Lesson Notes By Weeks and Term v4 - SHS 1

Lesson Video

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Performance objectives

• Identify different qualitative data collection methods.
• Justify why you would choose a specific method.
• See how these methods are used in real-life situations.

Lesson summary

Good morning, class. Today, we are moving beyond just numbers in mathematics. We often count things: the number of students who passed an exam, the number of goals scored in an Interco match. But what if we want to know *why* some students passed and others didn't? Or *why* our school team won? To answer "why" and "how," we need to understand people's thoughts, feelings, and experiences. This is where qualitative data comes in. It helps us understand the stories behind the numbers, which is crucial for making smart decisions in our school, communities, and future careers.

Lesson notes

(25 minutes) Part 1: What is Qualitative Data?

First, let's understand the two main types of data. Quantitative Data: This is data that can be counted or measured. It deals with numbers. *Example:* The price of a bowl of fufu in the canteen (e.g., GH₵15), the number of students in this class (e.g., 55), the temperature outside (e.g., 31°C). Qualitative Data: This is descriptive data. It deals with words, descriptions, opinions, and experiences. It answers questions like "why?", "how?", and "what is it like?". It is non-numerical. *Example:* Why students prefer watching movies to reading books, a description of the taste of fresh Ga kenkey, students' opinions about the school's new rules.

Think-Pair-Share Activity (5 mins): In pairs, think of one example of quantitative data and one example of qualitative data you could collect right here in our school. Be ready to share. *(Teacher facilitates feedback, clarifying any misconceptions).*

| Feature | Quantitative Data | Qualitative Data | | :--- | :--- | :--- | | Nature | Numerical (deals with numbers) | Descriptive (deals with words, images) | | Asks | How many? How much? | Why? How? What is the experience? | | Example | 20 students prefer Milo. | *Reasons why* students prefer Milo (e.g., "It tastes sweeter," "My mother always made it for me"). | | Analysis | Mathematical and statistical analysis. | Interpretation and summary of ideas/themes. |

Evaluation guide

• Identify and validate qualitative data collection methods (interviews, observations, focus
• groups, oral histories, online tracking, social media monitoring, etc.) and use them to
• collect everyday -life data.
• Using think -pair-share activities, students sample out numerous data they can collect and justify a