Defining the research question:
I teach the course of ‘architectural drawing’ in higher education. I
have noticed that many students present a negative attitude towards the perspective
drawing sub-course and their interest and enthusiasm for experimentations decline.
Course: Architectural
drawing
Initial research interest:
Investigate students’ negative attitude towards the perspective drawing sub-course.
What I’ve observed and characterized as negative attitude:
·
Complaints about
difficulties
·
Low degree of
initiative and desire for experimentations
In previous articles, I’ve
offered a premature explanation for this problematic situation, arguing that ‘student’s
negative attitude’ was probably correlated with student’s low self-confidence. However,
a later reflection made me think that this explanation was insufficient and probably
based on personal assumptions. Because of this, I decided to amend slightly the
research process by attaching a preceding exploratory stage, aspiring also to understand
better my context and reveal a number of hidden aspects.
Method of data collection:
The method of group interview was selected, as a suitable method that
could give broad coverage of many subjects, generate a lot of information, and
create new ideas and suggestions. Moreover, the answer of one participant could
trigger the thinking and responses of the others.
The structure was decided to be rather informal, since the relationships
among the participants (teacher-student and student-student) were friendly. The
anticipated data would be qualitative. Two broad themes have been considered as
guiding lines, limiting the range of the discussion but without forcing the
answers towards a specific direction.
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Themes of the Interview
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Investigating
Educational Issues
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Investigating issues that are related to the characteristic of the Subject
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- What are your thoughts in relation to the
educational process (teaching process, subject’s material, learning
difficulties, etc)?
- What would you like to be different? What would
you add?
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- What are your thoughts about the subject of
perspective drawing?
- What do you think will be the impact of the course
to you future studies and professional development?
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Sample:
After agreeing several details with students (duration, date, etc) an
additional issue had to be solved: The number of students was slightly bigger
(5 students more) that the number that is usually recommended for a group
interview. We decided neither to divide the group into two sub-groups nor to exclude
five students. The final sample was one instructor (interviewer) and thirteen
students (interviewees).
Ethical considerations
Students were fully informed about the purposes of the research and their
active contribution was encouraged. However, biases and possible alterations of
their behavior could possible interfere while my role both as a teacher and researcher
could also restrict their spontaneity especially in relation to negative comments.
Permission, from the part of the parents was not asked since the
students were adults. However, an initial clearance from the department head
was required.
Confidentiality/ Recording method:
The students raised several worries about confidentiality issues and a
possible misuse of audio/video recordings. Thus, an alternative method had to
be found (a computer typist was recruited). It was also agreed to keep
anonymity by changing real names with random letters.
The method of
recording, probably affected student’s behavior, since the person in charge was
completely unknown to students and probably caused suspicion and distrust.
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Rapid Computer
Typing
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Advantages
-Suitable when audio recordings are not allowed
-Transcriptions are not necessary
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Disadvantages
-The presence of the typist probably affects the
interviewees
-Can not capture gestures, intonation, pauses, etc
-Errors in typing can occur
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No particular rule was set in relation to the seating arrangement
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| A sketch of the class during the interview |
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