SITI HAJAR BINTI MOHAMAD NASER P84380 RESEARCH METHODOLOGY I TASK 4 RESEARC H DESIGN

 “To determine the relationship between one thing (an independent variable) and another (a dependent or outcome variable) in a population” (Hopkins, 2008) QUANTITATIVE RESEARCH

TYPES OF QUANTITATIVE DESIGN  Descriptive Study  Correlational Study (Kolerasi)  Casual Comparative Study (Penyelidikan Penyebab dan Perbandingan)  Experimental Study (Eksperimental)

DESCRIPTIVE STUDY  no attempt is made to change behavior or conditions  to determine and report the way things are  does not try to control a variable  In human research, a descriptive study can provide information about the naturally occurring health status, behavior, attitudes or other characteristics of a particular group.

TYPES OF DESCRIPTIVE STUDY 1)Observational 2)Survey  Participants answer questions administered through interviews or questionnaires. After participants answer the questions, researchers describe the responses given.

 Open-ended questions allow for a greater variety of responses from participants but are difficult to analyze statistically because the data must be coded or reduced in some manner. Closed-ended questions are easy to analyze statistically, but they seriously limit the responses that participants can give. Many researchers prefer to use a Likert-type scale because it’s very easy to analyze statistically. (Jackson, 2009, p. 89)  Example of study: “A Description Of How Second-grade Students Spend Their Time During School Holidays”

CORRELATIONAL STUDY  Correlational studies can suggest that there is a relationship between two variables, they cannot prove that one variable causes a change in another variable.  Variables are not manipulated; they are only identified and are studied as they occur in a natural setting.  Example of study: “The Relationships Between The Types Of Activities Used In English Classrooms And Student Achievement”

CASUAL COMPARATIVE STUDY/EX POST FACTO  to determine the cause or consequences of differences that already exist between or among groups of individual  involve two (or more) groups and one independent variable  involve comparison  Example of study: Do Adults From Low SES Backgrounds Have A Higher Retirement Rate In Companies Than Adults From Middle Class Backgrounds?

DESIGN OF CAUSAL- COMPARATIVE RESEARCH  The researcher selects two comparison groups.  Groups may differ in two ways:  One group possesses a characteristic that the other does not.  Each group has the characteristic, but to differing degrees or amounts.

TYPES OF CAUSAL-COMPARATIVE RESEARCH DESIGNS TYPES OF CAUSAL-COMPARATIVE RESEARCH DESIGNS 1) Retrospective Causal-comparative Research - starting with an effect and seeking possible causes 2) Prospective Causal-comparative Research - researcher initiates a study beginning with the causes and is determined to investigate the effects of a condition

EXPERIMENTAL STUDY  A study in which a treatment, procedure, or program is intentionally introduced and a result or outcome is observed.  There are three important factors in conducting an experimental study: 1) Manipulation  A controlled change that is introduced by the research such as an alteration of the environment, a program or a treatment.

2) Control  to prevent outside factors from influencing the study outcome 3) Random Assignment  means that if there are groups or treatments in the experiment, participants are assigned to these groups or treatments, or randomly (like the flip of a coin)

 Use words rather than numbers to describe findings.  Emphasize seeing the world from the perspective of the participants.  Goal is understanding rather than prediction.  Emphasize the subjective dimensions of human experiences.  Holistic rather than reductionistic.  Associated with the interpretive approach which is discovery oriented, explanatory, descriptive, and inductive in nature. DEFINING QUALITATIVE RESEARCH

 Qualitative research is complementary to quantitative research.  Both processes produce different kinds of knowledge that are valued by the profession and both are needed to promote excellence in practice.

Fixed  research question, hypothesis, sample, instrument and analysis all specified clearly at the outset; do not change:  e.g., experiments, surveys, epidemiology, some experimental case studies Flexible  some aspects planned in advance, others develop during study:  e.g., ethnography, phenomenology, some action research (including experimental), case studies Responsive  minimum advance planning, must show links between data and emerging design:  e.g., grounded theory, constructivism, co-operative inquiry, feminist research, participative action research, some case study approaches RESEARCH DESIGN

 Phenomenological  Ethnographic  Grounded Theory  Historical  Case Study TYPES OF QUALITATIVE RESEARCH DESIGN

 Describes the structures of experience as they present themselves to consciousness, without recourse to theory, deduction, or assumption from other disciplines.  In a phenomenological study, you use a combination of methods, such as conducting interviews, reading documents, watching videos, or visiting places and events, to understand the meaning participants place on whatever's being examined.  You rely on the participants' own perspectives to provide insight into their motivations.  In a phenomenological study, you often conduct a lot of interviews, usually between 5 and 25 for common themes, to build a sufficient dataset to look for emerging themes and to use other participants to validate your findings. PHENOMENOLOGICAL

 Focuses on the sociology of meaning through close field observation of sociocultural phenomena. Typically, it focuses on a community.  In ethnography, you immerse yourself in the target participants' environment to understand the goals, cultures, challenges, motivations, and themes that emerge.  Ethnography has its roots in cultural anthropology where researchers immerse themselves within a culture, often for years.  Rather than relying on interviews or surveys, you experience the environment first hand, and sometimes as a "participant observer." ETHNOGRAPHIC

 This theory is developed inductively from a corpus of data acquired by a participant- observer.  Whereas a phenomenological study looks to describe the essence of an activity or event, grounded theory looks to provide an explanation or theory behind the events.  Use primarily interviews and existing documents to build a theory based on the data. You go through a series of open and axial coding techniques to identify themes and build the theory. GROUNDED THEORY

 Sample sizes are often also larger— between 20 to 60—with these studies to better establish a theory.  Grounded theory can help inform design decisions by better understanding how a community of users currently use a product or perform tasks.

 Systematic collection and objective evaluation of data related to past occurrences in order to test hypotheses concerning causes, effects, or trends of these events that may help to explain present events and anticipate future events.  Historical research seeks not only to discover the events of the past but to relate these past events to the present and to the future.  Uses primary sources- oral histories, written records, diaries, eyewitnesses, pictorial sources, and physical evidence (relics and artifacts). HISTORICAL

 Attempts to shed light on a phenomena by studying in depth a single case example of the phenomena. The case can be an individual person, an event, a group, or an institution.  A case study involves a deep understanding through multiple types of data sources.  Case studies can be explanatory, exploratory, or describing an event.  Data may be collected through questionnaires, interviews, observations, or written accounts by the subjects. CASE STUDY

 Type of Case Study TypeDefinition Explanatory  Seeking to answer a question that sought to explain the presumed causal links in real-life interventions that are too complex for the survey or experimental strategies Exploratory  Explore those situations in which the intervention being evaluated has no clear, single set of outcomes Descriptive  Describe an intervention or phenomenon and the real-life context in which it occurred

MethodFocusSample SizeData Collection PhenomenologicalConsiders how the experience of particular participants exhibits a unique perspective 5 to 25Interviews EthnographyStudies cultural patterns and perspectives of participants in their natural settings --Observation & interviews Grounded TheoryInvestigates how inductively- derived theory about phenomenon is grounded in the data of a particular setting 20 to 60Interviews, then open and axial coding HistoricalStudies available data to study, understand, and interpret past events --Documents, diaries, written records, relics, artifacts Case StudyExamines the characteristics of a particular entity, phenomenon or person --Interviews, documents, reports, observations SUMMARY

SITI HAJAR BINTI MOHAMAD NASER P84380 RESEARCH METHODOLOGY I TASK 4 RESEARC H DESIGN

RESEARC H DESIGN PERCEPTION OF STUDENTS IN LEARNING LITERATURE COMPONENTS IN ESL CLASSROOM

 Quantitative and Qualitative Research Method:  Case Study  To suit the research objectives in investigating the students’ perception in learning the new literature components in ESL classroom. MIXED METHOD RESEARCH

 Attempts to shed light on a phenomena by studying in depth a single case example of the phenomena. The case can be an individual person, an event, a group, or an institution.  Type of Case Study: CASE STUDY TypeDefinition Explanatory  Seeking to answer a question that sought to explain the presumed causal links in real-life interventions that are too complex for the survey or experimental strategies Exploratory  Explore those situations in which the intervention being evaluated has no clear, single set of outcomes Descriptive  Describe an intervention or phenomenon and the real-life context in which it occurred

To investigate the students’ perception in learning the new literature components in ESL classroom. To investigate difficulties faced by the students along with the reasons in learning the new literature components. To investigate ways to improve the students’ understanding in learning literature components. RESEARCH OBJECTIVES

 Focus on secondary school students from Form 1 to 5 that already exposed to the new literature components in ESL class.  Only the first and last classes of each form (10 classes) are chosen to answer the questionnaire using Likert- type scale.  Based on the results from the questionnaire, open- ended questions are made for the interview to have thorough investigation on what are the causes of such results and to explore the students’ opinion on the matter.  In the interview, students are asked on how to improve their understanding in learning literature and what they want the teachers do in the class. MIXED METHOD RESEARCH

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