CHAPTER THREE
METHODOLOGY
Introduction
This chapter focuses on the research design, population, sample and sampling technique,
data collection procedure intervention, pre intervention, intervention implementation,
challenges faced in solving a perceived problem and data analysis procedures.
Research design
The research design employed for this study was action research. Carlos (2015) stated
that, Action research involving the identification of a concrete problem in one’s
immediate environment or work place and the application of the scientific techniques in
solving it.
The rationale for using the design was the study seeks to improve the performance for
basic 6 learners of Akutuase M/A Primary School on the problem “Personal Hygiene”
using demonstration method and picture clue.
Population
Population (2011), define population as the totality of items or object under the universe
of study. The ideal population for the study was the Basic 6 Learners of Akutuase M/A
Primary School. The total population of learners was 15 made up 7 boys and 8 girls with
the average age of 11 years sum up to the total number of learners in the classroom. This
is because the researcher wants all learners to benefit from the interventions.
Sample and sampling techniques
The sample for the study was 15 learners made up 7 boys and 8 girls in Basic 6 Sampling
techniques are methods used in research to select a subject of individuals from larger
population to make inferences about the entire population. Cochran, W.G (1997). The
sampling techniques. Census techniques is a statistical list where all members of a
population are analyzed (Wiggin 1957). The researcher adopted these techniques because
all learners in Basic 6 were identified as having problem under studied.
Data collection instrument
According to Creswell (1956) data collection instrument is a tool or method used to
gather information for research purpose. The purpose for gathering and recording
relevance information for the study, class exercise and Class Test was used. Data was
collected in two forms. The first form was the data collected before the intervention. The
Post Test was conducted to determine the effectiveness of intervention used.
Class exercise
Class exercise helps teachers to access learners grasp of the materials and identify areas
needing additional support. (Black and Willian 1998)
Class test
A test is an instrument or procedure used to systematically gather data about an
individual’s performance, abilities, knowledge, attitude or through question or Creswell
(2012). It was done twice (Pre-Test and Post-Test). The Class Test called Pre-Test was
used to identify learners’ ability to understand personal hygiene. After the Pre-Test an
intervention was carried out which was followed by another test to ascertain whether
there has been a change or not, this test is known as the Post-Test.
Data collection procedures
After identifying the learner’s inability to understand the concept of personal hygiene.
The researcher meets with mentor about the identified problem in the classroom and then
sought permission from the mentor to conduct action research. The mentor then wrote to
the lead mentor for permission for day collection and approval of the intervention. An
approval was given to the researcher to continue with the intervention. The researcher
used a period of 4 weeks for the intervention staring from 3rd February to 27th February,
2025. Two days in a week (Monday to Wednesday) were used if was conducted between
(8:00am to 9:00am) on Monday and (1:00pm to 2:00pm).
Intervention
The intervention used was demonstration method and picture clue. There was a Pre-Test
and Post-Test as part of intervention.
Intervention procedure
According to Janebel (2015) Intervention is situation in which someone becomes
involves paretic situation in order to influence what happens. The main intervention used
having discover the difficulties to understand personal hygiene was demonstration
method and picture clue of teaching. The researcher used 4 weeks for the intervention.
Within the 4 weeks every Monday and Wednesday were used for the intervention to help
improve their reading.
WEEK 1: PRE-TEST (PRE-INTERVENTION)
DAY: MONDAY
TIME: 8:00AM TO 9:00AM
DURATION: 60 MINUTES
DATE:3/02/2025
Activity
In the first meeting, the researcher reviews the pupil’s relevant previous knowledge, after
which he asked the students what they know about personal hygiene but among them one
of the learners brought a definition as personal hygiene refers to the practices and habits
that help maintain bodily cleanliness, promote health, and prevent the spread of illness.
The researcher add that it involves taking care of one’s body through activities like
bathing, washing hands, brushing teeth and wearing clean clothes. The researcher asked
the pupils to mention some of the way we can maintain personal hygiene. The learners
answered bathing, brushing teeth. The researcher added a brief explanation to what the
learners said and brought the lesson to a close. After the lesson, the researcher gave out
five questions to access their understanding that will be seen at Appendix A.
WEEK 2: USING DEMONSTRATION METHOD TO HELP LEARNERS TO
UNDERSTAND HOW TO KEEP THE BODY CLEAN.
DAY: MONDAY
TIME; 8:00AM TO 9:00AM
DURATION: 60 MINUTES
DATE: 10/02/2025
Activity
The researcher reviewed the pupil’s relevant previous knowledge. The researcher guides
the learners to understand how they can wash their cloth and hand. She called one of the
learners and together with the learners they demonstrated to the entire class how they can
wash their hand. She added that when they were washing their hand, they should wash it
under running water and also, they can use hand cream to clean their hands. The
demonstration of hand washing is shown below:
Fig. 1: The researcher and Fig. 2: The researcher
a learner demonstrating and a learner
how to wash hands. demonstrating how to
use hand cream.
WEEK 2: USING DEMONSTRATION METHOD TO HELP LEARNERS TO
UNDERSTAND HOW TO KEEP THE BODY CLEAN.
DAY: WEDNESDAY
TIME: 1:00PM TO 2:00PM
DURATION: 6O MINUTES
DATE: 12/02/2025
Activity
The researcher started the lesson by reviewing pupils’ relevant previous knowledge, after
which she guided the leaners through how they will brush their teeth. The steps are as
follows;
1. Choose a Toothbrush and Toothpaste: Use a fluoride toothpaste and soft bristled
tooth brush.
2. Apply Toothpaste: Put a pea-sized amount of toothpaste on the toothbrush.
3. Brush Your Teeth: Brush all surfaces of your teeth in gentle circular motions.
Focus on the front, back and top of your teeth.
4. Brush for 2 minutes: Brush your teeth for at least 2 minutes.
5. Spit and Rinse: Spit out the toothpaste and rinse your mouth with water.
After taking them through the steps, the researcher asked one of the learners to
demonstrate it infront of the class and she performed it as shown below.
Fig. 3: A learner
demonstrating how
to brush
WEEK 3: USING PICTURES DUEher teeth. PERSONAL HYGIENE.
TO MENTION
DAY: MONDAY
TIME: 8:00AM TO 9:00AM
DURATION: 60 MINUTES
DATE: 17/02/2025
Activity
The researcher reviewed the pupil’s relevant previous knowledge. The researcher guided
the learners to understand how to apply lemon before bathing. The researcher asked one
of the learners to demonstrate how to apply lemon in the armpit which is shown below:
Fig. 4: A learner
demonstrating how to
apply lemon in the armpit.
After the lesson, the researcher gave out five questions to asses their understanding that
will be seen at Appendix A.
WEEK THREE: USING PICTURE CLUE TO HELP MENTION PERSOSNAL
HYGIENE.
DAY: WEDNESDAY
TIME: 1:00PM TO 2:00PM
DURATION: 60 MINUTES
DATE: 19/02/2025
Activity
The researcher asked the learners to mention some of the negative effects of poor hygiene
personal hygiene. The learners responded that some of the effects are teeth decay and
illness. The researcher showed the picture in Fig. 5 to the learners and told them that she
has given them two minutes for them to think about the picture in pairs. After two
minutes, the researcher asked the learners to share what they have discussed to the whole
class and after that activity, the researcher spoke deep into the understanding of the
effects of poor personal hygiene.
Fig. 5: A picture describing the effects of poor personal
hygiene.
WEEK FOUR: POST-TEST
DAY: MONDAY
TIME: 8:00AM TO 9:00AM
DURATION: 60 MINUTES
DATE: 24/02/2025
Activity
The researcher conducted a class test which was used as Post-Test to assess their
understanding of the lesson. It was a ten multiple choice questions and two written
question which was based on the concept of personal hygiene (see Appendix B).
She again discussed the Post-Test questions with the learners where she took them
through the marking scheme and guided them to understand why the answer should be
what is in the marking but not what he/she wrote.
Challenges faced
Some parents were reluctant to provide information to the researcher, fearing that it could
be used against them. Additionally, a lack of cooperation and instances of truancy
amongst some learners hindered the smooth progression of the research.
Data analysis procedure
The researcher’s used percentages and frequency counts to analyze the data collected.
The scores were categorized as;
0 – 4 Below average
5 – 7 Above average
8 – 10 Above average