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CHAPTER TWO RESEARCH METHODOLOGY

2.1 Overview

2.1.1 Research was undertaken to investigate the content of the existing S1/S2 PSD Road Safety Education Resource and the context of its use, and to establish attitudes and perceptions of teachers, pupils and Road Safety Officers ( RSOs). Following a review of existing information, different methods were used to elicit the views of the different groups of users.

2.2 Desktop reviews

2.2.1 A desktop review was undertaken prior to undertaking primary research about schools' use and user opinions of the resource. This review comprised 2 main parts: a review of road safety education resources and analysis of road accident data.

2.2.2 An Internet review was conducted to find road safety and related resources available in the UK for the 12-14 age group and to determine what approaches had been adopted by other producers. The review was restricted to the UK with a focus firstly on web accessibility and secondly with relevance to the S1/S2 age group. The aim was to identify ideas for development, rather than seek out best practice to replicate.

2.2.3 A comprehensive review was undertaken of all road accidents in Scotland involving injuries to children aged 5 to 15 years old, over the five year period 2002-2006. The data for this were obtained from the Scottish Government's road accident database, which also includes recent information relating to accident causation. The review considered the differences between boys and girls, the transition from primary to secondary school, monthly distribution of accidents, contributory factors for pedestrian accidents and accidents occurring beyond the transition from primary to secondary school. A full report of this analysis is provided in Annex 2.

2.3 Postal survey of all S1/S2 schools

2.3.1 This was the first survey to be conducted as part of this study and it was directed at teachers with responsibility for Personal and Social Education ( PSE) for S1 and S2 classes. A short questionnaire was designed to elicit key information about the uptake, use and effectiveness of the resource and to provide contact details for those teachers who indicated a willingness to be involved further in the study. The questionnaire was limited to five questions to avoid over-complication and to achieve as a high a response rate as possible. The survey was initially piloted with five schools. A copy of the postal survey is provided in Annex 3.

2.3.2 A letter was issued to the Directors of Education in each local authority prior to the research being undertaken, to advise them of the study and seek the cooperation of schools in this work.

2.3.3 All questionnaires were distributed according to a schools contact list provided by the Scottish Government. They were marked for the attention of a teacher with responsibility for PSE in S1/S2, who was requested to complete and return the questionnaire, or pass to the appropriate teacher. The questionnaires were posted out and included a covering letter to explain their purpose together with a freepost addressed envelope for their return. Two follow-up emails were issued to schools that did not complete and return the questionnaire. Schools who replied using email were issued with a duplicate electronic questionnaire and given the freepost address.

2.3.4 A total of 550 questionnaires were issued to all secondary and special schools in Scotland that educate pupils either in S1/S2 or that have pupils in this year group. This included 436 questionnaires to mainstream schools and 114 to special schools. Exactly 164 questionnaires were returned, including 150 from mainstream schools and 14 from special schools. This represents a total response rate of 30% from all schools. The response rate from high schools (excluding special schools) was 34%. The expected response rate had been estimated at between 30-40% of all schools.

2.3.5 The survey returns represent a relatively low sample of schools. In particular, there was a low response rate from special schools. Therefore, whilst the analysis provides an indication of use and opinion, these findings cannot be generalised with confidence to the wider school population.

2.3.6 A range of schools, from less and more deprived areas, and from different geographic areas, responded to the survey. Table 2.1 sets out responses by the proportion of pupils entitled to free meals, as a proxy measure for the socio-economic status of pupils at the school. Table 2.2 sets out the response by urban/rural location type, based on the Scottish Government's 6-fold urban/rural classification scheme.

Table 2.1: Responses to school survey by entitlement to free school meals ⁶

Table 2.2: Responses to school survey by urban/rural classification ⁷

Base for both tables: 436 secondary schools (excluding special schools)

2.3.7 The data were entered into a database and cross-tabulations were prepared for analysis. Geographic (local authority area and rural/urban location) and demographic (proportion of pupils entitled to free school meals) information held for each school was used for more detailed analyses.

2.4 Telephone interviews with teachers

2.4.1 Teachers were interviewed to supplement and complement the data from the postal questionnaire. A major advantage of in-depth interviews is their adaptability. Ideas can be followed-up and responses probed more deeply, which is not possible with a questionnaire. The prime purpose of the telephone interviews was to establish the following:

• Explore reasons for differences in up-take
• Determine how other health and wellbeing issues are approached in the school
• Identify how the resource complements road safety education in the school
• Identify ways in which the resource can be improved
• Explore ways in which the resource can be developed to suit developments in teaching and learning
• Identify how road safety resources are disseminated amongst teachers in the school
• Consider how the resource could be best presented in terms of framework, style, content and presentation

2.4.2 Teachers responding to the postal survey were requested to indicate if they were willing to take part in a telephone interview. Telephone interviews were conducted with teachers who had indicated either Yes or Maybe. In addition, telephone calls were also made to one school that did not return a questionnaire, but was given as a contact by an RSO. Schools were called at least three times, but not more than five times.

2.4.3 A total of 36 telephone interviews were undertaken with teachers with a responsibility for PSE with S1/S2, representing 17 Local Authority areas. Table 2.3 shows the number of schools in each Local Authority that participated in an interview. A range of schools with different characteristics and in different geographic areas were included in the interviews.

Table 2.3: Schools participating in the teacher interviews

2.4.4 The interviews lasted a minimum of 20 minutes and enabled respondents to expand upon their survey response. The interview topic guide ( Annex 4) was developed to be semi-structured so that there were guidelines, but not a rigid approach to asking the questions. An informal telephone manner was used to limit any possible resemblance to a call centre approach.

2.4.5 To ensure consistency, detailed notes were taken during each interview on pre-printed pro formas. The notes were subsequently collated and key themes and specific comments were identified.

2.5 Focus groups with pupils

2.5.1 The focus groups were used to gain an understanding of pupil opinion on road safety education and personal safety. By participating in the focus groups, pupils were able to contribute to the development of a new resource. Differing attitudes and opinions by age and gender were also identified at this stage.

2.5.2 Teachers responding to the postal survey were asked to indicate if they would be prepared to host focus groups in the school for S1 and S2 pupils. From the schools who indicated that they were willing to take part, eight schools were selected that included schools from different areas and backgrounds. Information supplied by the Scottish Government on urban/rural classification and figures on the proportion of pupils entitled to free school meals were used to inform the selection. Prior to each school visit the contact teacher was provided with an outline of the activity and both confirmation and thank you letters were sent to the schools from the Scottish Government.

2.5.3 Eight schools participated: two schools in Highland and North Lanarkshire, plus schools in East Ayrshire, East Renfrewshire, Edinburgh and Inverclyde (see Annex 7). Two focus groups were conducted in each school, with five or six pupils in each group. A total of 91 pupils took part. Each focus group consisted of pupils from the same year group, and both mixed gender and single gender groups participated. A discussion outline was developed to provide a structure to the focus groups ( Annex 5), with the discussion lasting 30 to 40 minutes. The focus groups were recorded (with the participants' permission) and additional notes were made where appropriate.

2.5.4 The recordings and notes were subsequently summarised and collated. The collated information was analysed to identify key themes and specific comments.

2.6 Consultation with Road Safety Officers

2.6.1 Road Safety officers ( RSOs) are involved the promotion of road safety education. They work with head teachers, teachers, nursery nurses, the police and members of the public promoting road safety and much of their work takes places in schools and nurseries. They are also involved in government campaigns for child road safety, drink driving, speeding and the wearing of seatbelts.

2.6.2 The consultation with RSOs involved three workshops, two held in Glasgow and one in Edinburgh, each with seven participants. The RSOs who were unable to attend were sent an electronic copy of the consultation findings and requested to give a convenient time to discuss the findings over the phone or email any comments. Only one RSO indicated a willingness to participate and sent in comments electronically, which agreed with the workshop findings and provided additional ideas for improvement.

2.6.3 A topic guide was prepared to direct the workshop sessions, to ensure all elements were discussed and to promote consistency across the three groups. The five themes discussed at each workshop were:

1. Role of the resource
2. The resource (including individual activities)
3. Quality of the resource
4. Ideas for improvement
5. Continuation of the resource

2.6.4 Each workshop lasted for 2 hours 45 minutes. The format allowed for detailed discussion on each activity in the resource pack. A copy of the topic guide is provided in Annex 8 and a list of attendees is provided in Annex 9.

2.6.5 Detailed notes were taken during each workshop and the information was collated and analysed to identify key themes and specific comments.

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