MHM Research Methods for Girls Education Advocacy

1. WinS for Girls: Advocacy and Capacity Building for MHM in WinS Module 7: Objective Driven Tool Design for MHM Research Part 2: Key Informant Interviews with Teachers, Facility Observations, and Focus Group Discussions with Mothers, Fathers and Boys Photo credit: Sarah Yerian

2. WinS for Girls Module 7: Research Tools Queues to Participate Throughout the course you will see: Questions in Red When there are questions in red, we pause from the course lecture so all can participate and add responses or ideas in the chat window Questions in Green When there are questions in green, we will not pause from the course lecture, but all are still welcome to add responses or ideas in the chat window WinS for Girls

3. WinS for Girls Module 7: Research Tools Learning Objectives At the end of the session participants should be able to: • Review the range of methods for MHM research • Understand the concept of ‘triangulation’ and its application to verify and explore a common research theme from different perspectives • Understand how to develop Key Informant Interviews with teachers • Understand how to adapt the UNICEF WinS Facility Monitoring Tool for MHM in your country context WinS for Girls

4. WinS for Girls Module 7: Research Tools Module Source Material Material for this module adapted from: • WASH in Schools Empowers Girls Education: Tools Booklet. : http://www.unicef.org/wash/schools/files/WinS_Empowers_Girls_Education_Tools_For_MHM_Booklet.pdf • UNICEF (2011). WASH in Schools Monitoring Package. New York. Resources can be found on Blackboard (website information at end of presentation) WinS for Girls

5. WinS for Girls Module 6: Research Tools Review: Objective Driven Tool Development • Methods selected for the study were guided by the objectives or research questions identified • Participant selection for each method were also based on objectives • Areas of inquiry were identified based on what we wanted to learn as part of each objective • Key questions were selected to guide the creation of the tools WinS for Girls

6. Figure 1. UNICEF country offices engaged in assessment of menstrual hygiene management in schools For more information on the assessment findings, see the individual country reports at www.unicef.org/wash/schools. WinS for Girls Module 6: Research Tools Review of Module 6 Discussed in Module 6 In the 4 country study, a range of Methods were used: • In-Depth Interviews with girls • Focus Group Discussions with girls inand out of school • Key Informant Interviews with teachers • WASH facility observations • Focus Group Discussions with boys • Focus Group Discussions with mothers • Focus Group Discussions with fathers • Focus Group Discussions with teachers • Key Informant Interviews with national and community level officials • Key Informant Interviews with health • workers WinS for Girls

7. Figure 1. UNICEF country offices engaged in assessment of menstrual hygiene management in schools For more information on the assessment findings, see the individual country reports at www.unicef.org/wash/schools. WinS for Girls Module 7: Research Tools Methods for review in Module 7 In the 4 country study, a range of Methods were used: • In-Depth Interviews with girls • Focus Group Discussions with girls in and out of school • Key Informant Interviews with teachers • WASH facility observations • Focus Group Discussions with boys • Focus Group Discussions with mothers • Focus Group Discussions with fathers • Focus Group Discussions with teachers • Key Informant Interviews with national and community level officials • Key Informant Interviews with health workers To be discussed in this module WinS for Girls

8. Figure 1. UNICEF country offices engaged in assessment of menstrual hygiene management in schools For more information on the assessment findings, see the individual country reports at www.unicef.org/wash/schools. WinS for Girls Module 7: Research Tools Methods for review in Module 7 At a minimum, we encourage you to include: • In-Depth Interviews with girls • Focus Group Discussions with girls in and out of school • Key Informant Interviews with teachers • WASH facility observations • Focus Group Discussions with boys • Focus Group Discussions with mothers • Focus Group Discussions with fathers • Focus Group Discussions with teachers • Key Informant Interviews with national and community level officials • Key Informant Interviews with health • workers WinS for Girls

9. WinS for Girls Module 7: Research Tools Triangulation Triangulation is the combination of different methods, theories, data and/or researchers in the study of one issue. WinS for Girls

10. WinS for Girls Module 7: Research Tools Triangulation Using Triangulation to answer research objectives • Objective: To understand how knowledge, social attitudes and beliefs impact girls’ experiences of menstruation • Objective • Method • Participant(s) • Area of Inquiry • Objective • Method • Participant(s) • Area of Inquiry • Key Question(s) • Key Question(s) WinS for Girls

11. WinS for Girls Module 7: Research Tools Triangulation Using Triangulation to answer research objectives • Objective: To understand how knowledge, social attitudes and beliefs impact girls’ experiences of menstruation Example: Focus Group Discussion with Girls; Student 2: “We do not like answering questions when we have our period. One time I had a stain but did not know. I was at the board and all the boys teased me.” WinS for Girls Images: http://www.123rf.com/

12. WinS for Girls Module 7: Research Tools Triangulation Using Triangulation to answer research objectives • Objective: To understand how knowledge, social attitudes and beliefs impact girls’ experiences of menstruation • Objective • Method • Participant(s) • Area of Inquiry • Objective • Method • Participant(s) • Area of Inquiry • Key Question(s) • Key Question(s) WinS for Girls

13. WinS for Girls Module 7: Research Tools Triangulation Using Triangulation to answer research objectives • Objective: To understand how knowledge, social attitudes and beliefs impact girls’ experiences of menstruation Example: Focus Group Discussion with Boys: “The girls suddenly stop hanging out with us and being our friend. We get upset. They do not tell us why so we tease them. We once teased a girl who had her period, but we did not know what it was at the time. We would not have if we had known.” WinS for Girls Images: http://www.123rf.com/

14. WinS for Girls Module 7: Research Tools Triangulation Using Triangulation to answer research objectives • Objective: To understand how knowledge, social attitudes and beliefs impact girls’ experiences of menstruation • Objective • Method • Participant(s) • Area of Inquiry • Objective • Method • Participant(s) • Area of Inquiry • Key Question(s) • Key Question(s) WinS for Girls

15. WinS for Girls Module 7: Research Tools Triangulation Using Triangulation to answer research objectives • Objective: To understand how knowledge, social attitudes and beliefs impact girls’ experiences of menstruation Example: In Depth Interview with Girl Student 1: I do not face any challenges. I continue to go to school every day when I have my period. I have a bag and keep extra pads inside it.” WinS for Girls Images: http://www.123rf.com/

16. WinS for Girls Module 7: Research Tools Triangulation Using Triangulation to answer research objectives • Objective: To understand how knowledge, social attitudes and beliefs impact girls’ experiences of menstruation • Objective • Method • Participant(s) • Area of Inquiry • Objective • Method • Participant(s) • Area of Inquiry • Key Question(s) • Key Question(s) WinS for Girls

17. WinS for Girls Module 7: Research Tools Triangulation Using Triangulation to answer research objectives • Objective: To understand how knowledge, social attitudes and beliefs impact girls’ experiences of menstruation Example: Key Informant Interview with Female Teacher: “The girls still come to class, but I know when they have their period. They sit in the back and stop participating. Sometimes they put their head down to manage the pain.” WinS for Girls Images: http://www.123rf.com/

18. WinS for Girls Module 7: Research Tools Triangulation Using Triangulation to answer research objectives • Objective: To understand how knowledge, social attitudes and beliefs impact girls’ experiences of menstruation Example: Key Informant Interview with Male Teacher: “The boys tease the girls when they have their period. I know it is because they do not understand menstruation. They should learn about this, but what can I do? I do not think I should talk about this.” WinS for Girls Images: http://www.123rf.com/

19. WinS for Girls Module 7: Research Tools Triangulation Triangulation is the combination of different methods, theories, data and/or researchers in the study of one issue. Focus Group Discussion with Girls In Depth Interviews with Girls Focus Group Discussion with Boys Key Informant Interviews with Teachers WinS for Girls Images: http://www.123rf.com/

20. WinS for Girls Module 7: Research Tools Triangulation Triangulation Triangulation may also help to address different areas of the socio-ecological framework around a certain objective Societal Factors Policy, Tradition, Cultural Beliefs, Social Norms Environmental Factors  School Water, Sanitation, Resources Interpersonal Factors  Influence of Family, Teachers, Peers Personal Factors  Girl’s Knowledge, Skills, Beliefs Biological Factors  Age, Intensity WinS for Girls

21. WinS for Girls Module 7: Research Tools Triangulation Triangulation • Can promote the quality of your qualitative data • Offer new ways of comparison • Includes populations who occupy different social locations or are likely to have divergent views • May deliver a comprehensive perspective or deliver fully on the overall objectives of your research How might you use triangulation in your MHM research? WinS for Girls

22. WinS for Girls Module 7: Research Tools Triangulation We’ve discussed some ways that you might use triangulation in your research. As we move forward in today’s module we’ll continue to talk about using triangulation to meet your objectives. Let’s continue to talk about different methods and populations to include in your research plan. Photo credit: Sarah Yerian WinS for Girls

23. WinS for Girls Module 7: Research Tools Key Informant Interviews KII with Teachers and Administrators Primary objectives: Part 1 To gain information about the school from the school administration; Part 2 To learn teachers’ perspectives of menstruation-related issues in the school setting. Why is a ‘Key Informant Interview’ a useful method for these objectives? WinS for Girls

24. WinS for Girls Module 7: Research Tools Key Informant Interviews KII with Teachers and Administrators Primary objectives: Part 1 To gain information about the school from the school administration; Part 2 To learn teachers’ perspectives of menstruation-related issues in the school setting. Areas of Inquiry: • State of School WASH facilities • Knowledge • Social norms and behaviour • Recommendations WinS for Girls

25. WinS for Girls Module 7: Research Tools Key Informant Interviews KII with Teachers and Administrators Primary objectives: Part 1 To gain information about the school from the school administration; Part 2 To learn teachers’ perspectives of menstruation-related issues in the school setting. Participants • Part 1 and 2: School administration (head teachers) • Part 2: School teachers (who would teach on MHM, life science, health, or related topics) WinS for Girls

26. WinS for Girls Module 7: Research Tools Key Informant Interviews KII with Teachers and Administrators WinS for Girls

27. WinS for Girls Module 7: Research Tools Key Informant Interviews Structure of KII with Teachers and Administrators • Introduction • Background • Key Questions. Part 1 (closed and semi-open) • Key Questions. Part 2 (open) • Closing Questions WinS for Girls

28. WinS for Girls Module 7: Research Tools Key Informant Interviews Structure of KII with Teachers and Administrators • Much of this key informant interview is more structured than the in-depth interview we discussed last week. This means that research assistants should: • Check boxes as they go through the interview WinS for Girls

29. WinS for Girls Module 7: Research Tools Key Informant Interviews Structure of KII with Teachers and Administrators • Much of this key informant interview is more structured than the in-depth interview we discussed last week. This means that research assistants should: • Check boxes as they go through the interview • Take notes as appropriate • Record the interview WinS for Girls

30. WinS for Girls Module 7: Research Tools Key Informant Interview • Introduction -Interviewer introduction -Explanation of research purpose -Use of data and outcome of research -Ethics, confidentiality, anonymity, permission Photo credit: Zev Dignadice WinS for Girls

31. WinS for Girls Module 7: Research Tools Key Informant Interview • Introduction • Background • School information • School demographics • Community engagement Photo credit: Anna Ellis WinS for Girls

32. WinS for Girls Module 7: Research Tools Key Informant Interview • Introduction • Background • Key Questions • Water (source and quality) • Sanitation • Waste disposal and drainage • Operations and Maintenance • Hygiene Photo credit: Anna Ellis WinS for Girls

33. WinS for Girls Module 7: Research Tools Key Informant Interview-Water • Introduction • Background • Key Questions • Water (source and quality) Photo credit: Anna Ellis WinS for Girls

34. WinS for Girls Module 7: Research Tools Key Informant Interview-Water • Introduction • Background • Key Questions How is this relevant to MHM in Schools? Girls need water accessible and available to manage menstruation at school WinS for Girls

35. WinS for Girls Module 7: Research Tools Key Informant Interview-Water • Introduction • Background • Key Questions Environmental Factors WinS for Girls

36. WinS for Girls Module 7: Research Tools Key Informant Interview-Sanitation • Introduction • Background • Key Questions • Sanitation Photo credit: Anna Ellis WinS for Girls

37. WinS for Girls Module 7: Research Tools Key Informant Interview-Sanitation • Introduction • Background • Key Questions What levels of the socio-ecological framework are being addressed ? Environmental Factors WinS for Girls

38. WinS for Girls Module 7: Research Tools Key Informant Interview-Waste Disposal • Introduction • Background • Key Questions • Waste disposal and drainage Photo credit: Anna Ellis Photo credit: Anna Ellis WinS for Girls

39. WinS for Girls Module 7: Research Tools Key Informant Interview-Waste Disposal • Introduction • Background • Key Questions Environmental Factors WinS for Girls

40. WinS for Girls Module 7: Research Tools Key Informant Interview-Waste Disposal • Introduction • Background • Key Questions Why is it important to ask about waste disposal? Environmental Factors WinS for Girls

41. WinS for Girls Module 7: Research Tools Key Informant Interview • Introduction • Background • Key Questions • Waste Disposal • Adaptations from the Philippines: • Practicing waste segregation-does this impact how girls can dispose of napkins? Photo credit: Anna Ellis WinS for Girls

42. WinS for Girls Module 7: Research Tools Key Informant Interview-Operations and Maintenance • Introduction • Background • Key Questions • Operations and Maintenance Photo credit: Anna Ellis WinS for Girls

43. WinS for Girls Module 7: Research Tools Key Informant Interview-Operations and Maintenance • Introduction • Background • Key Questions Societal Factors Environmental Factors WinS for Girls

44. WinS for Girls Module 7: Research Tools Key Informant Interview-Hygiene • Introduction • Background • Key Questions • Hygiene Photo credit: Anna Ellis WinS for Girls

45. WinS for Girls Module 7: Research Tools Key Informant Interview-Hygiene • Introduction • Background • Key Questions Interpersonal Factors Societal Factors Environmental Factors WinS for Girls

46. WinS for Girls Module 7: Research Tools Key Informant Interview • Introduction • Background • Key Questions Part 1 (closed) • Key Questions Part 2 (semi closed and open) • Areas of Inquiry • Knowledge • Social norms and behaviour • Recommendations Photo credit: Anna Ellis WinS for Girls

47. WinS for Girls Module 7: Research Tools Key Informant Interview-Part 2 • 4. Key Questions Part 2 (semi closed and open) Societal Factors Interpersonal Factors WinS for Girls

48. WinS for Girls Module 7: Research Tools Key Informant Interview-Behaviors • 4. Key Questions Part 2 (semi closed and open) Societal Factors Environmental Factors Interpersonal Factors Biological Factors WinS for Girls

49. WinS for Girls Module 7: Research Tools Key Informant Interview • Introduction • Background • Key Questions Part 1 (closed) • Key Questions Part 2 (semi closed and open) • Closing Questions • Ask for recommendations • Ask if participant has anything further to add • Thank participant for their time WinS for Girls

50. WinS for Girls Module 7: Research Tools Key Informant Interview • The whole key informant interview will be used with a school administrator. • However, the second part should be used with at least one teacher at each school • Introduction • Key Questions Part 2 (semi closed and open) • Closing Questions WinS for Girls