Methods of Research and Enquiry

Developing Research Plan - Qualitativeby Dr. Daniel Churchill

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Let’s Check on your Group Blogs… Let’s have your presentations and some

discussion about research questions

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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

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Revision--Overview of Approaches to ER

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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

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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

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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)

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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

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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

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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

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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

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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

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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.

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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Task

Identify and evaluate one computer tool that can be used to facilitate research