4.2 Thematic Content Analysis of the Focus Group Interviews
The transcribed Focus Group interviews were analysed using Thematic Content Analysis protocols (TCA: Anderson, 1998, 2004) (see Appendix 4.1: this summarises the main conclusions drawn from the focus group data). TCA enables the descriptive
presentation of data collected using qualitative methods such as focus group interviews. The advantage of conducting a TCA is that the outcomes are descriptive and analytical
(Cresswell, 2009; Fischer, 2006; Smith, 1992, 2008). However, TCAs are also a form of intuitive inquiry: a constructivist epistemology and ontology based upon the intersubjective, inferential interpretations of subjective data that has been focused by the interviewer’s
selection of questions and the order in which they are asked (Anderson, 1998, 2004). As TCA is a form of interpretive inquiry, quite often the data collected and its analysis usually leads to far more questions than have been posed and answered (Aldridge et al., 1999, p. 50).
Throughout, therefore, it is acknowledged that the current TCA, herein, is grounded within the assumptions associated with interpretivism, which are based upon subjective and interpretive paradigms (Thomas, 2009).
The transcribed FGIs were analysed in order to identify common themes across the sample as a whole and individual year groups (Appendix 4.1 summarises the main
conclusions drawn from the focus group data). TCA involves selectivity on the part of the researcher as themes are selected on the basis of focusing upon areas that help to answer the research questions and provide an overview of:
1.
The self-perceived affective, cognitive and self-attributional factors that students regard as being influential upon their engagement with learning;2. The key motivating teacher characteristics and behaviours regarded as mediating influences upon the initiation and sustaining of engagement behaviours;
3. Specifically, the key teacher behaviours that;
a. Inform students’ views of the quality of the teacher-student interpersonal relationship during and outside science lessons;
b. Inform students’ self-attribute perceptions, such as competence for learning science and self-efficacy within science lessons and activities
c. Encourage or inhibit students’ participation and autonomy within learning activities within the classroom and written assignments, and;
135
4. Based upon the responses above, students’ perceptions as to how their science teachers may further enhance their students’ motivation for and engagement within science learning activities.
At the start of the TCA process, each of the transcribed files was saved in two forms: one as the original file and the other as an analysis file. This meant that each of the analysis files could be highlighted and assigned headings for each of the emerging common themes. The two research questions informed the selection of themes for extraction and analysis. The extracted passages within the Analysis and Discussion sections (4.13.2, 4.13.3 and 4.14) have been used as illustrative examples of the key themes as verbalised by students from different cohorts and genders. In addition to the thematic data that was extracted from the transcripts, categories were identified that were missing from the interview data.
Changes were made to the transcribed text to preserve the anonymity of the students being interviewed and, as far as possible, where he was being discussed, the identity of each individual science teacher, in that:
Where the name of a student or some of the students is mentioned, this was replaced with [name of student(s)] Where the name of a science teacher is mentioned, this was replaced by [the current science teacher] or [the previous science teacher]
Where the title of another role that the science teacher holds within the school is mentioned, this was replaced with [title held within school]
Where it would be possible to identify an individual student or group of students from the particular behaviour that they exhibit, or the concepts approached could assist in the identification of a year group this was replaced within [ ].
Based upon the research questions for the main study, the following themes were the focus of the TCA. These are summarised within Appendix 4.1. The abbreviations within the following list are the same abbreviations that have been used within Appendix 4.1.
Relatedness:
Students’ perceptions of the quality of the Teacher-Student Interpersonal Relationship (TSIPRQ – Teacher-Student Interpersonal Relationship Quality)
o Student likes the teacher (SLikeT = Students Like Teacher)
136
Teacher Care (R(TC) = Relatedness (Teacher Care))
Teacher Support – autonomy supportive v controlling behaviours / external regulation (R(TS) = Relatedness (Teacher Support))
Students’ perceptions of teacher expectations (TExp = Teacher Expectations)
The influence of students’ interpersonal relationships with teachers outside of science lessons (TSRExt = Teacher-Student Relationship external to science lessons)
Positive treatment by the teacher – students’ perceptions (PosTreat = Positive Treatment)
Negative treatment by the teacher – students’ perceptions (NegTreat = Negative Treatment)
Students’ Perceived Competence:
Perceived competence within science lessons (PCom = Perceived Competence)
Self-efficacy for learning and activities within science (SelfEff = Self-Efficacy)
Self-confidence (SelfConf = Self Confidence)
Strategies that have helped the students achieve success (ComStrat) Students’ Perceived Autonomy Support by teachers:
Being able to plan and develop their own investigations and problem-solving activities (PAS = Perceived Autonomy Support by the teacher)
Students’ affective perceptions
Positive affect in reponse to teacher behaviours / perceived competence / variables within science lessons (PosAffec = Positive Affect)
Negative affect in reponse to teacher behaviours / perceived competence / variables within science lessons (NegAffec = Negative Affect)
Students’ engagement with science lessons and learning activities
Cognitive engagement with science lessons and learning activities (CogEng = Cognitive Engagement)
Cognitive disengagement with science lessons and learning activities (CogDiseng = Cognitive Disengagement)
137
Academic engagement with science lessons and learning activities (AcaEng = Academic Engagement)
Academic disengagement with science lessons and learning activities (AcaDiseng = Academic Disengagement)