Desk Research Quantitative Research

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2.3 Sampling

The intervention schools that will be supported through the Rural and Remote Education Initiative for Papuan Provinces were selected in collaboration with the District Education Offices DEO. The selection consisted of 120 intervention schools in 6 districts, and it would be equally distributed across districts. Hence, each district had 20 intervention schools to adapt 2 models of intervention: 1. Model A: Cluster, at 10 schools per district 2. Model B: On the job in school, at 10 schools per district Based on the calculation of the sample sufficiencies, using the below formula, each model of intervention and control group should have at least 1,200 student samples in order to have a 5 margin of error at a 95 confidence level: � = [ � � � ⁄ � � ⁄ ] � As a result, we had 2,400 samples of students from the intervention schools and 1,200 students from the control schools. To achieve 1,200 samples of students per intervention model or control school, we assessed 20 students per school. The samples were taken from second grade students. In the case where the number of second grade students was less than 20, students from third grade were assessed to fill the gap. The following mechanism was applied in selecting the classrooms: 1. If the school had more than one second grade classroom, and the total number of students in each classroom was more than 20, we selected one second grade classroom to achieve 20 students in a random manner. 2. If the school only had one second grade classroom, and the total number of students in the classroom was more than 20, then the students from this classroom were randomly selected. 21 3. If the school only had one second grade classroom and the total number of students was less than 20, we selected students from a third grade classroom to meet the quota. 4. If the school only had one classroom for both second and third grade students, the students were randomly selected from that classroom. Table 2.1: Intervention Schools of the UNICEF Programs vs. Control Schools The students were randomly selected and equally distributed between boys and girls, unless the student population in the school could not meet this gender-balanced criterion. The assessor made a list of the students names from the selected classrooms, based on their seating arrangement. The list was separated into girls names and boys names. Then, from each classroom, random numbers were assigned to select the names from each list. Pair samples of children and their parents were applied, so that the same number of parents or caregivers was interviewed, unless the parents refused or failed to be interviewed. With regards to the teacher sample size, from each selected school, one teacher from second grade and one from third grade were interviewed. Consequently, there were 240 teachers from the intervention schools and 120 from the control schools. The teacher was chosen from the selected classrooms. The head teacher from each sampled schools was also interviewed. The breakdown of the number of children, parents, teachers, and head teachers that were interviewed is shown in Table 2.2. Table 2.2: Sample Breakdown Province District Number of Intervention Schools: Model A Number of Intervention Schools: Model B Number of Control Schools Papua Biak Numfor 10 10 10 Jayawijaya 10 10 10 Jayapura 10 10 10 Mimika 10 10 10 Papua Barat Manokwari 10 10 10 Sorong 10 10 10 Total 60 60 60 22

2.4 Qualitative Research

In-depth interviews with children, parents, community leaders, teachers, and head teachers, along with education officers at provincial and district levels were conducted. Specific research instruments were developed for each type of respondent. To gain insightful information during the in-depth interviews from non-education authority respondents, especially in capturing specific barriers of education that have been faced by them, projective techniques were applied in the form of completion of statements and figure association. The idea behind this technique is that people cannot, rather than will not, tell their real opinions, perceptions, or fears. This is not a matter of will or ability. By applying this technique, the interviewees were encouraged to project their feelings and thoughts through pictures or a completion of statements. The number of in-depth interviews in this baseline survey is shown in Table 2.3. Province District Number of Students from Intervention Schools: Model A Number of Students from Intervention Schools: Model B Number of Students from Control Schools Papua Biak Numfor 200 200 200 Jayawijaya 200 200 200 Jayapura 200 200 200 Mimika 200 200 200 Papua Barat Manokwari 200 200 200 Sorong 200 200 200 Total 1200 1200 1200 Province District Number of Parents from Intervention Schools: Model A Number of Parents from Intervention Schools: Model B Number of Parents from Control Schools Papua Biak Numfor 200 200 200 Jayawijaya 200 200 200 Jayapura 200 200 200 Mimika 200 200 200 Papua Barat Manokwari 200 200 200 Sorong 200 200 200 Total 1200 1200 1200 Province District Number of Teacher Head Teacher from Intervention Schools: Model A Number of Teacher Head Teacher from Intervention Schools: Model B Number of Teacher and Head Teacher from Control Schools Papua Biak Numfor 30 30 30 Jayawijaya 30 30 30 Jayapura 30 30 30 Mimika 30 30 30 Papua Barat Manokwari 30 30 30 Sorong 30 30 30 Total 180 180 180