Marginalized Knowledge: An Agenda for Indigenous Knowledge Development and Integration with Other Forms of Knowledge

8 DATA PRESENTATION ANALYSIS AND FINDINGS

The analysis of data was done using the SPSS programme.

1. 
   Personal Background
   

In this section the respondents were required to give information on their socio-demographic background. The variables that were considered include gender, education and home location within Umlazi of the respondents. The broad outcomes of the collected and analysed data is depicted in Table 5.1 below
TABLE 2: SOCIO-DEMOGRAPHIC CHARACTERISTICS OF THE RESPONDENTS [N226]

VARIABLE	SUB-VARIABLE	ABSOLUTE FREQUENCY	RELATIVE FREQUENCY
Gender	Male Female	113 113	50% 50%
	Total__226__100%__Structure_of_home'>Total__226__100%__Education_Level'>Total__226__100%__Age'>Total	226	100%
Age	12 to 14 years 15 to 17 years 18 to 22 years	036 123 067	16% 54% 30%
	Total	226	100%
Education Level	Less than grade 7 Grade7 to 9 Grade 10 to 12 Tertiary Institution	011 066 143 06	5% 29% 63% 03%
	Total	226	100%
Structure of home	Four roomed Own built planned Own built unplanned	106 090 030	47% 40% 13%
	Total	226	100%

In addition to the socio-demographic characteristics, respondents were also requested to indicate within the townships the sections in which they are living. The mean indicated that approximately 8 respondents represented each section. The computation of the mean in this research is important in the following sense: To determine the approximate number of respondents per each section who have participated in the research.

8.2 Family Economic Status and Recreation Participation
Information about the socio-economic status of the respondents in as far as car ownership of their families showed that 42 percent as against 58 percent families own cars.



The information about private transport ownership is deemed necessary by the research, in order to determine whether there is a relationship between private transport ownership and choice of recreation activities by the respondents’ families.

An interesting feature noted during the investigation was that 79,6 percent of the families who own cars do not use them for going to recreation facilities. Instead, they prefer to use public transport. The dependency by the youth’s families on public transport in accessing recreation facilities they use to pursue their recreation activities is likely to suggest that car ownership have less bearing on their choice of recreation activities. The research in bringing to the fore the economic status of the youth’s families, as well as, their participation in recreation activities, is aiming to see whether is there any influence that the families choice of recreation has on the youth’s participation of recreation activities.

3. 
   The Youth’s Recreation Interest
   

In this section data on the youth’s recreation participation and demand is both exposed and analysed. Youth’s recreation participation and demand is the most important section of this research.

The areas in the exposition and analysis of data for this section that are closely looked into include:

1. 
   Availability of time to engage in recreation activities;
   
2. 
   Types of recreation activities the respondents are involved;
   
3. 
   Exposure to recreation activities;
   
4. 
   Provision, location and accessibility of recreation facilities; and
   
5. 
   Demand of present and future recreation facilities.
   

8.3.1 Availability of Time to Engage in Recreation Activities

Respondents were asked to indicate whether they do have leisure time to engage in recreation activities.

TABLE: 3 PERCEIVED AVAILABILITY OF LEISURE TIME

response	YOUTH		MALES		FEMALES		12-14 YRS.		15-17 YRS.		18-22 YRS.
	f	%	f	%	f	%	f	%	f	%	f	%
YES	193	85	98	87	95	84	32	89	107	87	54	81
NO	33	15	15	13	18	16	4	11	16	13	13	19
TOTAL	226	100	113	100	113	100	36	100	123	100	67	100

Furthermore, the respondents had to indicate the amount of leisure time available to them during weekdays and weekends. Figure 5.3 below indicates that the majority of the youth have less than 2 hours leisure time during weekdays, while during weekends this time is 2 to 4 hours. An obvious reason for this state of affairs is that

w
eekdays the youth put aside some of their free time for school related activities, for example, studying. most of them are scholars. Consequently, the youth happen to have more time at their exposure during weekends when schools are not in operation. During weekdays the youth put aside some of their free time for school related activities, for example, studying.

8.3.2 Type of Recreation Activities Pursued
The respondents were further required to indicate the types of recreation activities in which they are participating. The global picture of recreation activities in which the respondents participate is depicted by figure 5.4. in the next page.