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CHAPTER SIX
THE EXPERIENCED NCV ARM CURRICULUM
6.1 INTRODUCTION
In chapter four, the discussion was based on the intended curriculum which focused on a curriculum analysis of the NCV ARM Level two curriculum documents. Chapter five was centred on the actual curriculum, that is the pedagogy and assessment which occurred in the classroom. In this chapter, the following question was addressed: how do NCV (Automotive Repair and Maintenance) students at Campus X experience the curriculum?
The emphasis in this chapter is the way in which the students experienced the curriculum.
What were their feelings regarding the curriculum itself and the way in which it was carried out?
The above research question is addressed in this chapter using data collected from two focus groups. I started off with a discussion regarding focus groups, then discussed the themes that emerged from the data collected, I continued thereafter to give a summary of chapter six and ended with a discussion around the focus groups.
SANUSHA CHETTY P A G E | 139 study was for the following simple reasons: I would be able to collect qualitative data, data collection would be quick and cost effective and encouraging groups rather than individuals to voice their opinions.
The main purpose was to be able to draw upon the respondents’ attitudes, feelings, beliefs, experiences and reactions. These attitudes, feelings and beliefs may have not been revealed as much as compared to that of a one-on-one interview however more information was likely to be gained from a social gathering. Respondents tend to be more at ease when they are in a group rather than having the spotlight on them alone. Focus groups provoke a multiplicity of views within a group context (Liebenberg, 2012). This focus group enabled me to gain a larger amount of information in a shorter space of time.
The focus groups were made up of NCV ARM Level two students from Campus X. The groups consisted of five students each. The students were selected for the two focus groups based on their test one results. The students all consented to participating in the focus groups.
They were reminded that should they not be happy during any part of the focus group they had the option of exiting the focus group.
There were forty five students that wrote their compulsory test one (Appendix 20 and 21 show the test and marking guideline used to determine the range of students). The test was of a theoretical nature since term one of the year starts with theory foundation. From the group of forty five students, five students with the highest marks, where students scored sixty eight percent and above, were chosen and five students with an average mark of fifty five percent and below were chosen.
Group one consisted of the top five students from test one and focus group two consisted of the five average students from test one. The focus groups were not strict and formal but rather casual and comfortable so as to allow the students to be confident in that environment to speak freely. This was my intention here to ensure that a discussion ensued rather than an interview.
This would assist the process whereby students would be more comfortable talking amongst themselves compared to that of a question and answer session with me.
There were three females and two males in both groups respectively and the students ranged from sixteen years to twenty years of age. Five students had passed grade eleven, four had
SANUSHA CHETTY P A G E | 140 passed grade ten and just one had only reached grade nine during their formal schooling. All the students were of the African race. It was interesting that seven of the ten students have some sort of experience in the automotive field, indicating that they did work with uncles, friends, etc in the informal automotive workshops that they ran. It was also interesting to take note that the average learners had no experience in the ARM field.
Groups Name Gender Age Last grade passed
Race Actual mark
Experience in the ARM field Yes No Group
One
Andiswa Female 19 10 Black 80%
Amanda Female 19 10 Black 75%
Jimmy Male 22 10 Black 68%
Nosipho Female 20 11 Black 70%
Thulani Male 24 11 Black 68%
Group Two
Ben Male 16 9 Black 55%
Buyi Female 20 11 Black 50%
Siyabonga Male 21 11 Black 53%
Lindo Female 20 11 Black 54%
Gugu Female 20 10 Black 52%
TABLE 21: BIOGRAPHICAL DETAILS OF STUDENTS THAT PARTICIPATED IN THE FOCUS GROUPS
I began with a brief introduction of the research being undertaken and the purpose thereof to the groups respectively. I explained the focus group process, issues of confidentiality and that anything that they said would be kept confidential. The student’s names would not be revealed unless permission was granted from them. Students were informed that should they feel uncomfortable at any point during the focus group discussion, they were not forced to remain and had the option to leave when they wanted.
Five students were requested to join focus group one. Focus group one began with a brief outline of what the focus group was about and what the purpose of the research was. Students were made aware that they did not have to answer any questions that they felt uncomfortable with and had the option to leave at any point if they did not want to participate. They were told that the research will be based on the ARM lectures and the way in which they were carried out. I explained the demographic document that they were asked to complete. It was made clear that this was for my use and will not be published in any manner what so ever, however should the need arise for publication, the students would be asked for their consent.
The group was very energetic, helpful and willing to answer questions as best as they could.
SANUSHA CHETTY P A G E | 141 The error made by me in this focus group session was that the students were not engaged in general conversation at the beginning and this was negative in so that the students seemed to remain tense and rigid with the answers. I started the questions off immediately and this did not allow the students to become comfortable and relaxed in the focus group. However, as time went on during the discussion of the focus group the students’ nervousness tended to wear off and the conversation erupted. I would have liked to start off with a more general conversation to set the scene for the focus group.
6.3 THEMES THAT HAVE EMERGED FROM BOTH THE FOCUS