now relate the textbook to my own experiences.

Six respondents (20%) stated that the handouts clarified the textbook and provide a sense of focus to the course and four (13%) claimed that they increased their enjoyment of Psychology:

In lectures I had a tense feeling because I have to read the bookfor exams. Now I read the book like I would a magazine, for enjoyment, so I'm enjoying the course much more.

Finally two respondents (7%) criticised the use of handouts stating that tests should have been used to compel students to make use of the handouts given. These results are summarised in the following graph: