CHAPTER THREE
3.6 Data collection methods and tools
3.6.6 Data collection
3.6.6.2 Raven’s Progressive Matrices administration
Raven‘s CPM was administered to 300 IIL, while SPM was administered to 306 ML between 12 and 19 years of age. The CPM was individually administered to IIL but SPM was administered to ML in groups of 15. Research assistants facilitated the administration.
When administering CPM to IIL, the particulars of the person to be tested were filled out on the answer sheet. Most of them did not know their age, thus the teachers extracted learners‘ ages from the class register. The test administrators worked side by side with the test-takers. The CPM booklet was opened at problem A1, which had the following instructions:
This is a box. There is a pattern inside the box. A part of this box has been cut out. Each of these choices below is the right shape to fill the space but only 1 of them can complete the pattern. Number 1 is the right shape but not the right pattern. Number 2 is not a
173 pattern at all. Number 3 is wrong. Number 6 is nearly right, but is wrong here. Now tell me which of them will complete the pattern.
If s/he was right, the administrator said ‗yes, that is correct‘, then asked, ‗why did you choose that?‘ If wrong, the administrator said it was wrong and repeated the explanation until the logic behind the problem was grasped. The administrator turned to problem A2 and asked the test- taker to point to the correct option. If s/he did not get it right, problem A1 was re-demonstrated and an answer was requested again for problem 2. If the answer was correct, the administrator proceeded to problem 3. This procedure was repeated up until problem A5. After that, the test- takers were allowed to complete the test while the administrator turned the pages, and just asked if they thought they had the correct answer, saying ‗good‘, not ‗correct‘ or ‗wrong‘ after each answer.
The whole procedure was repeated for sets Ab and B of the test. The test-takers were allowed to change their minds and all answers were recorded. Only the last answer was scored, whether right or wrong. The preceding answers were crossed out but not erased. They were also asked to leave a difficult one out temporarily and then to go back to it later to complete it. If they still did not know the answer, guesses were encouraged as they were sometimes right. The test was not timed.
Group administration was adopted for SPM with the ML. A group of 15 learners sat at tables in a classroom, school hall or laboratory and were organised so that copying was prevented. A research assistant served as the test administrator and had an assistant. They sat facing the administrator and assistant. The test administrator had his/her own copy of the test booklet, answer sheet and poster-sized enlarged copies of problems A1 and A2. The enlarged copies were pinned to a board in front of the room so that A1 was covering A2.
Each test-taker also had a copy of the SPM test booklet, the answer sheet and a pencil. They were asked to fill out their particulars on the answer sheet and were guided by the administrator.
Then, they opened their test booklets to problem A1 and were shown column 1 on the answer sheet. The administrator explained that the test is in three sets: A, Ab and B. When everyone
174 understood how to record his/her answers correctly, the administrator went on to demonstrate the test, starting with problem A1 as follows:
This is a box. There is a pattern inside the box. A part of this box has been cut out. Each of these choices below is the right shape to fill the space but only 1 of them can complete the pattern. Number 1 is the right shape but not the right pattern. Number 2 is not a pattern at all. Number 3 is wrong. Number 6 is nearly right, but is wrong here. Now tell me which of them will complete the pattern.
The test administrator then asked them which of the options was correct. They always answered that number 4 was correct, and were asked to record that in their answer sheets. The administrator and assistant went round to see if everybody had recorded that correctly. Any wrong entries were corrected. They were then instructed to turn to the next page for problem A2, which was also shown on the board. Most often they chorused the answer to that question and were asked to record it in their answer sheets as well. The people in charge checked again to see that they had recorded this correctly.
After this, they were allowed to continue with the test, and were advised to make sure that they completed the test. If they found any question difficult they could go on to the next one and come back to the difficult one. Guesses were allowed as they were sometimes right. Test-takers were told that they mustn‘t erase their answers if they thought they had made a mistake or changed their minds, and were instructed to rather put a line through the wrong answers.
The test administrator and assistant went round to check whether they had all answered the first five items correctly and if answers were being recorded in the right places. If anybody got the answers to any of items 1 to 5 wrong, the test administrator demonstrated problem A1 on the board again. The test was not timed so that everybody could work at his/her own pace.
175 3.6.6.3 Vineland’s Social Maturity Scale administration
The Vineland Social Maturity Scale (VSMS) measures social competence, self-help skills, and adaptive behavior from infancy to adulthood. It is used in planning for therapy and/or individualized instruction for persons with mental retardation or emotional disorders. The Vineland scale, which can be used from birth up to the age of 30, consists of a 117-item interview with a parent or other primary caregiver (there is also a classroom version for ages 3- 12 that can be completed by a teacher). Personal and social skills are evaluated in the following areas: daily living skills (general self-help, eating, dressing); communication (listening, speaking, writing); motor skills (fine and gross, including locomotion); socialization (interpersonal relationships, play and leisure, and coping skills); occupational skills; and self-direction. An optional Maladaptive Behavior scale is also available. The test is untimed and takes 20-30 minutes. Raw scores are converted to an age equivalent score (expressed as social age) and a social quotient.
The test was only administered to available and/or willing caregivers of eight learners with intellectual impairment who were not able to complete DAP: IQ. In this case, it was either administered to the class teacher or caregivers of those living in institutions. It was untimed, but on average it took 20 minutes.
3.6.6.4 Questionnaire administration
The questionnaire was self-administered by the ML to provide confidentiality and hence, elicit honest responses from them because of the sexuality components. However, research assistants read the questions along with them in Yoruba to provide for better understanding. They were instructed not to copy their friends‘/peers‘ responses. In addition, they were advised not to speak their responses out loud. Moreover, it was anonymous, and so they did not put their names on the questionnaires. The questionnaire administration was carried out in a classroom, a school hall or laboratory away from other people, including teachers. Self-administration of the questionnaire, under the guidance of the research assistants, lasted an average of 15 minutes.
176 The questionnaire was administered one-on-one to IIL by a research assistant to ensure that they comprehended instructions and questions. Pictures were used as adjuncts to some of the questions on sexuality and HIV transmission. Different wordings were often used to provide for better understanding of sexuality terms. On average, the questionnaire administration lasted 25 minutes.