Learning Through Discussion1
LEARNING THROUGH DISCUSSION: USING FOCUS GROUPS IN HEALTH EDUCATION
Except where reference is made to the work of others, the work described in this thesis is my own or was done in collaboration with my Thesis Chair. This thesis does not include proprietary or classified information.
______
Torri Leigh Bridge
Certificate of Approval:
______
Donald R. Livingston, Ed.D.Sharon M. Livingston, Ph.D.
Co-Thesis ChairCo-Thesis Chair
Education DepartmentEducation Department
LEARNING THROUGH DISCUSSION: USING FOCUS GROUPS IN HEALTH EDUCATION
A thesis submitted
by
Torri Leigh Bridge
to
LaGrange College
in partial fulfillment of
the requirement for the
degree of
MASTER OF EDUCATION
in
Curriculum and Instruction
LaGrange, Georgia
May 11, 2011
Abstract
This study provided information about female students attending LaGrange College when discussing the issues of body image, self-esteem, and eating disorders. The information was gathered using three focus groups, assessment data, a survey as well as student and teacher journals.In all three groups, the students had gains in knowledge from the pre-test to the post-test. Although the sample size was small, this research showed that learning through discussion could be an effective method of teaching health education.Permission for this study was obtained through LaGrange College Education Department and LaGrange College Institutional Review Board. Completion of this action research thesis was mandatory requirement for the completion of the Masters of Education degree at LaGrange College.
Table of Contents
Abstract……………………..…………………………………………………………….iii
Table of Contents…………….……………………………..…………………………….iv
List of Tables……………….……………………………………………………………..v
Chapter One: Introduction………………………………………………..…….…………1
Statement of the Problem…………………………………………………………...1
Significance of the Problem ………………………………………………………...1
Theoretical and Conceptual Frameworks ………………………………..…………2
Focus Questions …………………………………………………………………….6
Overview of Methodology ………………………………………………………….7
Human as Researcher ……………………………………………………………….9
Chapter Two: Review of Literature …………………………………...………..…...…..10
Focus Groups in Health Education ………………………………………………..10
Student Achievement in Health Education Focus Groups ………………………..12
Student Attitudes about Focus Groups in Health Education ……………………...14
Chapter Three: Methodology………………………………………………….…………19
Research Design …………………………………………………………….……..19
Setting……………………………………………………………………………..19
Subjects and Participants………………………………………………………….20
Procedures and Data Collection Methods…………………………………………21
Validity, Reliability, Dependability, and Bias……………………..……………...25
Analysis of Data…………………………………………………………………...28
Chapter Four: Results……………………………………………………………..……..30
Chapter Five: Analysis and Discussion of Results…………………………..…………..46
Anaysis of Results……………………………………………………………….. 46
Discussion………………………………………………………………………... 50
Implications………………………………………………………………………..51
Impact on Student Learning……………………………………………………… 53
Recommendations for Future Research…………………………………………...53
References……………………………………………………………………………..…55
Appendices………………………………………………………………………………58
List of Tables
Tables
Table 2.1 Matrix for Assessing Consensus……………………………………..…..…17
Table 2.2 Matrix for Assessing Non-Verbal Information…………………….….….. .17
Table 3.1 Data Shell…………………………………………………………....……...22
Table 4.1 ANOVA Results for Pre-Test…………………………………….….….….31
Table 4.2 ANOVAResults for Post-Test……………………………………….….…32
Table 4.3 Dependent t-Test Results For Freshman Pre-Test and Post-Test……..……33
Table 4.4 Dependent t-Test Results for Sophomore Pre-Test and Post-Test…………34
Table 4.5 Dependent t-Test Results for Junior and Senior Pre-Test and Post-Test..…35
Table 4.6 Chi-Square Self-Perception Survey…………………………...……………36
Learning Through Discussion1
CHAPTER ONE: INTRODUCTION
Statement of the Problem
Students need to be more engaged in learning during health education class. According toEisenberg (1997), students prefer discussions, educational media, guest speakers, case studies, and small group work when discussing health education topics. A comprehensive health education program should include an opportunity for the students to have open discussions about age-appropriate topics that are current to their generation. Focus groups are an opportunity for students to have discussions rather than lectures; conversations rather than note taking. It gives the student a chance to express feelings they may not discuss in a whole group setting. It is a great method, when used correctly, to obtain meaning and insight of the student when discussing certain facts or events (Thackeray & Neiger, 2004). The purpose of health education is to give students the basic knowledge necessary to make smart choices in the future. A student centered health education curriculum is beneficial for students, so that they will be engaged to learn what they need to know for real world application. The use offocus groups is an effective way to view students’ attitudes and opinions about pressing health education topics.
Significance of the Problem
When faced with difficult choices and pressure from peers during adolescence, it is difficult for young adults to make smart decisions if they are not taught the information necessary to make these choices. Along the same lines, students are unable to make a smart decision with regards to choices regarding healthy relationships, nutrition, and intimate relationshipsif they are not educated with the necessary information to make these types of decisions. The National Eating Disorders Association (2010) states that ten million females are struggling with an eating disorder and eighty percent of American women are dissatisfied with their bodies. Educators must reach these females early so they understand the effects of eating disorders and unhealthy living on the human body. The use of focus groups with different age groups allows educators to find if there is a difference in self-perception as the female ages. The traditional method of lectures and textbook review questions during teaching may not always get the job done. It is necessary to a variety of teaching methods to engage students in ways that interest them. The use of single gender focus groups gives the students a chance to voice opinions and have a focused conversation on the issue of self-image, self-esteem, and eating disorders.
Theoretical and Conceptual Frameworks
While gathering information for this action research study, it was clear that the use of focus groupsin the classroom relates to the Constructivist Theory. Phillips wrote an article in 1995 regarding the different views of constructivist thought. In The Good, the Bad and the Ugly: The Many Faces of Constructivism,he wrote that humans are not born with already formed knowledge or thoughts, but that humans construct knowledge through inquiry and experiences (Phillips, 1995). He stated, “…human knowledge-whether it be the bodies of public knowledge known as the various disciplines, or the cognitive structures of individual knower’s and learners- is constructed” (Phillips, 1995, p.5). The LaGrange College Education Department (LCED) believes in the Social Constructivism theory. This is the idea that a student learns new information by taking prior knowledge and linking it to the new curriculum being taught. This type of instruction, “requires the teachers to be learning facilitators, rather than lecturers or dispensers of information” (LCED, 2008, p.3). My thesis topic was directly related to this type of instruction. The classroom should be a place where students are able to create their own knowledge and the educator should be the facilitator of instruction. This fit perfectly with the use of focus groups. The educator is the facilitator of discussion, but not a participant. It is up to the students to have these discussions. Helen Longino, a famous figure in social-constructivism believed that knowledge must be “constructed not by individuals but by an interactive dialogic community” (Phillips, 1995, p.10). Longino was stating that learners learn best by using the classroom as a community in which to learn. It is best for students to feel comfortable in the classroom. Only by knowing the students strengths, weaknesses, abilities and interests can we provide them with a meaningful curriculum that is beneficial to the students learning (LCED, 2008).
When relating my paper to the LaGrange College Conceptual Framework tenets and their clusters of related competencies, I found that the chosen thesis topic relatives to many of the clusters of the three tenets(LaGrange College Education Department[LCED], 2008). Competency Cluster 1.3: Knowledge of Learners, discusses the many ways a student can learn information. This went directly with my thesis topic of using focus groups in the health education classroom. The Conceptual Framework (2008) states that, “candidates understand how to provide diverse learning opportunities that support students’ intellectual, social, and personal development based on students’ stages of development, multiple intelligences, learning styles, and areas of exceptionality” (LCED, 2008, p.4). This was exactly what I was trying to create in the classroom environment. Using focus groups gave me the chance to see if students were more engaged in learning new information by being taught using this teaching strategy. Cluster 1.3 also discussedthat a teacher must be aware that there are factors in school as well as at home which influence how a student learns. This is particularly true in health education because students come into the classroom with different experiences and prior knowledge depending on their family background and conversations with family. These differences are shown through the students’ input in discussion and activities during the focus group. Another cluster of the Enthusiastic Engagement in Learning Tenet involved instructing the students by using the state standards as guidelines. The instructional plan used during the study was based off the Georgia Performance Standards (GPS) for health education grades nine through twelve. The state GPS standards in health education were generic in text and could be interpreted different ways in classroom instruction. Therefore, these standards were easy to follow during this action research thesis since these topics were very broad in subject.
For the Tenet 2: Exemplary Professional Teaching Practices, the teacher will “create learning environments in which students assume responsibility and participate in decision making” (LCED, 2008, p. 6). The topic for my thesis included using a variety of instructional strategies including verbal and written work, using technology in the classroom when available, and the use of students’ critical thinking skills to make educated decisions in the future. With regards to the third and final Tenet, Caring and Supportive Classroom and Learning Communities, my thesis related to the second Competency Cluster: Connections. When instructing students in health education, it is very important to understand the boundaries created by mandated state laws and to consider the rights had by students and teachers. It is also important to maintain a professional relationship with the students in the class while discussing such controversial topics(LCED, 2008).
I feel that my thesis related to all six domains of the Georgia Framework for Teaching. There were two domains in particular (Domain 3: Learning Environments and Domain 5: Planning and Instruction) that stressed the need for a differentiated classroom environment. The Georgia Framework for Teaching states, “teachers must create learning environments that encourage positive social interaction, active engagement in learning and self-motivation” (LCED, 2008, p.11). The framework also stressed that teachers should have all instruction based on knowledge of content, student experiences and taught in the learning style that works best for the students learning the new material. Some other key points of the Georgia Framework for Teaching which corresponded with my thesis topic included: a consistent use of assessment techniques to ensure retention of knowledge and the ability of the teacher to show a strong knowledge of the content being taught. This study used many assessments both verbal and non-verbal to show the amount of learning. The pre-test, pre-survey, post-test and journal activities wereother measures of assessment to show gains in knowledge and student attitudes.
The National Board for Professional Teaching Standards were the most difficult to relate my thesis. The NBPTS included the five core propositions for experienced teachers. Proposition 4 stated that teachers must “learn from experience” (LCED, 2008, p.12). This M.Ed. program at LaGrange College helped in this learning process, and I will also learn a great amount every year in my own classroom. The area I can relate to with regards to the NBPTS would be the commitment to the students learning. Whether a new teacher or an experienced educator, it should be the main concern of the teacher that the students learn the knowledge they need to know in that subject area. The goal of this thesis was toevaluate howcollege age female students reacted to the discussion of self-image, self-esteem and eating disorders. The hope was to use different instructional methods and differentiated instruction in focus groups to reach the selected students and have a more educated student body with regards to content in health education.
Focus Questions
The following three focus questions were chosen to guide the research being conducted. These questions breakdown the specific areas researched in this study, and were used to see the effects of focus groups in a health education class. The questions target implementation of seminar instruction as well the changes in attitudes and gains of knowledge in health education class.
Focus Question 1:How can an instructional plan about seminar teaching be implemented to yield evidence that discussion on health education topicsis effective?
The purpose of this focus questions was to show evidence that using seminar teaching in the classroom is an effective method of teaching. This question used an instructional plan as the guide for unit instruction. This focus question explored if seminar teaching is an effective method of educating students in the health education classroom.
Focus Question 2:How can using seminar teaching in health education measure the attitudes, knowledge base and self-perceptions of the student?
This focus question was chosen to represent the quantitative and qualitative methods that will be used to measure student outcomes. This study measured gains in knowledge but most importantly, measuredstudent’s responses to essential questions about their bodies and the attitudes they had about the subject matter.
Focus Question 3: In what ways will using seminar teaching in health education affect the attitudes of the students?
Students learn more when they are engaged in what they are learning, and the attitudes of the participants are essential to the effectiveness of the focus group. The study used observations and journaling to show students engagement and participation in the group discussions and activities.
Overview of Methodology
This study was conducted using action research. Data were gathered using quantitative and qualitative methods. These methods included assessments such as pre-test and post-test, journals recorded by participants and researcher, and surveys. The setting for this study took place in LaGrange, Georgia at LaGrange College. The focus groups were conducted on campus at the college, and participants were volunteers consisting of only female students who are enrolled at the college. Each focus group had six students and met with me one time for one hour. There was three focus groups, one for first year students, one for sophomores, and one for juniors and seniors at the college.This study used a pre-test and pre-survey of the participant’s attitude and knowledge of the health education Georgia Performance Standards for high school students. The participants were asked to journal about specific topics throughout the study to express personalattitudes about the topic and about the instructional method. The reflective journals wereanalyzed for students engagement in the topics and also be able to help address specific comments the teacher had about the instructional technique. The teacher journal was also used to record data during the focus groups regarding the amount of engagement in discussion, interest in the topic, and behavioral patterns that were observed during group time. There wasalso an exit slipfor the students to record final thoughts at the end of each meeting session.
An instructional plan was used to improve pedagogy. It was reviewed by three members of the LaGrange College faculty that teach health classes to students. The feedback from the instructional plan was used to improve the overall impact of the research on the students. The instructional plan feedback as well as the use of pre-determined journal prompts accounted for the qualitative data gathered for focus question one. The organized discussion during the focus group was coded for themes for additional qualitative data. The pre-test, post-test and pre-survey will be evaluated as nominal data. This study was checked to ensure content and construct validity as well as reliability and dependability. All instruments were checked for all forms of bias such as unfair or offensive material as well as disparate impact. The data was analyzed using dependent t-test to determine if there are significant differences between the means of the pre-test and post-test. An anova was ran on all three groups pre-test scores to determine if there was significant difference between the three groups before the focus group. There was a second anova ran on all three post-test groups to see if a particular focus group learned more than the others or if the amount learned was consistent. The journals were coded for recurring, dominant and emerging themes. The survey was analyzed using chi square and Chronbach’s Alpha to find out which questions were significant.