INTRODUCTION
This article reveals why students in basic school have problems with freehand cutting. Methods were employed to identify the problems and how to solve them. This is the chapter three and the continuation of Chapter One and Chapter Two.
This chapter of the project deals with the methodology, which is the description of the intervention. It also includes the research designs; pre-intervention, and post-intervention.
RESEARCH DESIGN
Under this subheading, the research used was Action Research. This is because action research is a way of identifying classroom-related or local problems and developing a means to solve them.
The researcher observed a lesson taught by her mentor in Abor R/C Basic School on freehand cutting without using a teaching and learning material during lesson delivery.
The researcher observed learners were not able to explain the concept during the evaluation session.
The researcher deemed it necessary to put in place an intervention in form of a teaching and learning material to help solve the problem.
The strengths in caring out the action research among others are as follows;
a) it leads to fruitful results.
b) it also leads to finding suitable solutions to solve a problem.
c) it serves as a reference to people who will like to make research on a similar problem.
POPULATION
The population was selected from Abor R/C Basic School eight (8) with a total population of 29 learners from which the sample selection was made.
SAMPLE SELECTION
This refers to the number of learners used out of the target population. Out of the 29 learners, the researcher selected 12 learners by using purposive sampling. The subject teacher was purposively selected for interview.
DATA COLLECTION INSTRUMENTS
The main instruments used for the study were; observation, interview and test
OBSERVATION
According to Fianu, J.N.K (2006), on page 21, observations is the process in which one or more persons observe what is occurring in some real-life situation, classify and record pertinent happenings according to some planned scheme.
During the lesson delivery by the mentor, the researcher observed learners did not participate in the classroom.
During the observation, the researcher noticed learners’ contribution and responses to the lesson were very low. The observation also enabled the researcher to get the information wanted over some time.
In the process of the observation, the facial expression of the learners proved they were at sea. Also, some of the learners were talking among themselves while the mentor was writing on the chalkboard.
INTERVIEW
Fianu, J.N.K, (2006), page 23 defines an interview as a two-person conversation initiated by the interviewer for the specific purpose of obtaining research-relevant information.
One advantage of this interview is that it becomes particularly appropriate when one is dealing with young children. Also, people are usually willing to talk than to write. After the interviewer gains rapport, secure relationship with the subject matter; certain types of confidential information may be obtained that an individual might be reluctant to put in writing.
When using interviews people are likely to give wrong information despite its advantages. To investigate more into the problem the researcher conducted an interview (structured interview). The interview includes the learners, the class teacher and headmaster.
The researcher asked some learners individually why they do not understand the topic. Learners explained that the way the teacher taught made them not to understand the lesson. Some also complained that the teacher does shout at them.
The teacher and the headmaster were also asked about the understanding of learners on the taught lesson and learners’ performance in the subject respectively. The teacher confirmed that Teaching and Learning Material (TLM) was not available to make the lesson less abstract as the headmaster blamed it on lack of fund to purchase those tools.
TEST
Nitko (2001) defined test as an instrument or systematic procedure for observing and describing one or more characteristic of a student using either numerical scale or classification.
Test is the sample of questions given to learners to answer in order to know their knowledge or understanding level of a particular topic. There are four types of testing in schools today-diagnostic, formative, benchmark, and summative testing.
Importance of Testing
Test helps learners to show what they know and what they can do. It also helps the teacher to measure the level of understanding of learners and to make decisions.
Test has some advantages which includes, proper assessment, selection of better person, labour, turnover reduced, etc.
Fear of exposure, wrong use, unreliable are some disadvantages of test. (Find Learners Test Items in appendix A).
PRE-INTERVENTION
This is a diagnostic instrument used to examine the extent of the problem identified to determine how effective an intervention to be designed will help address the problem. These ascertain whether there will be a change in the intervention or not.
After the researcher observed that most learners have problems with grasping and practicing freehand cutting, the researcher conducted a test in the class. (Refer to appendix for the sample of pre-test questions, a sample of learners’ pre-test marked scripts, and sample of a marking scheme). The scripts were marked over 20 and the researcher found out that most learners did poorly.
INTERVENTION PROCESS
Intervention is a set of strategies planned and implemented to solve a specific problem of improved or reform an educational practice located in an immediate situation. The researcher put in place some structured and planned activities. These activities were implemented and monitored with the aim of achieving the objectives of the study.
INTERVENTION DESIGN
After realizing the problem of the learners, the researcher put in place intervention in form of a Teaching and Learning Material to re-teach the topic ‘Freehand cutting’ The researcher looks out for a nylon material with a scissors. To get involved all the learners, a quiet number of the materials and scissors were obtained.
INTERVENTION
The following steps were how the intervention design was used in the teaching of the topic to solve the problem.
Step 1: In this step, the researcher introduced the topic through brainstorming of the learners out of which she asked the learners to define the terms ‘cutting’ and what is meant by freehand. Learners’ responses were well framed and explained.
Step 2: The researcher then asked learners to mention some examples of materials for garment making. From the various answers of the learners, the researcher displayed the Teaching and Learning Materials to learners.
Step 3: The researcher then demonstrated and discussed with the learners with the help of the Teaching and Learning Materials for freehand cutting. The researcher then let learners to practice what she had demonstrated by cutting the material a prescribed pattern.
POST-INTERVENTION
At the post-intervention stage, the researcher evaluates the outcome of the intervention put in place. This is done to ascertain whether the learners have improved upon their difficulty in the area(s) where they were facing the problem.
During the post-intervention, the researcher conducted a similar test as the post-test for the learners.
DATA COLLECTION PROCEDURE
The researcher sought permission letter from the college where she is a student to formally informed the headteacher and the class teacher of Abor R/C Basic school about the study in order to solicit their cooperation and assistance. This confirms Creswell (2005) that it is important to respect the site where research takes place.
This respect, according to Creswell is shown by gaining permission before entering the site. The researcher explained the purpose of the study, and assured the participants of the necessary confidentiality on the information to be gathered.
The researcher informed the learners and organized test by herself. The researcher explained the instructions and the various items to the respondents. This helped to obtain desired test scores.
DATA ANALYSIS PROCEDURE
The data were presented according to the score obtained from all the tests. The mark obtained in the test was compiled and the respective percentages determined. Descriptive statistics in the form of percentages was employed to analyze the collected data with the variables raised in the research questions to support the data analysis.
Back to Chapter One
Back to Chapter Two
SOURCE: bbcpulse.com