Research Methods


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Research Methods

  1. 1. Research Methods Activity Fearghal Kelly Interview Questionnaire
  2. 2. INTERVIEW > Why? <ul><li>I have used a piece of software to teach an aspect of Higher Biology differently. </li></ul><ul><li>I chose to sample students from two classes, one which had been taught using the software and one who hadn’t. </li></ul><ul><li>I thought that an interview was fit for purpose as it would allow me to gauge the pupils’ understanding of the topic more effectively than test scores or questionnaires. </li></ul>
  3. 3. INTERVIEW > Collect? <ul><li>The pupils were presented with a series of genetics problems which got progressively more difficult. </li></ul><ul><li>I discussed these with the pupil and recorded the conversation on my iPod. </li></ul><ul><li>Issues? </li></ul><ul><li>The problems took quite a long time to complete. </li></ul><ul><li>As I hadn’t prepared a script, I ended up saying different things to the pupils as they required different degrees of assistance. </li></ul><ul><li>It was difficult not to assist/teach the pupils. I was helping them arrive at the correct answer. </li></ul><ul><li>Difficult to do this with a large number of pupils - therefore how reliable are the outcomes? </li></ul>
  4. 4. INTERVIEW > Collate? <ul><li>The conversations were imported onto my computer and transcribed. </li></ul><ul><li>Four ten minute interviews filled nearly 10 pages of A4, size 11 font!! </li></ul><ul><li>Issues? </li></ul><ul><li>It took a very long time to transcribe 40 minutes of interview!! </li></ul><ul><li>Need to consider every question - what information will it provide you as it will add more time to your collation! </li></ul><ul><li>Some aspects of conversation are very difficult to transcribe accurately - how do you represent dialect and speech imperfections? </li></ul>
  5. 5. INTERVIEW > Analyse? <ul><li>I have not analysed this data, but I anticipate that it will be very difficult. </li></ul><ul><ul><li>How can you analyse a series of conversations? </li></ul></ul><ul><li>Will I be able to draw out the relevant quotations? </li></ul><ul><ul><li>Does this introduce bias? </li></ul></ul>
  6. 6. INTERVIEW > Deduce & Infer? <ul><li>As I’ve not yet analysed, I obviously haven’t reached this stage either. </li></ul><ul><li>Will I be able to make deductions and inferences when: </li></ul><ul><ul><li>there are only two pupils from each class, </li></ul></ul><ul><ul><li>the pupils’ ages differ, </li></ul></ul><ul><ul><li>the group who have had the new activity, have also had a lot more time available, </li></ul></ul><ul><ul><li>the pupils received different amount of support from me during the interview? </li></ul></ul>
  7. 7. INTERVIEW > Strengths & Weaknesses <ul><li>Strengths </li></ul><ul><li>Time to probe understanding of pupil. </li></ul><ul><li>Pupil has greater influence over data recorded - more open. </li></ul><ul><li>Weaknesses </li></ul><ul><li>Very time consuming. </li></ul><ul><li>Limited sample. </li></ul><ul><li>Difficult to analyse. </li></ul>
  8. 8. QUESTIONNAIRE > Why? <ul><li>I’m planning to develop the course materials for Standard Grade Biology for a number of reasons: </li></ul><ul><ul><li>To try to base our lessons on sound educational theory. </li></ul></ul><ul><ul><li>To begin preparing our department for aCfE. </li></ul></ul><ul><ul><li>To reduce the cost and material requirements of our course. </li></ul></ul><ul><li>I decided to ask our current pupils for their opinion on our current resources. </li></ul><ul><li>I decided a questionnaire would be fit for purpose as I wanted to generate as many responses as possible, quickly. </li></ul>
  9. 9. QUESTIONNAIRE > Collect? <ul><li>I prepared a questionnaire online at </li></ul><ul><li>This was sampled with pupils who had completed the Standard Grade course last year. </li></ul><ul><li>My class was then asked to complete the survey during lesson time. </li></ul><ul><li>Issues? </li></ul><ul><li>On the free version of the website, there only 10 days to gather and print your data. </li></ul><ul><li>It is very difficult to draft questionnaire questions which offer the pupils the opportunity to provide relevant feedback. </li></ul><ul><li>Access to hardware is a problem and therefore, other classes were not able to complete the questionnaire also. </li></ul>
  10. 10. QUESTIONNAIRE > Collate? <ul><li>The data was downloaded from the website and entered into an excel spreadsheet. </li></ul><ul><li>Issues? </li></ul><ul><li>On the free version of the website, this is quite an awkward process as you only get a webpage showing results. </li></ul><ul><li>You can not see individual responses on the free version either, only a summary. </li></ul>
  11. 11. QUESTIONNAIRE > Analyse? <ul><li>I have not analysed this data. </li></ul><ul><li>I anticipate that as I now have the data in excel, it should be fairly straightforward to analyse the results and present them as graphs. </li></ul>
  12. 12. QUESTIONNAIRE > Deduce & Infer? <ul><li>As I’ve not yet analysed, I obviously haven’t reached this stage either. </li></ul><ul><li>Will I be able to make deductions and inferences when: </li></ul><ul><ul><li>I only asked one class, </li></ul></ul><ul><ul><li>I have directed the pupils responses through my questions, </li></ul></ul><ul><ul><li>the pupils have not necessarily based their opinions on the learning opportunities provided by the different resources? </li></ul></ul>
  13. 13. QUESTIONNAIRE > Strengths & Weaknesses <ul><li>Strengths </li></ul><ul><li>Quick to gather a large amount of data. </li></ul><ul><li>Easy to collate & analyse data - especially if collected online. </li></ul><ul><li>Weaknesses </li></ul><ul><li>Pupil responses are restricted by questions. </li></ul><ul><li>Difficult to ascertain pupils reasoning for their answers. </li></ul>