Planning my research journey

RESEARCH PLANNING Review the literature Improve your knowledge of your topic Figure out what theoretical position you concur with Select a research approach What type of research will best help me achieve my research purpose?

Get as much information as possible Review the Literature Read and review the literature on your topic and problem Write a review Articulate where you stand with respect to your problem

Select your research tools Design your research Variety of methods to choose from. Which will best help me to get where I want to go? Let’s review quickly

How Do I Choose a Method? KEY STEPS: What is the purpose of my research? What are my research objectives? What sample will best help me to meet my objectives? How can I best get access and informed consent of subjects or participants?

Clarifying questions Do I want to: Describe / understand something? Evaluate? Figure out: if and how one behaviour affects another? People’s attitudes, perspectives, views? What causes something?

The Scientific Method An orderly, rigorous process entailing a number of steps: Recognition & definition of a problem Formulation of research questions Collection of data Analysis and interpretation of data Statement of conclusions/ interpretations

Why use a Scientific Method? Principles used to guide educational research so to ensure that: Results can be trusted research was ethical research was rigorous Results can be reliably used to inform policy and / or practice

Educational Research can be done as either Qualitative Inquiry (understand, describe) Quantitative inquiry (predict, measure, asess, explain, evaluate, show cause and effect or relationships) Mixed Methods (combination of both)

How do I know which one to use? Choose the research approach that will best help you answer the research questions you want to ask. and / or . . .

How do I know which one to use? Choose the research approach that aligns with “your views on what qualifies as valuable knowledge and your perspective on the nature of reality or ontology” (Glesne,p.4)

Choices of methods for Collecting Data QUANTITATIVE DATA QUALITATIVE DATA SURVEY (Descriptive) Historical Correlational study Observational Causal Comparative studies Interview Experimental Examining Artifacts Analysis of Documents /Physical Evidence

Quantitative SAMPLE SELECTION Examples Specify POPULATION (group of people with same characteristics) Bethlehem 2nd year Students Select SAMPLE of population to study How many of the total of Bethlehem 2nd yr students is it feasible and numerically sound to work with? Choose appropriate sampling technique Determine SIZE of sample Consider sampling error and biases Simple random; stratified sampling; cluster sampling; systematic sampling. As large as possible or feasible Apply statistical formulae to improve likelihood that your sample provides a good estimate of the characteristics of the population Sampling error- Acceptable size depends on type of research. No universaly accepted minimum sample size. Bias –study attitudes of gradu studnets to christian activities at UWI. Waits outdise fellowship meeting to hand out surveys etc.

Suggested SAMPLE SIZES Descriptive Survey Research Designs At least 100 participants in each group Causal-Comparative Research Designs At least 15 participants in each group to be compared Correlational Research Designs At least 30 participants Experimental Research Designs At least 15 participants in the control group and at least 15 participants in each treatment group.

Site /s & Setting/s Cost Time Other factors Ethical concerns What are best places to find people / places who meet my criteria for a sample? May be modified due to concerns re: Access Cost Time Other factors Ethical concerns

Quantitative Instrument Design You can choose: tests; questionnaire; tally sheet; log; observational checklist; inventory; assessment instrument. To measure or assess: performance attitudinal measures behavior To gather factual information

How to design an instrument What will be measured or evaluated? Performance – achievement; intelligence; aptitude; interests; personality assessments Attitudes- surveys; correlational studies; experiments Behaviour – observation checklists

Identifying my Quantitative Instrument Locate or Develop your own Modify for cultural relevance Pilot instrument Reliability - if it is used again will results be consistent? Validity – does it measure what it is supposed to measure?

Qualitative Sample Selection Qualitative Sampling Examples Purposeful Select persons or sites who can best help us understand what we are studying. Maximum variation Different types of graduate students Extreme cases Outliers –unique individuals Typical cases Any graduate student Snowballing Follow leads from one participant to identify others Confirming or disconfirming Director of school ; student president Opportunistic Participant who seems suddenly very useful

SAMPLE SIZE SIZE of SAMPLE Usually small ; depends on research design and purpose. Examples: Range from 1 to 20 participants Case Study –could be one grade and teacher with 50 students

Site /s & Setting/s What are best places to find people / places who meet my criteria for a sample? May be modified due to concerns re: Access Cost Time Other factors Ethical concerns

Improving my Qualitative Instrument You are the Instrument Start being conscious of the lenses you use to “see” and “hear” the data. Identify your theoretical views Identify your personal and professional views Always be mindful of how these may be influencing your data collection and analysis.