wins for girls: advocacy and capacity building for mhm in wins module 7: objective driven tool...

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

Throughout the course you will see:

Questions in RedWhen 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 GreenWhen 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

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WinS for Girls Module 7: Research ToolsQueues to Participate

At the end of the session participants should be able to:

1.Review the range of methods for MHM research2.Understand the concept of ‘triangulation’ and its application to verify and explore a common research theme from different perspectives3.Understand how to develop Key Informant Interviews with teachers4.Understand how to adapt the UNICEF WinS Facility Monitoring Tool for MHM in your country context

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WinS for Girls Module 7: Research ToolsLearning Objectives

Material for this module adapted from:

1.WASH in Schools Empowers Girls Education: Tools Booklet. : http://www.unicef.org/wash/schools/files/WinS_Empowers_Girls_Education_Tools_For_MHM_Booklet.pdf

2.UNICEF (2011). WASH in Schools Monitoring Package. New York.

Resources can be found on Blackboard

(website information at end of presentation)

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WinS for Girls Module 7: Research ToolsModule Source Material

http://www.unicef.org/wash/schools/files/WinS_Empowers_Girls_Education_Tools_For_MHM_Booklet.pdf

http://www.unicef.org/wash/schools/files/WinS_Empowers_Girls_Education_Tools_For_MHM_Booklet.pdf

• 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

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WinS for Girls Module 6: Research ToolsReview: Objective Driven Tool Development

Objective Method Participant(s) Area of Inquiry Key Question(s)

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

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WinS for Girls Module 6: Research ToolsReview of Module 6

For more information on the assessment findings, see the individual country reports at www.unicef.org/wash/schools.

Figure 1. UNICEF country offices engaged in assessment of menstrual hygiene management in schools

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 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

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WinS for Girls Module 7: Research ToolsMethods for review in Module 7



To be discussed in this module

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

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WinS for Girls Module 7: Research ToolsMethods for review in Module 7



Triangulation is the combination of different methods, theories, data and/or researchers in the study of one issue.

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WinS for Girls Module 7: Research ToolsTriangulation

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)

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Objective Method Participant(s)

To understand how knowledge, social attitudes and beliefs impact girls’ experiences of menstruation

Focus Group Discussions

Girls

Using Triangulation to answer research objectives•Objective: To understand how knowledge, social attitudes and beliefs impact girls’ experiences of menstruation

Example:

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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.”

Images: http://www.123rf.com/





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GirlsMothersBoys Fathers


Example:

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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.”






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In-depth interviews Girls


Example:

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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.”






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In-depth interviews Girls

Key Informant Interviews

Teachers


Example:

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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.”



Example:

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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.”


Triangulation is the combination of different methods, theories, data and/or researchers in the study of one issue.

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Focus Group Discussion with Girls

Focus Group Discussion with Boys

Key Informant Interviews with Teachers

In Depth Interviews with Girls

Triangulation

Triangulation may also help to address different areas of the socio-ecological framework around a certain objective

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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

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

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How might you use triangulation in your MHM research?

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.

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Photo credit: Sarah Yerian

WinS for Girls Module 7: Research ToolsKey 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.

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Why is a ‘Key Informant Interview’ a useful method for these objectives?





Areas of Inquiry:(1)State of School WASH facilities(2)Knowledge (3)Social norms and behaviour(4)Recommendations WinS for Girls 24





Participants•Part 1 and 2: School administration (head teachers)•Part 2: School teachers (who would teach on MHM, life science, health, or related topics)

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Objectives Method Participant(s) Area of Inquiry

(1) Gain information about the school from the school administration.

Key Informant interviews

School Administrators

(1) State of School WASH facilities

(2) Learn teachers’ perspectives of menstruation-related issues in the school setting.

Key Informant interviews

School administratorsTeachers

(1) Knowledge (2) Social norms and

behaviours(3) Recommendations

1. Introduction2. Background 3. Key Questions. Part 1 (closed and semi-open)4. Key Questions. Part 2 (open)5. Closing Questions

WinS for Girls Module 7: Research Tools Key Informant Interviews

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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


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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


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1. Introduction-Interviewer introduction-Explanation of research purpose-Use of data and outcome of research-Ethics, confidentiality, anonymity, permission

WinS for Girls Module 7: Research Tools Key Informant Interview

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Photo credit: Zev Dignadice

1. Introduction2. Background

— School information— School demographics— Community engagement


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Photo credit: Anna Ellis

1. Introduction2. Background3. Key Questions

— Water (source and quality)— Sanitation— Waste disposal and drainage— Operations and Maintenance— Hygiene


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— Water (source and quality)

WinS for Girls Module 7: Research Tools Key Informant Interview-Water

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B. Water questions for the teacher

Water source

*B1.1 How far away is the school’s current water source?☐1: The current water source is on school grounds.☐2: The current water source is ____metres away.☐3: Water brought from home.

*B1.2 Is water currently available from that source?☐1: Yes ☐2: No ☐99: Don’t know

How is this relevant to MHM in Schools?

Girls need water accessible and available to manage menstruation at school



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B. Water questions for the teacher

Water source

*B1.1 How far away is the school’s current water source?☐1: The current water source is on school grounds.☐2: The current water source is ____metres away.☐3: Water brought from home.

*B1.2 Is water currently available from that source?☐1: Yes ☐2: No ☐99: Don’t know

Environmental Factors


— Sanitation

WinS for Girls Module 7: Research Tools Key Informant Interview-Sanitation

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WinS for Girls Module 7: Research Tools Key Informant Interview-Sanitation

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C. Sanitation questions for the teacher

*C1.1 Does the school have specified times when students are allowed to visit the latrines?☐1: Yes, they can only go at breaks☐2: Yes, but they can ask to go at other times ☐3: No, they go as they need

*C2. Does the school have any private facilities for girls to bathe/wash themselves (such as a tap and basin inside a lockable toilet stall)?

*C3. Does the school have any private facilities for girls to wash cloth napkins (such as a tap and basin inside a lockable toilet stall)?

*C4. Does the school have any incineration facilities for disposable napkins?

*C5. Does the school have any private disposal dustbins inside the latrines for disposable napkins?

*C6. Does the school have any anal cleansing materials available in the latrine / toilet stalls (e.g. water, tissue)?

What levels of the socio-ecological framework are being addressed ?



— Waste disposal and drainage

WinS for Girls Module 7: Research Tools Key Informant Interview-Waste Disposal

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Photo credit: Anna EllisPhoto credit: Anna Ellis



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D. Waste disposal and drainage questions for the teacher

D1. How is solid waste (garbage, rubbish) disposed at the school? (Check one)☐1: Thrown on a garbage dump within or near school grounds☐2: Buried within or near the school grounds☐3: Burned within or near the school grounds ☐4: Collected and taken away by a waste disposal service☐88: Other: _________________________________________________ ☐99: Don’t knowD2. How often is solid waste disposed of or collected? (Check one)☐1: At least once a day☐2: Between once every two days and once a week☐3: Less frequently than once a week ☐88: Other: _________________________________________________☐99: Don’t know




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D. Waste disposal and drainage questions for the teacher

D1. How is solid waste (garbage, rubbish) disposed at the school? (Check one)☐1: Thrown on a garbage dump within or near school grounds☐2: Buried within or near the school grounds☐3: Burned within or near the school grounds ☐4: Collected and taken away by a waste disposal service☐88: Other: _________________________________________________ ☐99: Don’t knowD2. How often is solid waste disposed of or collected? (Check one)☐1: At least once a day☐2: Between once every two days and once a week☐3: Less frequently than once a week ☐88: Other: _________________________________________________☐99: Don’t know

Why is it important to ask about waste disposal?



— Waste Disposal

Adaptations from the Philippines:

• Practicing waste segregation-does this impact how girls can dispose of napkins?


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— Operations and Maintenance

WinS for Girls Module 7: Research Tools Key Informant Interview-Operations and Maintenance

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WinS for Girls Module 7: Research Tools Key Informant Interview-Operations and Maintenance

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E. Operation and maintenance questions for the teacher

Water facilitiesE1. To the best knowledge of the school principal/ head teacher, what entity has the primary responsibility for maintenance and repair of the school water system?(Check only one; check who has the primary responsibility regardless of how well it is done.)☐1: The Ministry responsible for water supply☐2: The District or Municipal authorities☐3: The Ministry of Education ☐4: The school itself☐88: Other: _________________________________________________________☐98: Not applicable (no school water system) ☐99: School principal/ head teacher doesn’t know

Societal Factors



— Hygiene

WinS for Girls Module 7: Research Tools Key Informant Interview-Hygiene

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WinS for Girls Module 7: Research Tools Key Informant Interview-Hygiene

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F. General hygiene questions for the teacherF1. Is hygiene taught at the school? ☐1: Yes ☐2: No SKIP to D6

For the next set of questions, discussion with various informants may be necessary, including the head teacher, the school health patrons/coordinators, etc. F2. How is hygiene taught at the school? (Check all that apply)☐1: As a component of the core curriculum (e.g. in science class)☐2: As an integral part of a special module on healthy living/ life skills☐3: As a stand-alone special module on hygiene exclusively ☐4: Through a school-sponsored extracurricular program (e.g. Sanitation clubs)☐5: Only sporadically/informally/occasionally☐88: Other: _____________________________________________________________

Societal Factors


Interpersonal Factors

1. Introduction2. Background3. Key Questions Part 1 (closed)4. Key Questions Part 2 (semi

closed and open)

Areas of Inquiry(2) Knowledge (3) Social norms and behaviour(4) Recommendations


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4. Key Questions Part 2 (semi closed and open)

WinS for Girls Module 7: Research Tools Key Informant Interview-Part 2

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PART 2: MHM-Specific Information

*G. Menstrual hygiene questions for the teacher

*G1. Do girls receive menstruation-related education at the school? ☐1: Yes ☐2: No*G2. If yes, how is menstruation-related education taught at the school?☐1: As a component of the core curriculum (e.g., in science class)☐2: As an integral part of a special module on healthy living/ life skills☐3: As a stand-alone special module on menstrual hygiene exclusively ☐4: Through a school-sponsored extracurricular program (e.g., health clubs)☐5: Only sporadically/informally/occasionally when girls ask ☐6: Only sporadically/informally/occasionally when teachers perceive girls need information☐88: Other:

*G3. If yes, who teaches menstruation-related education at the school?☐1: Teachers☐2: School nurses or health teachers☐3: Parents from the community☐4: Community health workers☐88: Other:

Societal Factors


4. Key Questions Part 2 (semi closed and open)

WinS for Girls Module 7: Research Tools Key Informant Interview-Behaviors

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*G. Menstrual hygiene questions for the teacher (continued)NOTE: These questions may be asked to other teachers as well if time is available. Record or continue to record the interview(s).

*G11. How do you think most teachers feel about teaching menstruation to girls in school?

*G14. Can you tell me how girls’ behaviours may change when they are menstruating?

*G15. In many schools, girls miss school or leave school early when they are menstruating. How often does that happen at this school?

Societal Factors



Biological Factors

1. Introduction2. Background3. Key Questions Part 1 (closed)4. Key Questions Part 2 (semi closed and open)5. Closing Questions

— Ask for recommendations— Ask if participant has anything further to add— Thank participant for their time


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• 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

1. Introduction2. Key Questions Part 2 (semi closed and open)3. Closing Questions


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Now that we’ve talked about Key Informant Interviews with School Administrators and teachers….

We’ll talk about the most structured method that was used in the 4-country study: School Facilities Observation

The structured nature of this tool allows for tabulation of quantitative findings.

WinS for Girls Module 7: Research Tools School Facility Observation

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• This tool requires observations by the research assistant or investigator.

• In most places the researcher was accompanied by a school administrator, teacher, janitor or facilities manager.

• This assistance may be critical to ensure that the research assistant is able to capture all the relevant information.


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School Facility Observation

Primary Objective: To observe and record information about the school facilities

Primary Areas of Inquiry:(1)School WASH facilities, including

a) Water (source and access)b) Sanitation (functionality, cleanliness, dark)c) Waste disposald) Hygiene


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Methods utilized to capture information:(1)Survey observation tool(2)Conversation with “assistant”(3)Photographs

Societal Factors



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Using this more quantitative methodology triangulated with qualitative methods =mixed methods research


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B. Water observations

*B1.1 What is the main water source at the school currently?☐1: Piped water into school building☐2: Piped water into schoolyard/ plot☐3: Public tap/ standpipe ☐4: Tube well / borehole☐5: Protected dug well ☐6: Unprotected dug well☐7: Protected spring☐8: Unprotected spring☐9: Rainwater collection☐10: Bottled water☐11: Cart with small tank/ drum☐12: Tanker truck☐13: Surface water☐14: Students bring water to school from their homes☐15: No water available in/near school☐88: Other_____________________________________

Primary Areas of Inquiry:(1)School WASH facilities

a) Water (source and access)


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Photo credit: Jacquelyn Haver


a) Water (source and access)b) Sanitation

i. Functionality


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C. Sanitation observations

C01. Are there toilets/latrines at the school? ☐1: Yes ☐2: No SKIP to Section C10C1. How many functional toilet compartments are there in the school? (Indicate number)Functional – toilet facilities are not physically broken and can be used.Partially functional – toilets can be used, but there are at least some problems with the physical infrastructure (e.g., deterioration in concrete, loose doors, locks, deteriorating roof) and some repair is necessary.Not functional – toilets exist, but are so badly damaged or deteriorated it is no longer reasonably possible to use them (squat plate broken, door missing, etc.)

Enter number of latrines/toilets for each

categoryFunctional

Partially functional

Not functional

Locked (unable to access)

Total

C1.1 Exclusively for girls

C1.2 Exclusively for boys

C1.3 For boys or girls, communal

C1.4 Exclusively for female teachers or female staff

C1.5 Exclusively for male teachers or female staff

C1.6 For female or male teachers, communal

C1.7 For use by anyone in the school (students/ teachers, male/female)

C1.8 TOTAL



i. Functionality


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i. Functionalityii. Cleanliness


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Sanitation ObservationsC2. In general, how CLEAN are the toilet facilities THAT ARE FUNCTIONAL?Clean – toilet compartments are not smelly; there are no visible faeces in or around facility, no flies, no litter.Somewhat clean – there is some smell and/or some sign of faecal matter/urine and/or some flies and/or litter.Not clean – there is a strong smell and/or presence of faecal matter and/or urine and/or significant fly problem and/or large amount of litter.

Enter number of latrines/toilets for each

categoryClean

Somewhat clean

Not clean Locked Total

C2.1 Exclusively for girls C2.2 Exclusively for boys C2.3 For boys or girls, communal







i. Functionalityii. Cleanliness


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i. Functionalityii. Cleanlinessiii. Light


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*C3. In general, how DARK are the toilet facilities?Light – vision is essentially the same on the inside as it is on the outside.Somewhat dark – there is less visibility on the inside, but it is still possible to see clearly. Girls would be able to look at their uniforms and tell if there is a stain.Dark – toilets and latrines are very dark on the inside. It is really hard to see. It would be difficult for girls to look at their uniforms and tell if there is a stain.

Enter number of latrines/toilets for each category

LightSomewhat

darkDark Locked Total

C3.1 Exclusively for girls

C3.2 Exclusively for boys

C3.3 For boys or girls, communal







i. Functionalityii. Cleanlinessiii. Light


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Sanitation Facilities

C4. Are girls’ toilet facilities separate from boys/ facilities?☐1: All ☐2: Some units are separate, some not ☐3: None ☐98: Not applicable (no school facilities)




i. Functionalityii. Cleanlinessiii. Lightiv. General


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Sanitation FacilitiesC5. Do girls’ individual toilet compartments contain a container for disposing of napkins? ☐1: All ☐2: Some ☐3: None ☐98: Not applicable (no school sanitation facilities)






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Sanitation Facilities*C6. Do girls’ individual toilet compartments contain anal cleansing materials (water, toilet tissue)? ☐1: All ☐2: Some ☐3: None ☐98: Not applicable (no school sanitation facilities)Comments: __________________________________________________






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Waste Disposal

*D1.2 At the time of the visit, did you see a pit for burning used sanitary towels?☐ 1: Yes ☐ 2: No

*D1.3 At the time of the visit, did you see an incinerator for burning used sanitary towels?☐ 1: Yes ☐ 2: No


a) Water (source and access)b) Sanitationc) Waste Disposal


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E. Hygiene observationsE1. Does the school have hand-washing facilities? ☐1: Yes ☐2: No END Observations E2. What kind of hand-washing facilities does the school have?☐1: Running water from a piped system or tank? (faucet & sink/ standpost / rainwater tank & faucet / bucket & spigot)☐2: Hand-poured water system (e.g., bucket or ladle)☐3: Basin/ bucket (hand-washing done in the water and is not running or poured)☐88: Other _____________________________________________________________



a) Water (source and access)b) Sanitationc) Waste Disposald) Hygiene


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Research Assistant should take pictures of all facilities!

Remember, this maybe your only opportunity to capture this information.

Pictures are DATA.

Useful in Reports.Photo credit: Anna Ellis

WinS for Girls Module 7: Research Tools Focus Group Discussion with Mothers

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Additional Methods that we will discuss today include Focus Group Discussions with Mothers, Boys and Fathers

What would be an objective to conducting Focus Group Discussions with Mothers?

Primary objectives: (1)To investigate and understand mothers’ roles in communicating knowledge, information, attitudes and practices regarding menstruation to their daughters; (2)To understand mothers’ perceptions of MHM-related challenges that girls face in schools


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Primary Objective(s) Method Population Primary Areas of Inquiry

(1) To investigate mothers’ roles in communicating knowledge, information, attitudes and practices regarding menstruation to their daughters;

Focus Group Discussion

Mothers (1) Women’s knowledge, perceptions and behaviours;

(2) Mothers’ support to children and their understanding of their daughters’ experiences;

2) To understand mothers’ perceptions of MHM-related challenges that girls face in schools

(3) Mothers’ understanding of girls’ experiences in school;

(4) Programme recommendations


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Key Questions – 2. Mothers’ support to children and their understanding of their daughters’ experiences

Questions Probes/follow-ups

14. How do young girls usually find out about menstruation?

Who (if anyone) normally communicates with young girls about menstruation? Why?

Mother/aunt/ family members/ other women in the community? Teachers/schools?

Do girls find out before or after menarche?

Areas of Inquiry:(1)Women’s knowledge, perceptions and behaviours; (2)Mothers’ support to children and their understanding of their daughters’ experiences;


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14. How do young girls usually find out about menstruation?

Who (if anyone) normally communicates with young girls about menstruation? Why?

Mother/aunt/ family members/ other women in the community? Teachers/schools?

Do girls find out before or after menarche?

Societal Factors


Personal Factors

Biological Factors

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Focus Group Discussions with Mothers

Key Informant Interviews with Teachers

Focus Group Discussions With Girls


Example of Triangulation of Information


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15. What do mothers in this community typically share with their daughters about menstruation?

Biological basis: Why does menstruation happens? Physical changes? Emotional changes?Information on management :How to track menstruation?Materials? (cloths, sanitary pads, other)Washing? Where? How?Behavioural expectations:Expected changes in daily routine?How she should interact with others?

Societal Factors



Personal Factors

Biological Factors

What other questions could you ask mothers about their support to children?

WinS for Girls Module 7: Research Tools Focus Group Discussion with Boys

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These are only a few examples taken from the Focus Group Discussion Guide with Mothers

Let’s look at the Focus Group Discussion with Boys


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Primary objective: To explore boys’ knowledge, attitudes and beliefs about menstruation, and how these influence their behaviour towards girls.

Primary areas of inquiry: (1)Knowledge and attitudes; (2)Boys’ behaviour towards girls who are menstruating;(3)Perceptions of girls’ experiences.


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Societal Factors



Personal Factors

Biological Factors

Key Questions – 1. Knowledge and attitudes


6. Can you describe what comes to your mind when you hear the word ‘menstruation’?

When did you first hear about menstruation?

Where do boys learn about menstruation? From whom?

Who do you talk to about menstruation?

Do parents talk about menstruation, with their sons?

Why do females menstruate?

7. Are there any terms you use to refer to menstruation? What are they?

What do these terms mean? Good or bad meaning?

Who uses those terms, in your community?

Where did you learn these terms? From whom?

WinS for Girls Module 7: Research Tools Focus Group Discussion with Fathers

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Now that we’ve talked about Focus Group Discussions with mothers and boys, we’ll talk a little bit about Focus Group Discussions with Fathers.

Photo credit: Candace Girod


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Primary objective: To explore fathers’ knowledge, attitudes and beliefs about menstruation, and how these influence their behaviour towards girls and women.

Primary areas of inquiry: (1)Knowledge and attitudes; (2)Fathers’ behaviour towards girls & women who are menstruating;(3)Father’s communication with boys regarding menstruation(4)Perceptions of girls’ experiences;(5)Recommendations


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Societal Factors


Personal Factors

Key Questions – 1. Knowledge and attitudes


2. What do you think men/boys in your community know about menstruation?

• How do men/boys know these things? Where did they learn them from? From whom did they learn these from?

• What do they feel about menstruation? Why do they feel this way?

WinS for Girls Module 7: Research Tools Summary

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• We recommend you include IDIs with girls, FGDs with girls, KIIs with teachers and administrators and schools facility observations at a minimum

• Triangulation is used in research to gain different perspectives on the same area of inquiry

• Key informant interviews with administrators on facilities are mainly closed questions

• Key informant interviews with teachers can be more open• School observations are a more quantitative method (making

this mixed methods)• Focus Group Discussions with Mothers, Boys, and Fathers

should be developed through objectives to support and explore specific topics in more depth

wins for girls: advocacy and capacity building for mhm in wins module 7: objective driven tool...

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