Applying Focus Groups in Educational Research in Africa
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Williams Emeka Obiozor
Dr. W. Emeka Obiozor is a former journalist, author of two romance books and teaches special education at Bloomsburg Universityof Pennsylvania, USA.
The romance books written by Emeka are refreshing romance stories featuring African culture, traditional lifestyles, romance thrills that relaxes the mind, as well as, educate us about love, romance, culture, relationships and life in other societies. They shall keep you in suspense; keep you guessing, romanticizing and spellbound!
By Williams Emeka Obiozor
Published on 03/3/2008
The study using Focus Groups in the West African nation of The Gambia was an experiential research, which provided viable data on girl child education processes, problems and prospects. The purpose of Focus Groups is to create an environment that can provide feedback about various aspects of educational issues and how the respondents perceive such issues.
The limitations of focus groups research can vary, based on who is leading the session and how skillful the leader is in assuming a non-defensive posture so that a safe haven is created for honest feedback from the respondents. Another factor that could directly affect the outcome focus groups derive, is the quality of the questions the leader asks.
The limitations of focus groups research can vary, based on who is leading the session and how skillful the leader is in assuming a non-defensive posture so that a safe haven is created for honest feedback from the respondents. Another factor that could directly affect the outcome focus groups derive, is the quality of the questions the leader asks.
Why Focus Groups?
The author chose focus groups for the qualitative study because the interaction of different respondents/participants would usually provide a revealing source of data in respect of their adoption or rejection of the general notion on girl child education in The Gambia.
From the lead questions through the probe questions and the subsequent prods, the author had organized and coded the focus groups content into four major themes: gender sensitivity, self-esteem, girl child education and women in leadership positions in The Gambia. The import of this section of the study is the changing attitude that emanated from group interaction.
From the lead questions through the probe questions and the subsequent prods, the author had organized and coded the focus groups content into four major themes: gender sensitivity, self-esteem, girl child education and women in leadership positions in The Gambia. The import of this section of the study is the changing attitude that emanated from group interaction.