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In qualitative research, data analysis is described as a constructionist or inductive process that involves putting units of data together into a pattern that convey meaning (Polit & Beck 2014:304).

Qualitative data analysis involves organising and managing the mass of narrative data. It begins with data management, a reductionist process of breaking down data into smaller, more manageable units of concepts (Polit & Beck 2014:301). The conceptualised data is then used to construct themes through coding and then condensing the codes (Creswell 2013:180). In this study, data analysis commenced

after the second interview and continued with subsequent data collection. Gathering data involved interpretation of the data and therefore during the interpretation the analysis of the data took place (Streubert & Carpenter 2011:44; Creswell 2009:183; Liamputtong 2011:278). The early commencement of the data analysis allowed the researcher to repeatedly think about gathering data, and generated new strategies for the new data being coded. According to Charmaz (2006:43) as cited in Liampttong (2011:278) is “the process of finding what the data are about”. Coding is important and has been described under chapter four.

5.3.1 Findings from the data

In this section our discussion centres on describing the research findings and interpretation of the results. During the data analysis the researcher focused on the processes, actions or interactions that constituted the participants’ experiences and perception of school-based sexuality education. The process of sorting, coding and categorising of data led to the intuitive process of identification of themes that logically organised all data.

5.3.1.1 Themes

A total of six (6) themes and 30 categories were identified from the data analysed. Each theme was composed of a varied number of categories. The themes were titled based on common factors within each cluster of theme. The pattern of arrangement of data is from general (themes) to specific (sub-categories). The researcher used the following steps to analyse the data to generate the themes and categories:

The researcher listened carefully to the audiotapes with the purpose of understanding and interpreting the interviews. This process was done repeatedly in order to capture any missed words and phrases. The words and the phrases were then documented for analysis. The researcher also checked the quality of the transcribed data by ensuring trustworthiness through credibility, transferability, dependability and conformability. The inductively coded data assisted the researcher in developing the themes of the data; which were then divided into categories.

Table 5.1 A summary of themes, categories and sub-categories describing the experiences and perception of school-based sexuality education

Themes Categories Sub-categories

1 Meanings assigned to SBSE

1.1 Physical maturity

1.1.1 Bodily changes

1.1.2 Sexual and physical maturation

1.2 Sex related information 1.2.1 Sexual needs

1.2.2 Responsible sexual desires

1.2.3 Age appropriate sexual information

2 Dominant concepts about the relevance of content taught

2.1 Raising awareness 2.1.1 Limited detail taught in sex education

2.1.2 Promoting personal hygiene 2.2 Protection against

sexually transmitted diseases

2.2.1 HIV/STDs prevention

2.2.2 Emphasising abstinence only 3 Benefits of SBSE 3.1 Empowering

adolescents with correct information

3.1.1 Keeping adolescents in school

3.1.2 Helping to prevent early marriages

3.1.3 Creating STIs/HIV awareness

3.1.4 Creating safe school environment for female adolescents

3.1.5 Becoming assertive

3.1.6 Reducing stigma among HIV positive children

3.1.7 Training adolescents

3.1.6 Creating life skills 4 Provision of information on SBSE 4.1 Adolescents as participants 4.1.1 Adolescent involvement

4.1.2 Using various teaching strategies.

4.2 Age specific information 4.2.1 Integrated in the science subjects

Themes Categories Sub-categories

4.2.2 Providing information based on class level

5 Challenges faced during provision of SBSE

5.1 Extra burden 5.1.1 Perceived as increasing current workload for teachers

5.1.2 Inability to meet individual needs (Big class sizes).

5.1.3 Perception that it is not the role of teachers

5.2 Lack of trained teachers 5.2.1 Training for few selected teachers.

5.2.2 Teaching without training 5.3 Difficulty understanding

the Teacher’s guide

5.3.1 Confusing ‘second hand’ information

5.4 Ineffective teaching strategies

5.4.1 Inadequate strategies

5.4.2 Some strategies are entertaining not educative 5.5 Limited teaching resources 5.5.1 Few textbooks 5.5.2 Lack of funds 5.6 Poor treatment of teachers

5.6.1 Lacking incentives /Poor remuneration

5.6.2 Lacking motivation Lack of interest

5.6.3 School/Teachers lack voice

5.6.4 Teachers not respected 5.7 Fear 5.7.1 Fear of raising sensitive

issues/political interference

5.7.2 Shy teachers

5.7.3 Fear/shame

5.8 Lacking role models 5.8.1 Teachers not exemplary

5.8.2 Poor parenting styles

5.9 Lacking government commitment

5.9.1 On and off programme

Themes Categories Sub-categories

5.10 Challenges related to adolescents

5.10.1 Adolescents experimenting with the information

5.10.2 Adolescents maturing early

5.10.3 Adolescents challenging teachers

5.10.4 Young teachers vulnerable 5.11 HIV positive

adolescents affected

5.11.1 Difficulty in talking to HIV positive adolescents

5.11.2 Lack of support for orphaned HIV positive adolescents

5.12 Inappropriate information

5.12.1 Some topics not appropriate

5.13 Cultural barriers 5.13.1 Against cultural norms

5.13.2 Fear of teaching own child

5.13.3 Parents shying away from certain topics

5.14 Religious barriers 5.14.1 Negative religious influence 5.15 Environmental/social

barriers

5.15.1 Influenced by the location of school

5.15.2 Social media influencing adolescents

5.15.3 Negative peer influence 6 Suggestions for

needed change

6.1 Need to keep up with the trends

6.1.1 Retraining to meet the needs

6.1.2 Updating the teaching materials/ books to match demand

6.2 Involve all stakeholders 6.2.1 Need participation of all

6.2.2 Involve/Encourage parents 6.3 Seek external support 6.3.1 Involve health personnel

6.3.2 Need to share external experiences

6.4 Need more 6.4.1 More time and Frequent sessions

6.4.2 Include more topics (HIV, contraceptive).

Themes Categories Sub-categories

6.4.3 Emphasis on abstinence only

6.5 Support teachers 6.5.1 Support from administrators

6.5.2 Motivate teachers 6.6 Needs integration 6.6.1 Incorporate culture into

Teaching SBSE

6.6.2 Integrate into the syllabus 6.7 Adjust according to

school location

6.7.1 Start in lower classes in rural schools

Table 5.1 presents the views of all the themes, categories and sub-categories generated from the data and constitute the broader scheme and structure that directed the analysis and interpretation of data.

Following the principles of constructivist grounded theory (Charmaz 2006) the major categories identified in this study are drawn from participants‟ responses. Each quotation is labelled with the participant’s code number as follows: P1 – first parent interviewed, FGI-B1 – first boys’ focus group interviews, FGI-G2 – second girls’ focus group interviews, T3 – third teacher interviewed. At the end of each section is a discussion of the key issues.