Mixed_Methods

Research Problem: State the research problem or issue in the study. This study aimed to inform the redesign of sex education policy in Chiang Mai, Thailand by exploring the knowledge and attitudes of teenagers, parents, teachers, and policy makers and placing these in the wider social, cultural, educational, and economic context of modern-day Thailand. Why was a Mixed Methods Research Design Chosen' A flexible design was need for the research. Although a qualitative design was chosen for the main study, quantitative data about the topics taught in school and the sexual health knowledge of adolescents was needed to explain what, if any, intervention programs had been implemented. Therefore numerical data was needed. Although the mixed methods design had been used in sexual health studies, more often than not, only one group of respondents, as evidenced by the study of Oshi & Nakalema; the authors of this study wanted information from various groups of people who are involved in sexual health education, not only knowledge information from adolescents. Sample / Population: What was the population used in the study' Was there a sample used' If so, how was the sample selected' How many were in the sample' The study was broken into five different components which needed a separate sample for each of the five components. The five components and sample categories used are: preliminary field study to gather background data and seek institutional consents; questionnaire survey of secondary-school-age pupils (ages 12–21; median age 15; total 2301); focus group study of pupils (total 185 in 20 groups of eight to 12 pupils); questionnaire survey of 351 parents; and focus group study of parents (total 23 in two groups). What was the specific quantitative research method used' Questionnaires were utilized due to ease of administration to a large group in order to gather a broad scope of information. Additionally, questionnaires provided the numeric data to be calculated, compared, and statistically tested. What was the specific qualitative research method used' A knowledge questionnaire from WHO (Cleland, Ingham & Stone, 2000) was reviewed, modified, piloted, and used to collect data from adolescents in sample schools. The WHO questionnaire, designed by Cleland, focused on documenting knowledge, 69 beliefs, behavior and self reported outcomes in the areas of sexual and reproductive health, and thereby outline the needs and concerns of young people. Quantitative Data Collection Instruments, Data Analysis Methods Qualitative and quantitative data were assessed separately with thematic and statistical analysis. The focus group data were also analyzed thematically but because of the greater volume of data and large number of themes. Statistical tests including descriptive statistics, K score, T-test, and Chi-square test. Qualitative Data Collection Instruments, Data Analysis Methods Specific qualitative data consisted of Biographic- Narrative Interpretive Method (BNIM) analysis including Biographical Data analysis, Thematic Field Analysis, and Datum by Datum analysis. Was quantitative data collected first or qualitative data' Knowledge questionnaires were used to collect quantitative data first. How were the two data collection methods used to work together' Mixed quantitative and qualitative methods were used to collect data from different groups. Specific methods were used with specific groups while considering methods, strengths, data desired, and practical uses. Knowledge questionnaires and focus groups were used in adolescents. Semi-structured interviews were used in key informants: teachers, policy makers, and key stakeholders; biographical narrative interviews were used instead of semi-structured interviews in some cases. Focus groups were used to collect data from teachers and parents. Due to the unpredictable nature of researching this topic, modifications to the plan had to be made to adapt to the methods of collecting data in some groups. What were the conclusions of the study' The conclusion to the study suggested school-based sex education was biologically focused and inconsistently delivered. Chiang Mai teenagers showed a reasonable knowledge of biological issues around reproduction but were confused and uncertain about how to obtain or use contraception, avoid pregnancy and transmission of STDs, negotiate personal and intimate relationships and find sources of support and advice. Many parents and teachers lacked the knowledge, confidence, and skills to offer meaningful support to their children. References Oshi, D.C. & Nakalema, S. 2005. The role of teachers in sex education and the prevention and control of HIV/AIDS in Nigeria. Sex Education, 5(1): 93-104. Cleland J., Ingham R. & Stone, N. 2000. Asking young people about sexual and reproductive behaviors: illustrative core instrument. UNDP/UNFPA/WHO/World Bank Special Program of Research Training in Human Reproduction.