SIBC Radio Broadcasts
- 8 May, 2020: Population and Urban Drift 1
- 15 May, 2020: Population and Urban Drift 2
- 22 May, 2020: Probability 1
- 29 May, 2020: Probability 2
- 5 June, 2020: Literature – Poetry 1
- 12 Jun, 2020: Literature – Poetry 2
- 19th June, 2020: Science – Genetics
- 3rd July, 2020: Economics and Commerce
- 10th July, 2020: Accounting
- 17th July, 2020: Agriculture
- 24th July, 2020: Animal Production
- 24th August, 2020: New Testament Study
15 May, 2020: Population and Urban Drift 2
This is the second session of the integrated broadcasts for Years 10-12. It is part of the Student Learning Continuity Program made possible by the Ministry of Education and Human Resources Development.
Topic: Population and Urban Drift Research
Presenter: Sonia Basile (MEHRD)
Part 1a) Instructions for how to conduct research:
i) Method for Gathering Information and Collecting Data
- Identify an area to investigate its population. You can chose your own community.
- Observe the changes in the population and movement of people in the selected area.
- Interview elders in the area, including your parents if they are living in the same area. (At least 5 people)
- You can use questionnaires and give out to those whom you wanted to get the information from. (At least 5 people) Note: students who are shy sometimes use this technique for collecting data or gather information.
- Record information you have gathered during your observation and interviews you have conducted.
- Collate and organise the information or data under 3 sections (Your sub-questions will be used as the three sub-headings for each section for discussion, therefore any information or data you have collected, you can organise under each sub-heading).
ii) Processing Information/Thinking Skills
- Classify the information and data you have collected. (Choosing what is important for arguing purpose)
- Analyse and interpret the data collected.
- Draw a table or Construct a type of graph that you want e.g. Line graphs, bar graph, scatter graph, pie chart or histogram and apply conventions appropriate to the graph.
- Evaluate – make generalisations on specific issue with supporting evidence and sound argument
We will discuss more on this in the next session
iii) Presentation and Communication (structure)
11. Present findings in a written form and communicate to others.
Part 1b) Structure for Presentation:
After you have completed processing the information and data you have collected, like classifying and organising them under the sub-headings, you are now ready to communicate your findings in a written form or graphical form.
Presenting a report of your findings in a written form is one of the requirements in the studies that you have undertaken. However, it is important to know that when writing a report of the findings, it follows a structure.
The structure of the report form must have these following features;
Your introduction should have a bright and interesting introduction that able to hook the reader. Start with the fact, which isn’t well-known for the public, provide some statistics, or ask the arguable question
Description, discussion and evaluation of method you used to collect data and gather information of the data and processes involved
Your discussion on the findings will be done under the three 3 sub-headings from your three sub questions which were given to you last week. Make sure your explanations are clear and concise and findings are well interpreted. Using short and simple sentences can be effective.
The final part of a research work should contain the brief summary of the results. Relate the findings to your focus question and make it clear for the reader how your findings can be helpful for other researchers who will conduct the further investigation of the same topic (recommendation)
Part 2: Focus Question and Sub-Questions for the Research Activity
Your activity for this topic is a research on the population change and the movements of people in your area or community.
The hypothesis Statement that covers the topic of Population and Urbanisation for this research task is, “Factors that influence the population and movement of people”
Your three sub-questions that are related to the overall Hypothesis or focus question are;
- What factors influences the population change and the movement of people in your area or community?
- How do these factors influence the change in the population and movement of people in your area or community?
- What effect does this change in the population and movement of people has on your area or community?
These are the questions that you will base your research. You can also use them as sub-headings where you discuss your findings in the written form of the report.
To carry out this research successfully, follow the instructions that we have gone through in the first part of this program.
Note: here is some advice that you may want to consider as you begin your research activity;
- You may want to work with a friend in your area who is also doing the same course like you.
- Select 5 people in your area that you will interview, a parent, elder in your area, a church leader, or someone whom you know have been living in the area for a long time.
- When you do the interview, for reference purpose, it is important that you record their names, the place you conduct the interview, the date and time.
- All your notes must be put recorded in a journal or log book. By having your notes and ideas recorded in a journal or log book will help you to organise later for your discussion in the report or as you communicate your findings to someone.
- You have a week to do this activity so you can start thinking about allocating your days for example; there are 7 days in week so you plan for 3 days to do gathering information, 2 days to process information and 2 days to writing up your report on the findings.
- When developing your questionnaire – write questions under each sub-question. 4-5 questions should be sufficient
You can provide support to children or child by answering some questions that he or she has. Or, if you can help to discuss and develop the questions or ask someone else to assist. Talking about the possible questions helps to your child to understand how to begin and do this task.