The deeper I delve into research methodology, the more intellectually entangled I become; hence the need to accurately define the boundaries of interest. As of now, I believe that my function as a researcher is to characterise the peer learning classroom as a means of delivering an objective and meaningful assessment of the learning environment. Based on this notion, the unit of analysis is deemed to be the individual, adolescent student and how he/she perform within a peer learning classroom environment.

1) On the understanding that the classroom/school is not a value free environment, what is the nature and form of these values. In this context, do the students (individually and collectively) define social reality within the classroom or do the prevalent norms and values of the classroom define individual values. Researcher perceptions in relation to this point determine the preferred operating paradigm. The symbolic presence of corporal punishment (in the form of the cane) suggests that society is determined to impose its will on the students, whether they like it or not i.e. individual assertion is neither welcomed nor tolerated. This perspective complements notions of African thought and learning based on deference and imitation and are seemingly inline with a positivist approach to education.

2) What are the significant values and expectations of education as defined by government policy. Are the aims of the government consistent with those of the students. Contemporary education in Africa has been accused on neo-colonialism of the mind, supporting an elite agenda (political, social and economic) as opposed to that of the majority and particularly the marginalised rural poor.

3) Will a peer learning environment be intrinsical different from the conventional classroom. If so, how and to what aim(s) i.e. political, social, economic (PSE). Currently it would seem that the peer environment has exactly the same PSE agenda as the conventional school (private or public), just a different delivery mechanism.

Further to the last point the following questions arise:

a) How will this meaning structure be affected by direct peer group tutoring as opposed to conventional teaching.

b) Excluded adolescent students (from a particular segment of the marginalised community) will probably arrive with a definitive view and attitude towards school, education and society at large. Many excluded children dont attend school for reasons associated with poverty and a perceived lack of institutional irrelevance.

c) Despite their age, the students will be learning from a primary curriculum. How will this effect their self concept.