INTRODUCTION
In this article, you would find out how learners’ attitude towards social studies is managed. The attitude disorder in school children has been one factor hindering learning. This is a continuation of the Scope of Social Studies.
This chapter deals with the research design, population and population sample size, the research instruments employed pre-intervention, intervention and post intervention processes.
RESEARCH APPROACH
A research approach refers to the systematic and structured way in which a researcher conducts a study or investigates a particular problem.
It outlines the overall strategy, methods and techniques employed to collect and analyze data in order to answer research questions or achieve research objectives.
Creswell (2002) noted that quantitative research is the process of collecting, analyzing, interpreting, and writing the results of a study, while qualitative research is the approach to data collection, analysis, and report writing differing from the traditional, quantitative approaches.
With the mixed methods approach to research, researchers incorporate methods of collecting or analyzing data from the quantitative and qualitative research approaches in a single research study (Creswell, 2003; Johnson & Onwuegbuzie; Tashakkori & Teddlie).
That is, researchers collect or analyze not only numerical data, which is customary for quantitative research, but also narrative data, which is the norm for qualitative research in order to address the research question(s) defined for a particular research study.
As an example, in order to collect a mixture of data, researchers might distribute a survey that contains closed-ended questions to collect the numerical, or quantitative, data and conduct an interview using open-ended questions to collect the narrative, or qualitative, data.
The mixed methods approach to research is an extension of rather than a replacement for the quantitative and qualitative approaches to research, as the latter two research approaches will continue to be useful and important (Johnson & Onwuegbuzie, 2004).
The goal for using the mixed methods approach is to draw from the strengths and minimize the weaknesses of the quantitative and qualitative research approaches (Johnson & Onwuegbuzie, 2004).
Of course, the strengths and weaknesses associated with the various research approaches are not absolute but rather relative to the context and the manner in which researchers aspire to address the phenomenon under study.
Another reasons for using mixed research design is that words, pictures and narratives can be used to add meaning to numbers, numbers can be used to add precision to words, pictures and narratives, can provide both qualitative and quantitative research strength.
A researcher can generate and test grounded theory, can answer broader and more complete range of research questions, because a researcher is not confined to a single method or approach.
By using both method in a research study, a researcher can use strength of an additional method to overcome the weakness in another method. Mixed research design can also add insights and understandings that might be missed when only a single method is used.
Moreover, qualitative and quantitative research when used together produce more complete knowledge necessary to inform theory and practice (Journal of Business & Economic Research, 2007).
RESEARCH DESIGN
Burns and Grove (2009) define a research design as “a blueprint for conducting a study with maximum control over factors that may interfere with the validity of the findings”. Polit, Hungler and Beck (2001) define a research design as “the researcher’s overall for answering the research question or testing the research hypothesis”.
According to Burns and Grove (2003), descriptive research “is designed to provide a picture of a situation as it naturally happens”. It may be used to justify current practice and make judgment and also to develop theories.
The purpose of descriptive study is to observe, describe and document aspects of a situation as it naturally occurs and sometimes serves as a starting point for hypothesis generation or theory development (Polit & Hungler, 1999).
Action research was employed by the researcher of the study. Action research is defined by Colin and Marion (2005) as an essentially on the spot procedure designed to deal with concrete problems located in an immediate situation.
Action research has many advantages. Some of these are; the researcher gets to know and understand what goes on in a classroom in terms of teaching and learning situations.
In addition, it equips the researcher with the suitable approaches for the pupils, thus what he or she is dealing with.
More so, it is important not only because it enhances the teacher’s professionalism but also promotes his/her development. On the other hand, action research has some flaws and some of these are;
The usage of the action research is limited to peculiar situations, problems and space.
Action research also requires some amount or sum of money for both TLM and undertaking the research.
Finally, it consumes time; much time is needed for the researcher to solve the problem.
POPULATION
Population is a target group which a researcher is interested in gaining information (Creswell, 2014). That is, in research, population simply refers to a group of people who have interest to the researcher. The study was conducted at Asesewa R/C JHS.
The population of the study was Asesewa R/C JHS. The total population of the Asesewa R/C JHS pupils is one hundred and ninety-one (94 girls and 97 boys).
The target population is all the pupils in Asesewa R/C JHS Basic seven of which the enrollment of JHS one pupils is twenty – five (25) which is made up of 15 girls and 10 boys. The accessible population of students in Asesewa R/C JHS Basic seven is twelve (12) pupils comprising seven girls and five boys.
SAMPLE AND SAMPLE PROCEDURE
In the terminology of research design, the larger group of interest to a researcher is the population and small set of individuals who participate in the study is called the sample (Gravetter & Forzano, 2006).
Salant and Dillman (1994) defined a sample as ‘a set of respondents selected from a larger population for the purpose of a survey’. In other words, a sample can be said to be a segment of a population selected to represent the entire population.
Purposive sample was employed for the sample. Purposive sampling techniques was used in selecting participants for the purpose of obtaining the accurate information needed for the research. The whole class and the class teacher were considered for the study.
RESEARCH INSTRUMENTS
Research instruments are the tools used by the researcher to gather data and other information needed by the researcher for the study. The researcher used observation, test and oral interview as the instruments for collection of information for the study.
OBSERVATION
Observation is defined by Marshall and Rossman (2006) as a systematic description of events, behaviours and artifacts on a social setting chosen for a study.
According to Fianu (2006, p.21), observation 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. Observation comes in a form as participant observation and non-participant observation.
Observation as a research instrument has its own strengths and weaknesses. Below are some strengths of observation:
It offers first-hand information without relying on the reports of others, it also provides information when other methods are not effective and it is relatively inexpensive.
Although, observation has some strengths, it also has some weaknesses. Some are as follows:It cannot be employed when large groups or extensive events are studied, it cannot study opinion or attitude directly and it cannot provide information about past, future or unpredictable events.
INTERVIEW
Fianu (2006) defines an interview as a two-person conversation initiated by the interviewer for the specific purpose of obtaining research-relevant information.
Typically, an interview represents a dialogue between people where personal and social interaction occurs.
However, development in the computers information technology has resulted in other formats, for example internet interviews. Interview is associated with both quantitative and qualitative. Social research is usually used alongside other methods.
It is an interaction between two people the interviewer and the interviewee. The researcher interacts with the sample one on one to find out reasons for the poor performance in the study of the topic rectilinear propagation of light.
MERITS OF INTERVIEWS
It is more appropriate for complex situation. That is, it is appropriate for studying complex sensitive areas as a respondent has the opportunity to prepare response before answering sensitive questions and it is useful for collecting in-depth information. That is, in-depth information can be obtained through probing.
DEMERITS OF INTERVIEW
The quality of data depends on the quality of interaction and it offers less anonymity than other methods since the interviewer knows the identity, residence, type of housing, and so on.
The interview includes the pupils and the class teacher.
The researcher asked some pupils individually why they develop cold feet towards Social Studies. Learners ascribed it to the way the teacher teaches. Some also complained that the teacher does shout at them.
The teacher was also asked about the attitude of learners towards the subject. The teacher confirmed that the learners’ attitude caused him not to waste time on teaching the subject and perhaps devised any strategy to curb the challenge.
Interview guide for Pupils
(1) Do you like Social Studies?
(2) Do you like the way your Social Studies teacher teaches you?
(a) If yes why?
(b) If no why?
(3) Do you understand lessons taught in the Social Studies?
(4) Do you do activities during Social Studies lessons?
(5) If yes, do you follow the activities to understand the lesson?
Interview guide for the class teacher
(1) What teaching strategy do you use for teaching the learners?
(2) Do learners understand lessons in the Social Studies?
(3) What are learners’ attitude towards the subject?
TEST
According to Amedahe (2002), a test is a practical activity to measure a person’s ability, knowledge, or skills.
Barrow and McGee (2013), defined test as a specific tool or procedure or a technique used to obtain response from the learners in order to gain information which provides the basis to make judgement or evaluation regarding some characteristics such as fitness, skills, knowledge and values.
Test was another instrument used by researcher to diagnose the extent of the problem and to determine the effectiveness of the intervention which was design to solve the problem.
Pre-test was conducted to diagnose the extent of pupils’ poor performance in Social Studies. Pupils were given questions to answer within a specified time frame.
This provided the researcher with a sound base to conduct the intervention. The researcher conducted a post-test after administering the intervention.
This was done using the same questions as the one used in the pre-test to determine the effectiveness of the intervention and to ascertain whether a change has occurred or not.
INTERVENTION PROCESS
At this stage the researcher planned an activity which is conducted to solve a peculiar problem faced by the pupils. The level involved sets of procedures which the researcher followed one after the other. The following are the processes employed; pre intervention, intervention and post intervention.
PRE- INTERVENTION
For the researcher to confirm the problem that has been identified, he observed learners during periods for the subject and during teaching and learning processes.
From a careful observation by the researcher, the learners were seen unconcerned and unready for the lesson. Their behaviours were observed within three days during Social Studies lesson periods.
From what was observed, it was evident that they didn’t have any interest in the subject. That is, they were not asking questions, failed to effect corrections when they were told to do and also failed to write notes for future references.
Moreover, from the interview made, it was discovered that, there was no support from the teacher due to the learners’ poor attitude.
Again, the researcher conducted a pre-test to check the effect on their academic performances. The scripts were marked over 20 and the researcher found out that most learners did poorly.
Based on this, the researcher designed and adopted a learner-centered approach of teaching with motivational strategy to overcome the lapses.
INTERVENTION
The researcher had engagement with the pupils with the aim of addressing the problem. It took three days which happened to be the days for the subject in a week.
Day 1: The researcher had a talk with the learners. The discussion was based on how the learners see the subject in general. Most learners freely spoke about the subject based on their mindset. The whole period was used as many wish the discussion could continue.
Day 2: On the second day, the researcher took a topic based on his scheme of learning and delivered. The researcher applied all the necessary motivational strategies to involve all the learners in the lesson.
Learners were coached and encouraged with kind words, those who could not do too well in answering a question or sharing their thoughts were given several attempts and encouraged to do better.
Again, the researcher acted as a role model to the learners, set realistic performance goals and helped the learners to achieve them. He also built good relationship with the learners and used examples as often as possible.
Day 3: On the third day, the researcher observed learners’ attitude during the period for the lesson and behaviours in the process of teaching and learning.
He sets up a token or points system for which learners were rewarded for their conducts and efforts in the classroom. It was observed that learners were active hence embraced the lesson with much joy.
POST INTERVENTION
After using the motivation strategies for teaching the subject there was the need to verify whether the purpose of the study has been achieved.
In view of this, the researcher observed closely the attitude of learners to see if the hall mark has been attained with the approach used and again administered test items to test their performances as well.
The ego and attitude as well as performance in the post -test of the learners had clearly shown that they have suddenly developed much interest in the learning of the subject and hence performed better.
Besides, the interview section was carried out by the researcher to find out the latest impression of the learners on the study of Social Studies.
Interview guides were administered and pupils’ feedbacks indicated a positive change.
SUMMARY
The chapter talked about the methodology of the study which is made up of the research design, population, sample and sampling procedure, instrument for data collection, pre intervention, intervention and post intervention.
Back to Chapter One
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SOURCE: bbcpulse.com