Introduction In life, there are universal laws that govern everything we do. These laws are so perfect that if you were to align yourself with them, you could have so much prosperity that it would be coming out of your ears. This is because God created the universe in the image and likeness of him. It is failure to follow the universal laws that causes one to fail. The laws that were created consisted of the following: · Law of Gratitude: The Law of Gratitude states that you must show gratitude for what you have. By having gratitude, you speed your growth and success faster than you normally would. This is because if you appreciate the things you have, even if they are small things, you are open to receiving more. Law of Attraction: The Law of Attraction states that if you focus your attention on something long enough you will get it. It all starts in the mind. You think of something and when you think of it, you manifest that in your life. This could be a mental picture of a check or actual cash, but you think about it with an image. Law of Karma: the Law of Karma states that if you go out and do something bad, it will come back to you with something bad. If you do well for others, good things happen to you. The principle here is to know you can create good or bad through your actions. There will always be an effect no matter what. Law of Love: the Law of Love states that love is more than emotion or feeling; it is energy. It has substance and can be felt. Love is also considered acceptance of oneself or others. This means that no matter what you do in life if you do not approach or leave the situation out of love, it won't work. Law of Allowing: The Law of Allowing states that for us to get what we want, we must be receptive to it. We can't merely say to the Universe that we want something if we don't allow ourselves to receive it. This will defeat our purpose for wanting it in the first place. Law of Vibration: the Law of Vibration states that if you wish on something and use your thoughts to visualize it, you are halfway there to get it. To complete the cycle you must use the Law of Vibration to feel part of what you want. Do this and you'll have anything you want in life. For everything to function properly there has to be structure. Without structure, our world, or universe, would be in utter chaos. Successful people understand universal laws and apply them daily. They may not acknowledge that to you, but they do follow the laws. There is a higher power and this higher power controls the universe and what we get out of it. People who know this, but wish to direct their own lives, follow the reasons. Successful people don't sit around and say "I'll try," they say yes and act on it. Chapter - 1 The Law of Attraction The law of attraction is the most powerful force in the universe. If you work against it, it can only bring you pain and misery. Successful people know this but have kept it hidden from the lower class for centuries because th

1. Advanced Research Methods- Quantitative and
qualitative (DVMT 523)
1
SGDS
John W. Creswell (2012). Educational Research: Planning, Conducting, and
Evaluating Quantitative and Qualitative Research, 4th ed: Pearson Education Inc.

2. SCHOOL OF GOVERNANCE AND
DEVELOPMENT STUDIES
MA IN GOVERNANCE AND DEVELOPMENT
Advanced Research Methods- Quantitative and
qualitative
John W. Creswell (2012). Educational Research: Planning, Conducting, and
Evaluating Quantitative and Qualitative Research, 4th ed: Pearson Education Inc.
Chapter II The Process of Conducting Research: Collecting data

3. STEPS IN THE PROCESS OF DATA
COLLECTION
1. Determine/Identify participants and sites
2. Gain access to individuals/organizations and sites/obtain
permission
3. Consider/Identify what types of information will answer
your research questions
4. Select/Design protocols or instruments for collecting and
recording information
5. Administer the data collection process to collect data

4. IDENTIFY THE PEOPLE AND PLACES YOU PLAN TO STUDY
 The first step in the process of collecting quantitative data is to identify the
people and places you plan to study. Determine whether you will study
individuals or entire organizations (e.g., schools) or some combination.
 If you select either individuals or organizations, you need to decide what
type of people or organizations you will actually study and how many you
will need for your research.
 These decisions require that you decide on a unit of analysis, the group
and individuals you will study, the procedure for selecting these
individuals, and assessing the numbers of people needed for your data
analysis.

5. IDENTIFY PARTICIPANTS AND SITES - QUANTITATIVE
 Identify your unit of analysis – what level should be the data
gathered at individual, family, organisation(e,g, school)
 A population is a group of individuals who have the same
characteristic. For example, all teachers would make up the
population of teachers
 Specify the population and sample- select individuals who are
representatives of the entire group of individual or schools, etc.
 Probability sampling- random sampling the researcher selects
individuals from the population who are representative of that
population- can make generalizations to the population (p165)
.

6.  Select people/sites who can best help us understand the central
phenomenon
 Participants must have first-hand experience with the research topic
and be able to talk about it
 Researcher establishes clear criteria and rationale for sample
selection- Non-probability sampling- purposive sampling
 Goal is not generalization of findings but rich descriptions of
phenomenon by those who have experienced it
IDENTIFY PARTICIPANTS AND SITES: QUALITATIVE

7. RANDOM SAMPLING VS PURPOSEFUL
SAMPLING
Random “Quantitative” sampling
• Select representative individuals
• To generalize from sample to the
population
• To make “claims” about the
population
• To build/test “theories” that
explain the population
Purposeful “Qualitative” Sampling
• Select people or sites who can best
help us understand out
phenomenon
• To develop a detailed understanding
• That might provide “useful”
information
• That might help people “learn”
about the phenomenon
• That might give voice to “silenced”
people

8. GAIN ACCESS AND OBTAIN PERMISSION
 After selecting participants for your study, you next need to obtain their
permission to be studied.
 Their permission ensures that they cooperate in your study & provide data.
 Their permission acknowledges that they understand the purpose of your study
and that you will treat them ethically.
 Legislation may require that you guarantee them certain rights and that you
request their permission to be involved in your study.
 In both quantitative and qualitative research, we need permissions to begin our
study, but in qualitative research, we need greater access to the site because
we will typically go to the site and interview people or observe them. This
process requires a greater level of participation from the site than does the
quantitative research process.

9. PERMISSIONS NEEDED
 Gain permission from Institutional Review Board (IRB)
 In most educational studies, you need to obtain permissions from several
individuals and groups before you can gather data.
 Gain permission from “gatekeepers” at the research site
 Gatekeepers are individuals at the site who provide site access, help
researcher locate people and identify places to study.
 The gatekeeper may require written information about the project.
 Obtain Informed Consent
 Iimportant to protect the privacy and confidentiality of individuals who
participate in the study

10. IDENTIFY THE TYPES OF INFORMATION THAT WILL ANSWER YOUR
RESEARCH QUESTIONS- QUALITATIVE
 Qualitative data collection consists of collecting data using forms with
general, emerging questions to permit the participants to generate
responses; gathering word(txt) or image (picture) data; and collecting
information from a small number of individuals or sites.
 Collecting data with a few open-ended questions that we design
 Forms/approaches of data collection - Observation, interviews and
questionnaires, documents and audiovisual material
__Educational_Research__Planning__Conducting__and_Evaluating_Quantitative_and_Qualitative_Res
earch__4th_Edition_.pdf (p214)

11. IDENTIFY THE TYPES OF INFORMATION -QUANTITATIVE
 To determine what data need to be collected, you need to identify clearly the variables in
your study
 Research collect data on instruments - a tool for measuring, observing, or documenting
quantitative data- identified before the researchers collect data.
 The instrument may be a test, questionnaire, tally sheet, observational checklist,
inventory, or assessment instrument.
 Can use someone else’s instrument and gather close ended information.
Types of quantitative data and measures
 Measures of individual performance (test of basic skill),
 Measures of individual attitude (attitude towards self esteem)
 Observation of individual behavior (interactional analysis)
 Factual information (census, school grade report)
 __Educational_Research__Planning__Conducting__and_Evaluating_Quantitative_and_Qualitative_Research__4th_Edition_.pdf (p152)

12. INSTRUMENTS AND PROTOCOLS
 In quantitative data collection, you use an instrument to measure the
variables in the study.
 An instrument is a tool for measuring, observing, or documenting
quantitative data.
 It contains specific questions and response possibilities that you
establish or develop in advance of the study.
 Examples of instruments are survey questionnaires, standardized
tests, and checklists that you might use to observe a student’s or
teacher’s behaviors. You administer this instrument to participants
and collect data in the form of numbers.

13. INSTRUMENTS AND PROTOCOLS
 In qualitative research, you collect data to learn from the
participants in the study and develop forms, called protocols, for
recording data as the study proceeds.
 These forms pose general questions so that the participants
can provide answers to the questions. Often questions on these
forms will change and emerge during data collection.
 Examples of Protocol- Interview protocol and observation
protocol – consisting four or five broad question for interviewing
or observing

14. TECHNIQUES /THE INFORMATION YOU WILL
COLLECT (QUALITATIVE)
 Interviews
 Observations
 Documents
 Audiovisual materials
advanced research
methods__Educational_Research__Planning__Conducting__and_Evaluating_Quantitative_and_Qualitative_Research__4th_
Edition_.pdf

15. INTERVIEWS
 Types: One-on-one, telephone, e-mail
 General open-ended questions that are asked allow the participant to:
 Create options for responding
 Voice their experiences and perspectives
 Information is recorded, then transcribed for analysis.
 Interviews – close ended as in survey, open ended as in qualitative
study ( in-depth interviews and key informants

16. CONDUCTING INTERVIEWS
 Identify the interviewees
 Determine the type of interview you will use.
 During the interview, audiotape the questions and responses.
 Take brief notes during the interview.
 Locate a quiet, suitable place for conducting the interview.
 Obtain consent from the interviewee to participate in the study.
 Have a plan, but be flexible.
 Use probes to obtain additional information.
 Be courteous and professional when the interview is over.

17. In-depth Interview
A conversation on a given topic b/n a respondent & an interviewer
 Used to obtain detailed insights and personal thoughts
 Flexible and unstructured, but usually with an interview guide
 Purpose: to probe respondents’ motivations, feelings, beliefs;
understanding meanings
 Lasts about an hour
 Interviewer creates relaxed, open environment
 Wording of questions and order are determined by flow of conversation
 Interview transcripts are analyzed for themes and connections between
themes

18. STRUCTURED, UNSTRUCTURED
AND SEMI-STRUCTURED INTERVIEWS
Approach to
Data
Collection
Type of
Response
Options to
Questions
Types of
Interviews
Leading to
Data
Quantitative Closed-
Ended
Structured/
Semi-Structured
Interviews
Scores to
Answers
Qualitative Open-
Ended
Unstructured
Interviews
Transcription
of Words

19. INTERVIEW PROCEDURES
 Identify the interviewees
 Determine the type of interview you will use
 Take brief notes during the interview
 Locate a quiet, suitable place
 Obtain consent from the interviewee to participate in the study
 During the interview, have an interview plan using your interview
protocol, but be flexible
 Use probes to follow up on areas of interest
 Be courteous and professional when the interview is over

20. Interview Protocols
 The header: Essential information about the interview
 Open-ended questions
 “Ice-breaker”
 Questions that address major research questions
 Probes that clarify and elaborate
 Include space between each question for notes
 Closing comments thanking the participant
 __Educational_Research__Planning__Conducting__and_Evaluating_Quantitative_and_Qualitative_Res
earch__4th_Edition_.pdf (p 226)

21. Focus Group interview/discussion
 Focus group is a loosely structured interview conducted by a
trained moderator among a small number of informants
simultaneously.
 Focus groups are small numbers, not random, not statistically
valid
 Provide insights that can’t get in other ways
 Power relations

22. FOCUS GROUP CHARACTERISTICS
 8 - 12 members
 homogeneous in terms of demographics and
socioeconomic factors but heterogeneous views
 experience related to the issue being discussed
 1 1/2 –2 hour session
 qualified moderator
 conversation may be video and/or audiotaped OR notes
may be taken

23. Process of Conducting Focus Group Research
 Planning
 Recruiting
 Moderation
 Analysis and interpretation of the results

24. Moderator’s role
 encourage discussion
 encourage members to talk with one another not you
 bring in people who aren’t speaking
 reduce influence of people who dominate
 bring out a variety of viewpoints
 keep on discussion track
 allow silence
 avoid premature closure

25. OBSERVATIONS
 An observation is the process of gathering first-hand information
by observing people and places at a research site.
 Observational roles
Participant observer: An observational role adopted by
researchers when they take part in activities in the setting they
observe
Nonparticipant observer: An observer who visits a site and
records notes without becoming involved in the activities of the
participants

26. THE PROCESS OF OBSERVING
 Obtain the required permissions needed to gain access to the site
 Ease into the site slowly by looking around, getting a general
sense of the site, and taking limited notes, at least initially
 Identify who or what to observe, when to observe, and how long
to observe
 Determine, initially, your role as an observer

27. THE PROCESS OF OBSERVING (CONT’D)
 Conduct multiple observations over time to obtain the best
understanding of the site and the individuals
 Design some means for recording notes during an
observation
Descriptive field notes describe the events, activities, and
people
Reflective field notes record personal reflections that
relate to their insights, hunches, or broad themes that
emerge
 When complete, slowly withdraw from the site

28. OBSERVATIONAL PROTOCOLS
 In the header, record information about the time, place, setting, and your
observational role
 Divide the rest of the protocol into two columns:
 Left column to record descriptive notes about the activities at the site
 Right column to record reflective notes about themes, quotes, and
personal experiences at the site
 Include a sketch of the site

29. DOCUMENTS
 Documents provide valuable information in helping researchers
understand central phenomena in qualitative studies
 Good source for text data for qualitative study
 Public and private records
 Obtain permission before using documents
 Optically scan documents when possible

30. COLLECTING DOCUMENT
 Identify the types of documents that can provide useful information to answer your
qualitative research questions.
 Consider both public (e.g., school board minutes) and private documents (e.g.,
personal diaries) as sources of information for your research.
 Once the documents are located, seek permission to use them from the appropriate
individuals in charge of the materials.
 If you ask participants to keep a journal, provide specific instructions about the
procedure. topics and format to use, the length of journal entries, and the importance
of writing their thoughts legibly.
 Once you have permission to use documents, examine them for accuracy,
completeness, and usefulness in answering the research questions in your study.
 Record information from the documents- taking notes about the documents,
optically scanning them so a text (or word).

31. AUDIOVISUAL MATERIALS
 Determine the material that can provide evidence to
address your research questions
 Determine if the material is available and obtain
permission to use it
 Check the accuracy and authenticity of the material if you
do not record it yourself
 Collect the data and organize it

32. WHAT ARE THE FIELD ISSUES IN DATA COLLECTION
 Sufficient access to the site for data collection
 Sufficient time for data collection
 Limit initial collection to one or two observations or interviews
 Time is needed to establish a substantial database
 Observational role
 Building rapport/r/n ship with participants
 Obtaining permission to use documents and audiovisual materials

33. ETHICAL ISSUES
 Informing participants of purpose
 Refraining from deceptive practices
 Being respectful of the research site
 Giving back or reciprocity
 Using ethical interview practices
 Maintaining confidentiality
 Collaborating with participants

34. Thank You