Qualitative Research in Education
EISSN : 2014-6418
Published by: Hipatia Press (10.17583)
Total articles ≅ 109
Latest articles in this journal
Qualitative Research in Education, Volume 10, pp 144-171; https://doi.org/10.17583/qre.2021.7166
Rural schools in South Africa face many social and environmental challenges which impact negatively on learner wellbeing and performance. Given the severity and history of these problems, the situation is unlikely to change in the near future. Yet, schools are supposed to be enabling environments, providing holistic support to learners from communities plagued by severe economic, health and social challenges. A different strategy is clearly needed to promote the health and wellbeing of learners. Youth participatory action research (YPAR) appears to offer a plausible approach to kick start improved, health-promoting responses from within the school. We facilitated a YPAR process with volunteer learners from Grade10 to find out how they could begin to transform their rural school. Using arts-based methods, the learners were successful in raising awareness of the negative effects they were suffering as a result of the poor social-emotional climate in the school, the unsanitary facilities and the lack of opportunities to engage in physical exercise. The actions they took to address these issues were a catalyst for ongoing positive change in the school. The findings add to literature about how YPAR can make schools more enabling spaces.
Qualitative Research in Education, Volume 10, pp 172-203; https://doi.org/10.17583/qre.2021.6996
Sexual risk behaviours are considered sexual conducts that can cause biological, psychological and social damage. Therefore, sexuality education is considered the only effective way to avoid it. This project aims to understand sexual risk behaviour factors and their consequences in young adults and to explore strategies they would use to face them. To answer these questions, we conducted a qualitative study in which we interviewed 11 young adults using an asynchronous mail technique due to the Covid19 pandemic. We also carried out a thematic analysis and developed our key results: 1) Sexual attitudes and behaviours; 2) Sexual risk factors, 3) Sexual risk consequences; and 4) Educational approach and strategies. Similarities in the themes were verified with previous literature, exposing the importance of learning to identify factors and consequences to respond appropriately. Participants believe that comprehensive and egalitarian sexuality education applied at individual and community level is a solid method that can improve sexual health and well-being. To conclude, this study reveals the importance of listening to young adults’ perspectives towards these conduct variables and educational approaches in order to establish global health strategies that could be based on these results.
Qualitative Research in Education, Volume 10, pp 116-143; https://doi.org/10.17583/qre.2021.7934
To promote inclusive education, attention must be paid to exclusionary processes. Students considered within the autism spectrum are, without a doubt, at greater risk of exclusion than others. This paper will show partial results of a project that has asked what are the barriers and supports that families with sons or daughters with Autism Spectrum Disorder (ASD) face in their first educational transition. Using a qualitative, phenomenological-interpretive methodology and a cross-sectional design, the life stories of 6 students with ASD (out of a total sample of 22) have been analyzed in depth, with special attention to the processes of social participation. The thematic analyzes carried out show some "lights" and many "shadows" in this first transition and with it what can be learned to move towards a more inclusive and quality educational system that benefits all students.
Qualitative Research in Education, Volume 10, pp 204-227; https://doi.org/10.17583/qre.2021.7446
Observation and experience exist among university students during COVID-19 new normal; the quality and the process of academic activities have been compromised. This study, therefore, examines the lacuna on whether the new normal is more productive by ensuring that the intention of the curriculum towards students' content knowledge is met or not. Organisational change theory was used to theorise the study within the transformative paradigm (TP) and participatory Rresearch (PR) lenses as a research design. The study was conducted in one of the universities in South Africa. Ten students were selected using the convenience sampling technique because the students were not fully on campus as of the time of this study. The online interview was adopted to collect data because of social distancing rules across the country. Thematic analysis was used to interpret the data. The findings revealed that the COVID-19 new normal does not affect students’ academic performance negatively even though the quality of content delivery is low. The channels of teaching-learning and the Internet of Things are deduced to be unpleasant for the students with recommendations that there is a need to provide the internet-or-things alongside training and retraining for students and lecturers.
Qualitative Research in Education, Volume 10, pp 88-114; https://doi.org/10.17583/qre.2021.6641
The Spanish educational system is characterized by an increased emphasis placed on language teaching, apart from the majority language and other co-official languages. Furthermore, the educational reality is distinguished by the existing diversity within the classroom, increasing the complexity of learning a second language. This study analyses the opinions, beliefs and attitudes of deaf and hard-of-hearing students at university regarding their teaching-learning process of the English language during compulsory education. The data were collected through in-depth interviews, having as main topics the importance of learning the English language, as well as the experiences reported about didactic aspects in which they were involved. The results highlighted the basic conditions that must be met when deaf and hard-of-hearing students are learning a foreign language, in order to guarantee quality education promoting academic success.
Qualitative Research in Education, Volume 10, pp 1-30; https://doi.org/10.17583/qre.2021.6063
The paper presents the opinions of self-advocates with mild intellectual disability about their work as social educators – public self-advocates raising disability awareness. Six semi-structured individual interviews were conducted. Data was analyzed within the framework of Interpretative Phenomenological Analysis. The themes which emerged from the interviews comprise: the motives of educators to work as self-advocates, opportunities to gain new skills and to raise public awareness about disability given by this activity, the difficulties they experience being social educators and ways to overcome them, the meaning of self-advocacy in their lives as well as the readiness to recommend this work to other people with disability. The gathered data suggests that, according to the self-advocates, being a social educator enhances the social status of self-advocates. It also provides an opportunity to develop skills, new social roles and sometimes positive identities, which is in line with the assumptions of the theoretical models of self-advocacy.
Qualitative Research in Education, Volume 10, pp 62-87; https://doi.org/10.17583/qre.2021.7159
This study explores Thai university students’ perceptions of their reluctance in verbal classroom participation especially in situations where English is used as the medium for instruction. It is generally perceived that non-native learners particularly from high context cultures such as Thailand have the tendency to remain silent during discussion sessions or when they are asked to participate in activities related to expressing their opinions. By investigating this phenomenon through focus group meetings with Thai university students, this study reveals reasons that cause students to be hesitant speakers in class through the eyes of students themselves. The results confirm that though students agree to the common perception of Asian students being quiet learners, they did not agree that they were passive learners; they emphasized the fact that they used ‘silence’ as a tool to quietly yet attentively participate. The study also highlights that students’ silence can be seen as a way to harmonize with the environment and situation which is the cultural norm in the Thai context.
Qualitative Research in Education, Volume 10, pp 31-61; https://doi.org/10.17583/qre.2021.6475
This research aims to analyse a teacher’s questioning activity using oral open-ended questions in the mathematics classroom in three phases: the teacher asks open-ended mathematics questions orally, students answer the questions, and the teacher responds to the answers. This research involved a mathematics teacher and twenty-three year 7 students (aged eleven-twelve years old) in a secondary school in the UK. The samples were chosen using purposive sampling technique. The data collection technique used was three 45-minute-long lesson observations using field notes and audio-recordings. The notes and the transcript of the recording were analysed to find the answers for three research questions. The results showed that the teacher posed any kind of questions orally. The teacher asked two or three oral open-ended questions. Students answered those questions with different answer. The answers were not only correct, but also incorrect and incomplete. After getting an answer, the teacher responded by asking follow-up questions both closed and open-ended.
Qualitative Research in Education, Volume 10, pp 115-115; https://doi.org/10.17583/qre.2021.7833
Qualitative Research in Education, Volume 9, pp 248-272; https://doi.org/10.17583/qre.2020.5144
This paper highlights findings from the, ‘Advancing learning outcomes for transformational change (A LOT-Change), whose goal was to increase efforts towards securing the future of children living in urban informal settlements. The intervention was implemented in Korogocho and Site 2 respectively. This paper looks at the narratives from girls, boys and their parents and seeks to answer the question, “From the minds of adolescents: What has worked for them in an education intervention in the slums of Nairobi. Qualitative data comes from the qualitative component of the endline evaluation study that was collected in July and August 2018, by the African Population and Health Research Center (APHRC). Findings from this study done by APHRC show that: scores in numeracy skills and literacy skills improved, improved self-confidence, which enabled girls to model the way in their schools and communities. Aspirations for school and higher education improved as girls and boys wanted to go beyond primary school. Communication improved across the board girls and boys, together with their parents. Girls and boys gained the confidence to speak up due to the knowledge gained out of the motivational talks within the leadership component. Overall, this paper reinforces the importance of young people having a voice to speak up on programs that affect their lives.