USING DEMONSTRATION METHOD TO ENHANCE BASIC 7 LEARNERS’INTEREST IN

LEARNING CAREER TECHNOLOGY AT TAMALE PRISONS SCHOOL COMPLEX JHS

CHAPTER THREE

METHODOLOGY

3.0 Overview

The overview of the chapter is an introductory summary that states the general place

of the chapter in the study (what it does in the study), states the essence of the

chapter’s contents to the study and presents a form of a topic sentence listing the main

sections or the headings (subtopics) of the chapter

3.1 RESEARCH DESIGN

Kurt Lewin was the one who first proposed the concept in 1944. He defined the technique as

utilising “a spiral of steps, each of which is composed of a circle of planning, action, and fact-

finding about the result of the action” and as “a comparative research on the conditions and

effects of various forms of social action and research leading to social action.”(Vincent, 2023)

Action research is a systematic inquiry used in education to discover more about how schools

function, how teachers teach, and how students learn. It is carried out by educators who have a

stake in the teaching-learning process or environment.(Jenifer, Jessica, and Tiffany, 2023)

3.2 MAIN OBJECTIVE OF ACTION RESEARCH

Acquiring information to try to address an issue or enhance something that may have come to

light as a consequence of self-evaluation or student feedback is the aim of action research.

(James, 2021)

3.2.1 STRENGTHS OF ACTION RESEARCH

Because action research is so flexible, researchers can customise their analysis to meet specific

needs and make useful adjustments at the individual level.

Action research, as opposed to more complex, long-term solutions based on extensive data,

offers a quick and practical way to solve problems that have become entrenched.

When done well, action research can educate social change and provide participants the

opportunity to influence that change in ways that are significant to their communities. This can

be incredibly powerful. (George 2023)

3.2.2. WEAKNESSES OF ACTION RESEARCH

Action research studies have very low generalizability and are very hard to duplicate because of

their flexibility. Because of the researcher’s influence over the results drawn, they are sometimes

not regarded as theoretically rigorous.

It might be challenging to organise action research in an ethical way. It’s possible for participants

to feel under pressure to engage or to engage in a particular manner.

Research biases include selection bias, social desirability bias, and other cognitive biases are

highly likely to occur in action research.(George, 2023)

3.2.3 RATIONALE OR JUSTIFICATION OF ACTION RESEARCH

In order to increase learners’ interest in Career Technology through the demonstration approach,

action research was chosen for several reasons. It gives a methodical approach to resolving real-
world issues, incorporates a cycle of ongoing improvement, encourages teamwork, presents

solutions tailored to the context, encourages reflective practice, makes contributions to theory

and practice, and is adaptive and flexible. Action research is a potent tool for enhancing

educational practices and results because of these qualities.

3.3 POPULATION ,SAMPLE AND SAMPLING PROCEDURE

3.3.1 A population is the entire group of individuals with certain traits(Leroy, 2020).

3.3.2 The population of this study is the basic 7 learners of Tamale prisons school complex JHS.

3.3.3 A sample is the population's subset.(Leroy, 2020)

3.3.4 The sample of this study includes 70 learners ,both males and females and their two
career technology teachers.
3.3.5 The process of choosing individuals or sampling units from the sample frame is

known as sampling.( Jeovany, David, Rodrigo, Renan,and Joao, 2016)

3.3.6 An identified sampling is purposive sampling. The deliberate selection of

informants according to their capacity to clarify a certain theme, concept, or

phenomenon is known as purposeful sampling.( Rebecca (2014)

3.3.7 Purposive sampling is used to better match the sample to the goals and objectives of the

study, enhancing the study’s rigour and the reliability of its data and findings. Purposive

sampling’s fit with action research goals justifies its implementation. Selecting pertinent and

experienced participants is made easier, rich and context-specific data gathering is made easier,

efficiency and practicality are guaranteed, and a collaborative and participatory research method

is supported. All of these elements work together to improve the research findings’ validity,

applicability, and practical impact.

 3.4 RESEARCH INSTRUMENTS

The instruments the researcher uses to gather data are called research instruments.

Different sorts of instruments exist according to their nature, availability, function,

structure, or format. ( Manoranjitham, 2015)

1.Questionnaires

A questionnaire is a set of inquiries or items intended to elicit information from

respondents regarding their beliefs, encounters, or viewpoints. It is possible to gather

qualitative and/or quantitative data using questionnaires.(Pritha, 2015)

Advantages

• Wide Reach: Able to reach a sizable participant base, enabling the collection of data

from a diverse sample.

• Cost-Effective: Especially if administered online, reasonably priced.

• Anonymity: Enables respondents to be candid without worrying about being identified.

Disadvantages

• Limited Depth: In general, this type of data is less detailed than that of interviews.

• Response Bias: The way questions are phrased can have an impact on the calibre of

answers.

• Poor Response Rates: These studies frequently have poor return rates, especially when

they are not sponsored.

Rationale for Use

To collect quantitative data on teachers’ and students’ opinions of the efficacy of the

demonstration approach, questionnaires are used. This instrument was selected because
 of its capacity to effectively reach a large sample and gather standardised data for

analysis.

Deployment

• Design: in order to collect both quantitative and qualitative data, a structured

questionnaire comprising both closed-ended and open-ended questions was created.

• Distribution: Teachers and students enrolled in Career Technology programmes were

given paper copies of the questionnaire.

• Collection: follow-up reminders were used to encourage participation while maintaining

anonymity.

2. Interviews

According to Taherdoost (2021) ,an interview is a technique that involves asking

questions in order to obtain both qualitative and quantitative data.

Advantages

• Comprehensiveness of Information: Offers in-depth and subtle insights into the

perceptions and experiences of participants.

Flexibility: Enables the researcher to delve further into the responses provided by the

respondents.

• Personal Interaction: May foster a sense of trust and connection, which encourages

more forthright and honest responses.

Disadvantages

• Time-consuming: Conducting and analysing interviews takes a lot of time.

 • Potential Bias: The interviewer’s presence and manner of asking questions could sway

interviewees’ answers.

• Resource-Intensive: Compared to questionnaires, this method is more expensive and

resource-intensive.

Rationale for Use

Teachers and students are interviewed to obtain detailed qualitative information on their

experiences using demonstration approaches. This tool was selected to investigate

intricate matters and obtain comprehensive understandings that surveys can miss.

Deployment

• Preparation: a semi-structured interview guide with important inquiries and subjects to cover

was created.

• Selection: Teachers and students with prior experience using demonstration methods were

chosen as a purposive sample.

• Conducting: To ensure a private and comfortable environment, interviews were arranged and

carried out in person.

• Analysis: To find important themes and insights, the interviews were transcribed and subjected

to a thematic analysis.

3. Observations
 The term “observation method” refers to a way of observing and characterising a

subject’s behaviour that starts with the simple act of seeing the phenomenon until an

intuition or understanding is obtained.(Ankit and Astha 2024)

Advantages

• Direct Data Collection: Offers up-to-date information on the application and reception

of demonstration techniques.

Contextual Understanding: Provides a deep comprehension of the dynamics and

environment of the classroom.

• Non-Intrusive: If carried out in an inconspicuous manner, it can be done without

interfering with regular classroom activities.

Disadvantages

• Observer Bias: When an observer is present, it can affect how students and teachers

behave.

• Limited Scope: By concentrating primarily on observable behaviours, it may be impossible

to record internal feelings or views.

• Time-Intensive: Needs a lot of time to examine data and watch several sessions.

Rationale for Use

Real-time data on the application and efficacy of demonstration techniques in the

classroom is gathered through observations. Because of its capacity to offer concrete

proof of instructional strategies and student involvement, this tool was selected.

Deployment

• Planning: a methodology for observing students was created, outlining key elements such

as student involvement, teacher tactics, and interaction.

• Execution: classroom observations were made throughout lessons utilising demonstration

methods, with thorough field notes taken.

Examination of observational data was done in order to spot trends and evaluate how

demonstration techniques affected student participation and education.

4.Tests and Assessments

A test is an organised instrument with standardised questions designed to assess a certain

set of knowledge, skills, or talents. By using a variety of instruments and techniques,

assessment refers to a more comprehensive process of assessing learning objectives and

abilities (Popham, 2018).

Advantages

• Objective Measurement: Offers numerical information on the abilities and knowledge

of students.

• Pre-and Post-Comparison: This technique compares the outcomes of the pre- and post-

tests to evaluate the learning improvements.

Standardisation: Guarantees uniformity in the assessment of learning objectives among

various groups or classes.

Disadvantages

.• Narrow Focus: Learning objectives like critical thinking and problem-solving

techniques could not be fully captured.

• Test fear: Rather than a lack of comprehension, students may perform poorly because of

test fear.
 • Resource-intensive: Creating and delivering exams can be expensive and time-

consuming.

Rationale for Use

Students’ learning results are measured via tests and assessments both before and after

demonstration methods are put into practice. This tool was selected to offer unbiased,

quantitative information about how well various techniques improve student learning.

Deployment

.• Design: pre- and post-tests that matched the Career Technology curriculum’s learning

objectives were created.

• Administration: the pre-test was given out before to the introduction of demonstration

techniques, and the post-test was given following their use.

• Analysis: To assess learning gains and the efficacy of demonstration techniques, pre-

and post-test data were compared using statistical analysis.

Together, these research tools made it easier for the study to collect thorough information

about the application of demonstration techniques in career technology education. Tests

and assessments objectively measured learning results, observations gave clear insights

into classroom procedures, and questionnaires and interviews combined quantitative and

qualitative data on perceptions and experiences.

3.5 RESEARCH PROCEDURE

.The methodical process of carrying out a research study, which includes defining the

issue, designing the investigation, choosing methodologies, gathering and evaluating

data, and interpreting findings, is referred to as research procedure. The validity and

trustworthiness of the research findings are guaranteed by this methodical methodology

(Kumar, 2019).

Pre-Intervention

Definition

The pre-intervention phase of action research includes the beginning stages of identifying

the problem, setting objectives, and collecting baseline data. This phase is critical for

understanding the current environment and laying the groundwork for subsequent

intervention and evaluation phases.(Jean and Jack, 2011).

Purpose

• Identify problem areas and gaps in career technology teaching approaches and student

involvement.

• Define explicit, measurable intervention objectives.

• Collect baseline data to assess current state and compare to post-intervention results.

Instruments and Strategies

• Questionnaires were distributed to students and teachers to obtain initial perceptions,

attitudes, and experiences with existing teaching approaches.

• Conducted interviews with instructors and stakeholders to better understand difficulties

and requirements in Career Technology education.

• Observations document ,classroom practices and student involvement levels.

Intervention Phase
 Definition

refers to the planned actions or methods used to handle a certain issue or problem. (Mats

and Anna, 2019). In this case, it means introducing and implementing demonstration

methods in Career Technology classes.

Purpose

 Put the Intervention into Practice: Carry out the demonstration techniques intended to

improve students’ engagement and comprehension.

• Monitor the Process: Keep track of everything you see and hear during the implementation

process to make sure everything goes according to plan.

• Modify as Necessary: To increase the effectiveness of the intervention, modify as

needed in light of continuing observations and feedback.

Research Instruments and Strategies

• Regular observations are made to keep an eye on how demonstration techniques are

being used, how teachers are acting, and how engaged the students are with the

intervention.

• Field notes: Recorded by researchers or observers to capture the specifics of the

intervention as well as any problems or reactions that arise right away.

• Feedback Sessions: To get immediate input on the intervention, hold focus groups or

informal interviews with teachers and students.

• Audio/video recordings: These are made to document interactions and events in the

classroom for future review.

Post-Intervention Phase
 Definition

In action research, the evaluation of the intervention’s results is known as the post-

intervention phase. This stage entails gathering and evaluating data to ascertain the

intervention’s efficacy, considering the findings, and formulating suggestions for future

work or additional study.(Jack and Jean (2011)

Purpose

 Analyse Results: Determine whether the intervention met its goals and enhanced

students’ interest in and knowledge of career technology.

 Compare Data: To assess changes and impacts, compare post-intervention data to

baseline data.

 Reflect and Report: Consider the results, draw conclusions, and offer suggestions for

further study and practice.

Research Instruments and Strategies

• Questionnaires: Readministered to teachers and students to collect their thoughts and

experiences following the intervention

• Interviews: Done with educators and learners to get in-depth input on how well the

demonstration techniques worked.

• Observations: After the intervention, teachers kept a record of classroom procedures and

student participation levels.

 • Assessments and Tests: Post-tests are given to gauge learning progress and contrast with

pre-test findings.

• Data Analysis: To determine the effectiveness of the intervention, all gathered data is

analysed statistically and qualitatively.

3.6 – DATA ANALYSIS

The process of methodically using logical and statistical tools to characterise, compile, and

assess data is known as data analysis. To find relevant information, make inferences, and aid

in decision-making, it entails organising, manipulating, and modelling data (Trochim, 2021).

Using a mixed-methods approach to data analysis, the study sought to increase learners’

interest in Career Technology through the demonstration method. To provide a thorough

comprehension of the data, this strategy combines quantitative and qualitative analysis

tools.

 Qualitative data analysis

.• In order to get profound insights into social situations and human experiences,

qualitative data analysis involves the methodical investigation of non-numeric data in

order to spot patterns, themes, and meanings (Merriam & Tisdell, 2016).

A technique for finding, examining, and summarising patterns (themes) in qualitative data

under qualitative data analysis is called thematic analysis. This tactic was employed to

acquire a thorough understanding of the participants’ perspectives and experiences with the

demonstration technique.
 The data was methodically coded as part of the thematic analysis approaches to find

recurrent themes and patterns. Putting codes into more comprehensive themes that

encompass important data points. Examining themes to determine their underlying

implications and meanings.

Teachers’ and students’ interview data was transcribed and coded using qualitative data

analysis (thematic analysis) to find themes pertaining to the efficiency and application of the

demonstration technique. Examining observation notes to find trends in student participation and

classroom dynamics during the intervention.

 Quantitative data analysis

• Analysing numerical data quantitatively entails applying statistical methods in a

methodical way to spot trends, validate theories, and forecast outcomes (Babbie, 2020).

A glimpse of the data is provided by descriptive statistics, which also summarise and

characterise a dataset’s key characteristics. Using this method, a summary of the

fundamental traits of the information gathered through tests and questionnaires was

given.

The methods employed were to summarise test results and questionnaire answers, use the

terms mean, median, and mode. To comprehend the variability in test results and survey

replies, use the standard deviation and range. To display the frequency distribution of

each response or score, click on it.

The influence of the demonstration approach on student learning was assessed using

descriptive statistics by comparing pre- and post-test scores. Examining possible linkages
 by analysing correlations between test scores and questionnaire responses (e.g., student

interest levels).

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