6 Phase Three Group Interviews 2 and Individual Interviews
Sampling and Methods
Preliminary analysis of the phase two questionnaire data had revealed that some students’
responses were polarised on certain issues, demanding further exploration and
clarification. The responses were categorised thematically in order to assist the
development of a group interview schedule (see later in this section). A sample of 44
students from 2 of the schools was randomly selected and invited to take part in
discussion groups. Each group consisted of 11 students (who had progressed to Year 11).
Discussions, which were led by a researcher and were recorded, lasted 45 minutes. There
followed fifteen minutes allocated to a writing task in which the students independently
recorded their reflections on the issues raised in the discussion. In the phase one
discussions, it was noted that some of the students had appeared reluctant to comment
openly in front of their peers. The writing task was intended to offer the students an
opportunity to comment in a more confidential and individualised manner than the open
discussions permitted.
Subsequently, a second group of 30 students from all six schools was randomly selected
from those whose responses had been the most polarised on some (but not all) of the
phase two questionnaire questions. Each member of this group, which included male and
female students from a range of ethnic backgrounds, was invited to take part in a one-to-
one interview with a researcher. The interviews were tape-recorded and each lasted for
approximately 20 minutes. The researcher highlighted the polarised ways in which some
students had responded to the questionnaire. Using a series of probes, students were
invited to reflect on the findings and on their own responses, and to talk about the reasons
why they had responded in a strongly positive or negative way.
In both the group discussions and the individual interviews the students were assured that
their participation was voluntary and that they could ‘opt out’ during any stage of the
process, but none did. All agreed to the use of their verbal and written contributions as
part of the research evidence.
The tape recordings of the discussions and interviews were transcribed. The recordings
themselves, the transcripts and the students’ written reflections provided a valuable
source of rich evidence that served two purposes. Firstly, the evidence gathered allowed
for explorations (involving students whose views were and were not polarised) of the
possible reasons why some of the students had responded as they did and why others’
views had been less strongly positive or negative on specific issues. Secondly, it enabled
the research team to develop a questionnaire for phase four, which included items directly
derived from some of these students’ statements, employing language they had used in
the discussions.
The following individual issues, drawn from the first questionnaire, were discussed in the
group interviews. These themes were identified for discussion in phase one. These were
designed to generate new categories/ themes for the next questionnaire. Discussions in
this series of interviews centered on students’ feelings on community and environment
(and environmental pressures), on politics, religion and fairness, on trust, happiness, on
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