rmd100q lec1 intro & res project
DESCRIPTION
TUT Research Methods and DesignTRANSCRIPT
Research Methods (RMD100Q)
A Kanjee (Prof)
Department of Educational Studies
Knowledge about education research Name, Student No, Date Current job description – e.g math teacher, official, etc 1. Have you taken a research class before? 2. If yes, when, and for how long? 3. What do you understand by education research? 4. List the key steps when conducting a research
project. 5. Name and define the two approaches to research 6. List the three different types of research. 7. Identify three key challenges to improving education
quality in South African schools
Information about yourself Name, Student No, Date Occupation: Primary school teacher, principal, district official, etc
Brief job description: e.g math teacher, maths specialist, district director, etc.
Place of employment - Pretoria, Joburg, etc
Are you planning to do a Masters: Yes or No
Knowledge about education research Name, Student No, Date Current job description – e.g math teacher, official, etc 1. Have you taken a research class before? 2. If yes, when, and for how long? 3. What do you understand by education research? 4. List the key steps when conducting a research
project. 5. Name and define the two approaches to research 6. List the three different types of research. 7. Identify three key challenges to improving education
quality in South African schools
Student expectations 1. What are you expectations from this course?
2. What are your personal goals for this course?
3. What extra support or specific topics would you require in this course?
4. At the end of this course, list the specific skills and
competencies that you would have achieved?
5. What teaching method(s) would you recommend for this course?
Class exercise Group students by job categories?
Form groups of 10 Identify a scribe Discuss each of the questions and list the
group response
Lesson objectives By this end of this class, you should: Be familiar with the course content, lesson
outline and dates Have a clear understanding of the Research
Project and its purpose Be able to begin the Research Project – e.g.
start with identifying your research topic Have some understanding of key challenges
facing the education sector in South Africa
What Is Research? The researcher asks a question. The researcher collects data. The researcher indicates how the data answered the question.
John W. Creswell (2005) Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition
1.9
A Definition of Research
Research is a process of steps used to collect and analyze information in order to increase our understanding of a topic or issue.
John W. Creswell (2005)
1.10
Reason 1: Research adds to our knowledge. Addresses gaps in knowledge Expands knowledge Replicates knowledge Adds voices of individuals to knowledge
Importance of Research
John W. Creswell (2005)
Reason 2: Research helps improve practice. Educators gain new ideas for their job. Educators gain new insights into
approaches. Educators can connect with other educators.
Importance of Research (cont’d)
Reason 3: Research helps inform policy debates. Research allows people to weigh different
perspectives on issues. Research enables people to make informed
decisions regarding policy.
Importance of Research (cont’d)
John W. Creswell (2005)
Problems with Research Today
Contradictory or vague findings Questionable data Unclear statements about the intent of the
study Lack of full disclosure of the data collection
procedure Inarticulate rendering of the research
problem John W. Creswell (2005)
The Process of Research
Identify the Research Problem
Review the Literature
Report and
Evaluate Research
Specify a Research Purpose
Collect Data
Analyze and Interpret
Data
John W. Creswell (2005)
1.15
Res Proc: Identify the Research Problem
Specify a problem Justify a problem Suggest a need to study the problem for audiences
1.16
Res Proc: Review the Literature Locate resources Books Journals Electronic resources
Select resources Determine the relevant resources for the topic Organize the resources by developing a “Literature
Map” Summarize the resources in a literature review
John W. Creswell (2005)
1.17
Res Pros: Specify a Research Purpose
Identify the purpose statement The major intent of the study The participants in the study The site of the study
Narrow the purpose statement Quantitative: Write research questions and/or
hypothesis Qualitative: Identify a central phenomenon and write
subquestions
John W. Creswell (2005)
1.18
Determine the data collection method Select the individuals to study Design data collection instruments and
outline data collection procedures Obtain permissions Gather data
Res Pros: Data collection
John W. Creswell (2005)
1.19
Take the data apart to look at individual responses
Represent the data in tables, figures, and pictures
Explain conclusions from the data that address the research questions
Res Pros: Analyse and interpret data
John W. Creswell (2005)
1.20
Report research Determine the audience for the report Structure the report Write the report sensitively and accurately
Evaluate research Assess the quality of research using recognized
standards in a discipline Standards can come from the academic community,
school districts, or federal or state agencies
Res Processs: Report & Evaluate
1.21
Ethical Considerations in Research
Respect the rights of the participants Honor the requests and restrictions of the research site Report the research fully and honestly
1.22
Skills Needed for Research Curiosity to solve puzzles Long attention span Library and computer skills Writing and editing skills
Questions? Comments ?
Course Outline
Weeks and Dates Topics Readings Activity
1
11 Feb
• Overview of the course • Outline of the research project • Introduction to myTutor ???? • The nature of enquiry
• Study guide • Study guide
• Demo • Chapter 1
Review study guide and course requirements
2
24 March
• Class test • Choosing a research project • Planning educational research
• Chp 1, 6, 7 • Chp 6
• Chp 7
Identify research topic and plan for project
3
19 May
• Class test • Ethics of educational research • Case studies • Action Research
• Chp 5, 14, 18 • Chp 5
• Chp 14 • Chp 18
Identify and select appropriate design for research project
4
9 June
• Class test • Interviews • Observations
• Chp 21, 23 • Chp 21
• Chp 23
Design instruments to collect data
5
11 Aug
• Class test • Approaches to qualitative data analysis • Organising and presenting qualitative data
• Chp 28 • Chp 28
Present data for use in class
6
29 Sep (Sosh) 15 Sep (Nelsp)
• Discuss and review research projects Review progress on completing project
9 October SUBMIT FINAL PROJECT
7
20 Oct
• Questionnaires • Tests • Approaches to quantitative data analysis • Descriptive statistics • Return projects
• Chp 20 • Chp 24
• Chp 34 • Chp 35
Return projects to students
EXAM November 2012 as per university schedule
Final Mark calculation 4 Class tests: 40% Research Project: 60%
Average = Predicate Mark 50% Final Exam 50% Final Mark for course
PLAGIARISM Plagiarism is strictly prohibited and a punishable
offense. If plagiarism is discovered, the work (e.g. essay, assignment) will be disqualified and the whole course may be disqualified. Students found guilty of plagiarism may lose their right to study at TUT
Why should I be concerned about plagiarism?
All plagiarism, even if unintentional, can result in serious consequences.
“students who are trying conscientiously to learn and to demonstrate what they know need not worry about academic dishonesty and should feel free to use any assistance available in advancing their knowledge.
Education and scholarly research depend, after all, upon shared assistance.
On the other hand, no one should claim credit for the work of others, misrepresent or misappropriate the work of others, or try to gain unfair advantage over others”. Essentially, plagiarism is a form of academic dishonesty with disciplinary actions ranging from a reduced grade for the assignment or course to expulsion.
APA Reference Guide
What is plagiarism? Plagiarism is the use of information
(words, sentences, and/or ideas and even the structure of sentences and/or ideas) from another source that is not properly credited. Plagiarism may be unintentional and may occur even if a source is credited but is done so improperly.
APA Reference Guide
RESEARCH PROJECT
[email protected] 012 382 9475
Research Project a small-scale study on a specific problem that
YOU would like to address This problem located within YOUR classroom or
school. Addressing this problem should (most likely) lead
to an improvement in the quality of learning and teaching
But you need more information to understand the problem and to identify possible solutions
Project Report Each student to submit a report (No group work) Report format: Typed 12 point times roman font, 1,5 spacing Maximum of 4500 words (approx. 12-15 pages) Excluding references and appendices
DUE DATE: Tuesday, 9 October 2012 NO LATE SUBMISSIONS
Report outline: Guidelines Section Max. Pages
Title, Abstract, ToC 1. INTRODUCTION 1 2. PRELIMENARY LITERATURE STUDY 3-4 3. PURPOSE STATEMENT 1/2 4. RESEARCH QUESTIONS
4.1 Main question 4.2 Sub-questions
1/2
5. RESEARCH METHODOLOGY 5.1 Research design and method 5.2 Population and sampling 5.3 Data collection 5.4 Data analysis
3-4
6. RESULTS AND DISCUSSION 3-4 7. CONCLUSION 1/2 8. ETHICAL CONSIDERATIONS 1/2 9. REFERENCES 1 10. APPENDICES ?
Abstract Summary of project (150 - 200Words)
Problem investigated Purpose of Research Methods Results Conclusion
INTRODUCTION Untitled introductory paragraph(s).
This is a brief statement to introduce your topic, and to provide the reader an idea of what your research is all about.
Personal educational context This section provides the reader with a picture of your practical experience as
an educator and of your research interests. It situates your study within your particular geographic/demographic and work setting..
Background to the study This section provides a setting for your study, that clearly describes the study
background to a reader who may not to be familiar with your specialized area of interest. I
Significance of the study This section describes why your intended topic is important to the field of
education. Organization of the report
In one paragraph, describe the rest of the report
LITERATURE REVIEW This section provides a brief overview of who has
written what that bears on your inquiry. The literature provides a theoretical or conceptual framework for the study and methods used. This locates your work in the larger field of education and focuses specifically on your topic.
Purpose Statements A good (qualitative) purpose statement contains:
The central phenomenon The participants The research site
Include language drawn from qualitative inquiry Use words such as purpose, intent, or objective Use action verbs such as describe, understand, develop, examine
the meaning of, or discover Use neutral, nondirectional language Indicate the strategy of inquiry Provide a tentative definition of the central phenomenon
Qualitative PS Script
The purpose of this (strategy of inquiry, such as ethnography, case study, or other type) study is (was? will be?) to (understand? describe? develop? discover?) the (central phenomenon being studied) for (the participants, such as the individual, groups, organization) at (research site).
Example of a PS The purpose of this quantitative study, using
Action Research Design, is to compare the performance of English Language Learners and Native Speakers of English, in primary school Mathematics classrooms.
Class exercise Form groups of 5 Identify any research topic of interest to the
group Discuss this topic Formulate a Purpose Statement as per the
guidelines noted
RESEARCH QUESTIONS and
HYPOTHESES
Research Questions Two types of qualitative research questions to focus a study's purpose: Central question - broad question that asks for
exploration of the central phenomenon Sub-questions - Questions that narrow the focus of the
study
NB: Pose research questions Not objectives Not hypotheses
Writing Research Questions Identify 1 central questions and no more than 2 - 3 sub-
questions These questions should:
Relate the central question to the strategy of inquiry Begin with "what" or "how" Focus on a single phenomenon or concept Use exploratory verbs like discover or describe Avoid directional words such as "affect" or "impact" Evolve during the study Be open-ended without reference to the literature Specify the participants and research site (unless stated
previously)
Script for Writing a Central Question
(How or What) is the (“story for” for narrative research; “meaning of” the phenomenon for phenomenology; “theory that explains the process of ” for grounded theory; “culture-sharing pattern” for ethnography; “issue” in the “case” for case study) of (central phenomenon) for (participants) at (research site).
Example: Research Question
Students to provide a few examples
Creswell, 2005
Purpose Statements, Research Questions, Hypotheses, and Objectives
Purpose Statement
Research Questions Hypotheses
Overall direction Intent
Form
Use
Placement
One or more sentences
Quantitative and qualitative research
End of introduction
Raise questions to be answered
One or more questions
Quantitative and qualitative research End of the introduction, after the literature review, or in a separate section of the study
Make predictions about expectations
One or more statements
Quantitative research
METHODOLOGY
Four sections Research design and method Population and sampling Data collection Data analysis
METHODOLOGY
Research design and method A research design provides the framework
for the collection and analysis of data. Research method is simply a technique for
collecting data. It can involve a specific instrument such as a self-completion questionnaire or a structured interview etc.
METHODOLOGY
Population Total group of persons that comprises the
focus on the study Sample A select number of persons from the
population of interest
METHODOLOGY Data collection Process of obtaining data that addresses the
research question Data analysis Process of making sense of the data
RESULTS and DISCUSSION RESULTS Presentation of the most important findings from you
study Presented in the form of Tables, Graphs, Diagrams,
Work samples, Photos
DISCUSSION List your interpretation of, and the meaning derived
from the key findings
CONCLUSION Provides a brief summary of the main arguments
and findings of the project List implications for (policy and) practice List recommendations or ideas on what to do next
REFERENCES List all published information sources used in the
project. This may include: Journal articles, Books Videos Interviews
APPENDICES Include any additional material that the reader will
find useful. This may include: Copies of the questionnaires used Additional tables or figures
Questions? Comments ?