methods of research and enquiry developing research plan - qualitative by dr. daniel churchill
TRANSCRIPT
Methods of Research and Enquiry
Developing Research Plan - Qualitativeby Dr. Daniel Churchill
R&
D i
n I
T i
n E
du
cati
on
Let’s Check on your Group Blogs… Let’s have your presentations and some
discussion about research questions
R&
D i
n I
T i
n E
du
cati
on
Content of this lesson is largely based on Chapters 3, 14 and 15 from the recommended book for the module: Gay, L. R., Mills, G. E., & Airasian, P. (2006).
Educational Research: Competencies for Analysis and Applications. Upper Saddle River, N.J. : Pearson/Merrill Prentice Hall
Some slides are from the presentations by the book authors
R&
D i
n I
T i
n E
du
cati
on
Revision--Overview of Approaches to ER
R&
D i
n I
T i
n E
du
cati
on
Qualitative vs. Quantitative Research
Qualitative QuantitativeDevelops hypotheses Tests hypotheses
Does not seek to control the contexts
Seeks to control the context
Researcher interacts with the participants
Researcher does not interact with participants
Involves a smaller sample Involves large number of subjects/participants for results to be statistically significant
Assumes individuality Assumes that contexts are stable, uniform and controllable
Interpretation of data Data analyses relies on statistical procedures
R&
D i
n I
T i
n E
du
cati
on
The Nature of Qualitative Research
Qualitative research is the collection, analysis, and interpretation of comprehensive narrative data
Aims to gain insights into a particular phenomenon of interest
Useful for describing and answering questions about participants and contexts
R&
D i
n I
T i
n E
du
cati
on
Range of Qualitative Approaches
Nine approaches Case study -- an understanding of a person or entity Ethnography -- describe and analyze all or part of the
culture of a community by identifying and describing participants’ practices and beliefs
Ethology -- compare cultures with one another Ethnomethodology -- examine people’s
understanding of their daily activities Grounded theory -- derive theory grounded in the
perspectives of the participants Phenomenology -- understand the meaning of an
individual’s experiences (e.g. ICT experiences in a school)
R&
D i
n I
T i
n E
du
cati
on
Range of Qualitative Approaches
Nine approaches (continued) Symbolic interaction -- seek common
understandings that emerge to give meaning to participants’ interactions
Action research -- seek a solution or improvement to a practical problem in the setting in which it is occurring (teacher’s research, not exactly a research, more like problem solving)
Historical research -- seek to understand the past by studying documents, relics, and interviews
R&
D i
n I
T i
n E
du
cati
on
Features of Qualitative Approaches
Eight unique characteristics Researchers immerse (interact) themselves in the
situation The data reflects the participants’ perspectives (should
be objective, sometimes mis-interpret what ppl say) Sources of data are real-world situations or natural
contexts Data is narrative (facts/pictures etc) in nature Researchers focus on personal interactions with
participants Researchers avoid early decisions or assumptions
about the study Data are analyzed inductively* Methods provide clear, detailed information reflecting
participants’ voices
R&
D i
n I
T i
n E
du
cati
on
Qualitative Data Collection Commonly known as field work Types of Sources
Most common Observations Interviews (1-4 persons)
Others Questionnaires; documents (e.g., journals, files,
minutes, etc.); recordings; drawings, photos, or other artistic endeavors; or conversations (e.g., telephone calls, informal conversations, etc.)
Any source is acceptable as long as collecting it is ethical, feasible, and contributes to the understanding of the phenomenon of interest
R&
D i
n I
T i
n E
du
cati
on
Observations
Obtaining data by watching participants in their natural setting
Two common types Participant (interact with subjects) Non-participant (don’t interact, just observe)
Field notes (during observation, take notes) Notes taken during an observation to
describe all relevant aspects of the situation Written records that contain information about the
direct observations Reflections of the researcher’s reactions to the
observation
R&
D i
n I
T i
n E
du
cati
on
Interviews Purposeful interactions between two or more
people focused on one person trying to get information from the other person
Permits the exploration and probing of participants’ thoughts to get more in-depth information
Two types Formal structured -- A specific set of questions that
have been predetermined by the researcher Informal unstructured -- A casual, informal
conversation that allows the researcher to discover where the participants are coming from and what they’ve experienced
R&
D i
n I
T i
n E
du
cati
on
Interviews
Three choices for collecting data Taking notes during the interview
Can be cumbersome and disruptive
Writing notes after the interview Can result in the loss of important information
Audiotaping or videotaping the interview
(e.g. using digital recorder, ask Research Assistant to transcript), listen and note the important notes, write down the quotations of what ppl say, give back to participants to check if this is what they said.
R&
D i
n I
T i
n E
du
cati
on
Quantitative Research Plans Introduction -- three sections
Statement of the topic Review of the literature Statement of the hypotheses
Method -- five major sections Participants, Instruments, Design, Procedures, Data
analyses
Timeline - Description of the major activities and corresponding anticipated completion dates
Budget -- Descriptions of anticipated costs that are likely to be incurre
Appendix
R&
D i
n I
T i
n E
du
cati
on
Qualitative Research Plans Six general components
Title of the study Introduction to the study Research procedures Potential contributions of the study Limitations Appendices
Obj. 4.3
R&
D i
n I
T i
n E
du
cati
on
Qualitative Research Plans
Title Conveys key concepts of the study Provides a framework for ongoing reflection Serves as a conceptual point of reference
Obj. 4.4
R&
D i
n I
T i
n E
du
cati
on
Qualitative Research Plans Introduction
Four sections Purpose statement -- A clearly written, concise
statement that sets the stage for the rest of the plan
Framing the study -- a frame of reference to which the reader can relate, the contribution of the study to existing theory, policy, or the solution of a practical problem
Initial research question (one question) Related literature -- Links the study to any
underlying assumptions and theories related to the initial research question
Obj. 4.5
R&
D i
n I
T i
n E
du
cati
on
Qualitative Research Plans Procedures has 8 sections
Description of the overall approach and rationale for the study
Identifies the qualitative approach (e.g., ethnography, historical study, grounded theory, etc.)
Provides the rationale for why the particular approach is appropriate
Provides a link to the appropriate literature on research methods
Site and sample selection Describes the rationale for choosing the particular sample
(why you select this school, e.g. demonstrates ICT growth) Describes the process for gaining entry to the site (how to
secure the school to join, e.g. persuade principals, students) Describes the site (e.g. local school, teacher how old they are Discusses the likelihood of building trusting relationships with
the participantsObj. 4.6
R&
D i
n I
T i
n E
du
cati
on
Qualitative Research Plans Procedures has 8 sections
Researcher’s role Describes any negotiations needed to gain entry to the site,
anticipates any ethical dilemmas
Data collection methods Describes the fieldwork techniques and tools for collecting
data, Identifies multiple data sources
Data management methods Describes how large quantity of data will be managed and
stored
Data analysis strategies Trustworthiness features Ethical considerations
Obj. 4.6
R&
D i
n I
T i
n E
du
cati
on
Qualitative Research Plans Procedures (continued)
Data analysis strategies Interpretive nature of the analyses of data from
fieldwork, observations, interviews, etc. Describes procedures for collating data Discusses the manner by which the data will be
categorized in terms of emergent themes Provides a rationale for the conclusion and
interpretations
Obj. 4.6
R&
D i
n I
T i
n E
du
cati
on
Qualitative Research Plans Procedures (continued)
Trustworthiness features The researcher’s efforts to address traditional validity and
reliability issues The use of triangulation – multiple data sources and
collection methods
Ethical considerations Demonstrates sensitivity to the ethical issues related to
informed consent Describes the plan to obtain informed consent States the researcher’s personal/professional ethical
perspectives
Obj. 4.6
R&
D i
n I
T i
n E
du
cati
on
Qualitative Research Plans Potential contribution of the research
Describes how the study will contribute to an understanding of the phenomenon being studied
Provides a link from the possible implications of the study to the broader framework under which the study was begun
Limitations Discusses any limitations related to the researchers’
ability to deal with situations over which they have no control
R&
D i
n I
T i
n E
du
cati
on
Qualitative Research Plans Appendices
Provide information helpful in assessing the value and feasibility of the study Timeline (draw the Grantt chart) Sample consent form Sample of data collection protocols
Obj. 4.7
R&
D i
n I
T i
n E
du
cati
on
Evaluation of a Research Plan
Informal assessment Critiques by the researcher, advisors, peers and
colleagues, etc. Critiques by experienced researchers
Formal assessment Field tests (viability studies) Pilot studies
Modifications based on the results of both informal and formal evaluations
Obj. 5.1 & 5.2
R&
D i
n I
T i
n E
du
cati
on
Ethical issues Ask participants to acceptance to participant in
the study Provide the participant with Plain Language
Statement containing; Information about the objectives of the study; Data collection methods; Right to withdraw from the study; Access preliminary data, analysis and report ; Explanations of the participants’ role and
responsibilities will be; That the participant’s identity will not be disclosed and
acronyms will be used for his/her name, and Inform the participant that data will be used for the
purpose of the study and possible journal publications
R&
D i
n I
T i
n E
du
cati
on
Ethical issues Inform the participant when collecting data When writing report the researcher will ensure
that the audience will be able to distinguish between data and interpretations.
The researcher will remain unbiased in respect to collected data and will acknowledge if any biases cannot be controlled.
Let’s check this site: http://www.hku.hk/rss/HREC.htm
R&
D i
n I
T i
n E
du
cati
on
Validity and reliability issues
Concept of Validity and reliability is different for Qualitative and Quantitative studies
Internal Validity – Going back to participants with preliminary analysis, triangulation
External Validity -- Literature
R&
D i
n I
T i
n E
du
cati
on
Task
Identify and evaluate one computer tool that can be used to facilitate research