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anonymity of their identity. Anonymity of participants was achieved through assigning code names to learners. As the control school was not receiving the intervention the researcher had to be mindful of ethical implications Resnick (2008) indicates withholding interventions from research subjects is ethical, provided that it does not lead to exploitation of individuals or groups. The researcher thus indicated to the control school the broader implications of their involvement in the study and their contributing role to expanding knowledge of school connectedness. With their informed consent the researcher proceeded. As both the intervention and control schools were interested in the outcomes of the study, the researcher indicated that she would be responsible for reporting the findings to the respective schools once completed.
4.8.3 Storage of data
All interviews were tape recorded using a voice recorder and transcribed verbatim with the permission of participants. This will be kept safe for at least five years in a locked cupboard in the University of KwaZulu-Natal and destroyed afterwards. All completed questionnaires and lesson plan activity will be kept safely with the researcher.
4.9 Phase 1 : Situational Analysis / Social Assessment
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situations become the fundamental unit of analysis. He indicates that in a situational analysis or situational inquiry the researcher strives to be more relative through recognising the socially constructive nature of reality (Clarke, 2005). Clarke (2005) indicates that a situational analysis is multi-perspectival through allowance and presentation of ambiguity and difference, complexity and contradiction, without necessarily aiming to ‘explain’ these differences through a substantive theory (closer to the ‘real world’ than formal theory).
The aim of conducting the situational analysis in the current study was thus to gauge a variety of role players perspectives on factors that impede school connectedness with a view to piloting school connectedness intervention. Factors that enhance school connectedness were also to be identified in the situational analysis. The aims of the situational analysis conducted in the first phase of the study were thus:
1.1.1 To develop an understanding of these factors as perceived by school managers 1.1.2 To develop an understanding of these factors as perceived by teachers
1.1.3 To develop an understanding of these factors as perceived by learners
4.9.1.1 Participants and Purposive Sampling
A total of 56 Grade 10 learners and 7 teachers (5) and managers (2) participated in the formative evaluation. In terms of gender, the learners included 27 males and 29 females, between the ages of 15-16. Ten to fifteen learners were selected randomly from all Grade 10 classes. Grade 10 most typically includes learners within the age group 15-16. This age range of the sample was thought appropriate as according to Erickson, (1968, 1994) in this time period, students make plans for the future and they must go through a process of self-awareness, self-consciousness. The adolescent also
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focuses on self-image both physically and in relation to others in this time period.
Purposive sampling was also utilised to recruit 5 teachers and 2 managers. All had a background in Life Orientation. The manager also had a background in teaching the subject area Life Orientation.
4.9.1.2 Research Design
Qualitative methods were used for the formative evaluation. To gain an understanding of factors as perceived by managers and teachers, 4 qualitative semi-structured interviews were conducted as part of the formative evaluation. To gain an understanding of factors as perceived by learners, four focus group sessions, with grade 10 learners were conducted.
In this phase, four focus group sessions between 50 to 60 minutes in duration were conducted. The focus group interview schedule was developed to understand belongingness, membership and acceptance as perceived by learners at the school community level. It also sought to understand interpersonal influences that impede school connectedness such as social support in the school and help seeking behaviour.
Lastly, the influence of intrapersonal skills such as self-regulation, goal setting and future orientation were also explored in the interview schedule. (See Appendix 4, pg.
226 for the interview schedule).
4.9.1.3 Research Instruments
The semi-structured interview, using open ended questions was utilised in this study as the researcher sought to provide rich, spontaneous information. Seven individual interview sessions were conducted with teachers and managers. Each individual
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interview was 50-60 minutes in duration. The interview schedule explored teachers and managers perceptions of factors that impede school connectedness at the different levels, namely community school influences, and interpersonal and intrapersonal influences. (See Appendix 4, pg. 226 for the interview schedule).
4.9.1.4 Data Analysis
In the current study all focus group sessions and individual interview sessions were recorded and then transcribed. Framework Analysis, described in Chapter 4 was used.
The first stage involved defining the coding framework. The coding framework was developed from the research questions asked and the aims of the study. Data were coded and relationships between categories sought to form thematic patterns. Group data and individual data were analysed separately under the broad ecosystemic levels of influence. Thematic categories, subcategories and their orientation were thus identified interpreted, refined and discussed in relation to the published literature.
4.9.1.5 Reliability and Validity
Validity of the data (discussed in Chapter 4, Methodology) was promoted through the use of triangulation. The researcher conducted semi-structured interviews and focus group sessions to ensure reliability. Data was also drawn from three different sources (namely, managers, teachers and learners), verifying raw data during the interview process, and feedback to the participants for them to verify the themes.
The findings of the situational analysis are discussed in Chapter 5.
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