1. Planning my research journey

2. 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?

3. 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

4. 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

5. 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?

6. 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?

7. 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

8. 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

9. 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)

10. 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

11. 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)

12. 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

13. 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.

14. 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.

15. 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

16. 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

17. 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

18. 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?

19. 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

20. 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

21. 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

22. 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.