Grade 10 Community And Service Learning Action Research – Problem identification Notes

Specific learning outcomes

1. Explore problems that can be addressed through action research.
2. Use data collection tools to gather information on an identified problem.
3. Analyse simple data to determine the extent of a problem.
4. Acknowledge the importance of problem identification in action research.

What is "Problem identification"?

Problem identification is the first step in action research. It means noticing and describing a real issue in your school or community (for example: poor waste disposal, water shortages in the compound, frequent school absenteeism, or mosquito breeding in compounds) so that you can investigate and take action.

Step-by-step guide for students (simple & practical)

1. Observe — Walk around the school or village and note issues (use a short checklist).
2. Talk — Ask classmates, teachers, and neighbours about problems that affect daily life (use short interviews or group discussions).
3. Read — Look for records: school attendance books, clinic reports, or county notices that confirm the problem.
4. Define — Write one clear problem statement. Example: “Many Form 3 girls miss school 2–3 days each month because they lack sanitary pads.”
5. Narrow — Make it specific: where, who, how often, and why it matters.
6. Pick — Choose a problem that students can investigate and help solve using local resources.

Examples of problems Kenyan 15-year-olds can address

• Poor disposal of plastic waste around school compounds causing blocked drains.
• Low attendance among girls during menstruation due to lack of sanitary supplies and privacy.
• Stagnant water near homes causing more mosquitoes and malaria risk.
• Insufficient hand-washing stations leading to high incidence of stomach illness.

Data collection tools (how to use them)

• Short questionnaire/survey — 6–10 simple questions. Use yes/no and 1–5 choices (e.g., “How many days did you miss school last term?”).
• Interviews — 5–10 minute chats with classmates, a teacher, or a CHV (Community Health Volunteer). Prepare 5 key questions.
• Observation checklist — Tick what you see (e.g., “Is there a bin near the classroom? Yes/No”).
• Focus group — 6–8 people (students or parents) discuss the problem for 20–30 minutes; one student records answers.
• Records review — Attendance registers, clinic visit logs, or county reports (ask permission first).

Tip: Keep tools short and easy. Get consent from a teacher and parents when needed.

Simple data analysis (for 15-year-olds)

After collecting data, use easy methods to find how big the problem is:

• Count — How many people said “Yes”? e.g., 18 out of 30 students miss school monthly.
• Calculate percentage — (Number with problem ÷ Total) × 100. Example: (18 ÷ 30) × 100 = 60%.
• Create a simple bar chart — Draw bars on paper or use a classroom computer. Below is a small visual showing counts:

Interpret results: If 60% miss due to one cause, that is a serious problem worth acting on.

Why problem identification matters

• It focuses your research: you investigate the right issue, not a symptom.
• It saves time and resources by targeting clear causes.
• It helps design useful actions that the school or community can accept and support.
• It improves chances that your action will make a real difference in the community.

Suggested learning experiences (classroom & community)

1. Community walk (field observation) — In small groups, students walk around the school/neighbourhood to list visible problems. Report back in class.
2. Create and try a short survey — Each group prepares 6 questions and surveys 20 people (fellow students or community members). Practice obtaining consent.
3. Role-play an interview — Students practice interviewing a teacher or CHV and record answers.
4. Analyse and present data — Each group produces a short poster showing counts/percentages and one bar chart. Present in a class “mini-baraza.”
5. Plan a small action — Based on findings, groups propose a simple project (e.g., clean-up day, awareness talk, making low-cost handwashing stations).

Ethics & safety (important for learners)

• Always ask permission from a teacher and parents before interviewing minors or visiting homes.
• Respect people’s privacy — do not share names without consent.
• Be safe during field visits — go in groups and inform school authorities of your plan.

Assessment ideas

• Short group report: problem statement, tools used, simple data summary (counts/percentages), and a proposed action.
• Poster presentation in a class baraza showing findings and why the problem matters.
• Reflection paragraph: “What did I learn about identifying problems in my community?”

Quick checklist for problem identification

• Is the problem real and observed by many people?
• Can students collect data about it safely and quickly?
• Is the problem specific (who, where, how often)?
• Will solving it help the school or local community?