CHAPTER 5 ANALYSIS OF SURVEYS AND INTERVIEWS
5.4 INFLUENTIAL FACTORS
Figure 5.3 The importance of developing critical thinking skills.
91% of the participants believe that developing practical skills I extremely important to their own success. This is shown in figure 5.4.
Figure 5.4 Developing practical skills.
The surveys and interviews revealed that there are factors that could both enhance as well as inhibit learning in the Academy. It was decided by the researcher to seek perspectives from various sources for both validity and reliability purposes so two surveys were given to non- participants who were peers to participants from the partner schools. One of the sub-
questions of the research dealt with the issues that could both improve or hinder learning on the programme. The question asked was: What factors do the participants consider to be most influential in determining the success or failure of the intervention from their perspective? Questions (5; 6; 11; 14) from the survey for students not on the programme (appendix 3) will provide insight into those factors that they, as non- participants, feel positively impact on the success of the intervention on their friends who are participants on the programme. Table 5.4 provides the statements in the survey and the responses from these
non-participants. The responses were recorded as a percentage of those who agreed and those who disagreed.
Table 5.4 Combined Survey responses- Participants not on the programme.
Forced response
Number Questions A D
5 Learning computer skills in the Academy will help my friends improve their ability in Science and Mathematics.
61 39
6 Five afternoons in the Academy is better than four days. 64 36
11 My teachers in my school are supportive of my friends attending the Academy
59 41
14 My friends are finding it difficult to manage their work because of the time they spend in the Academy.
54 46
The questions and responses in table 5.4 have been extracted from the survey (Appendix 3).
Of all the respondents 54% say that the participants struggle to manage their time due to their participation. 36 % believe that a shorter week is preferable, thus indicating that the students need time for their own work. Other factors that have an impact on the success of the
programme include a lack of support by some of the teachers from the participating schools.
41% of the respondents believe they do not have support from their teachers. The survey also revealed that 36% of the respondents feel that reducing the week from five days to four would have benefits for the students by allowing them to have more time for their own school work. It would appear from these results that time spent on the programme has a negative impact on some of the participants. From the responses it would seem that some students are managing the time pressures but that others are not. An important factor that could also have a negative impact on the success of the programme is the fatigue that some of the participants are experiencing. This was highlighted by a number of respondents who emphasised this as an issue.
The following responses to question 3 of the second survey (Appendix 4) of the students not on the programme are issues that have been mentioned by the respondents that could have an impact on the success of the programme. Question 3: Do you believe that your friends are able to cope with their schoolwork and the time they spend in the Academy? A number of respondents indicated that their friends could not cope with all the work. They also indicated that their friends are often tired and do not do their school home-work.
The interviews with the participants (extracted from Appendix 6) provided the following information. Only those questions that had a bearing on the research question have been included with the appropriate responses.
Question 6: ‘what could we do to improve the efficiency of the Academy?’
Transport was raised as an issue that could negatively impact on the success of the programme. More lessons in mathematics and science should be provided. Some of the students are constantly absent and this is disruptive. These issues could have a negative impact on the success of the programme.
Question 10: ‘What factors do you think are important for the Academy to be successful?’
Once again, transport was highlighted as a problem. Some of the respondents believe that other subjects should be taught. The issue of student’s absenteeism was emphasized. These responses propose that the problem with transport needs to be resolved and a second important factor is the continued absenteeism by certain students which appears to be disruptive and thus could impact on the success of the programme.
The teachers who were interviewed were asked the following question:
Question 12 ‘What factors do you consider to be most influential in determining the success or failure of the intervention on the participants?’
The following responses were given:
More tests should be given to the students whilst on the programme.
Absenteeism is a problem. This results in a lack of continuity.
Some of the students are not motivated and this presents a problem.
Some of the students are very tired and find it difficult to concentrate. This is as a result of their long day.
Some of the students lack confidence and self-belief.
Once again, the research sub-question 4 was directed at the participants but again there, is a strong link between what the students have highlighted as issues that could impact on the success of the programme and what the teachers have said. For example, both groups
indicated that absenteeism is a problem. A few of the teachers have highlighted motivation as an important factor for individual success on the programme. This belief is borne out by Svinicki and Dixon (1987) who said that the learning approaches adopted by students, their views, their self-worth and their motivation all impact on their learning.
From the surveys and interviews there are a number of factors that have an impact on the success of the programme. A few of these have been highlighted by teachers and students and need to be considered when assessing the efficiency of the programme. This leads to
Assertion 4: There were specific factors mentioned by participants that were strong determinants for the academic success of the intervention programme.
The following are some common issues emphasised by all three groups of respondents, (the students on the programme, their peers not on the programme and teachers), that influence the effectiveness of the programme: From the students perspective the learning of English is important; the amount of time the Academy is in session negatively impacts on their
performance in their own schools; the emphasis on critical thinking skills is important and;
the development of practical skills was viewed by the participants as a key factor for their success. The researcher found from the results of the surveys and interviews conducted with the teachers and the peers not on the programme that the data supported these findings.