Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Research Methodology (The Transformative Design)


Published on

Presentation for Research Methodology Course

Published in: Education
  • Be the first to comment

Research Methodology (The Transformative Design)

  2. 2.  Is there evidence in the title? YES/NO? Look at the title to determine if it includes words such as quantitative and qualitative, mixed methods or other related terms to signify the collection of both quantitative and qualitative.  Is there evidence in the data collection section? YES/NO? Examine the methods or procedure section as part of data collection.  Is there evidence in the purpose statement or in the research question? YES/NO? Examine the abstract or the introduction of the study to identify the purpose or research question. WHAT ARE THE TYPES OF MIXED METHODS DESIGNS?
  3. 3. TRANSFORMATIVE DESIGN CHARACTERISTICS  Priority or weight does the researcher give? Priority or weight means that one form of data is given more attention or emphasis in the study. However, quantitative and qualitative data are sometimes treated equally.  How does the researcher actually analyze the data? Determine whether the qualitative data (or quantitative data) comes first or second in the data collection.
  4. 4.  How does the researcher actually analyze the data? Determine if the researchers combine the data in a one analysis or keep the analyses separate. TRANSFORMATIVE DESIGN CHARACTERISTICS..  Where in the study does the researcher ‘mix’ the data? The two form of data might be combined, linked or mixed during data Collection, between data collection and data analysis, during data analysis or in the interpretation of a study.
  5. 5.  Using these four questions, the mixed methods design are identified and what is commonly used in the research. The are six methods commonly used in educational research. The first four is the basic designs.  The convergent parallel design  The explanatory sequential design  The exploratory sequential design  The embedded design
  6. 6. FIGURE 16.2 pg. 541 Educational Research Quantitative Data Collection And Analysis Quantitative Data Collection And Analysis Follow up with Interpretation TRANSFORMATIVE FRAMEWORK Overall Program Objective Study 1: Qualitative Study 2: Quantitative Informs Informs Study 3: Mixed Method Transformative Design Multiphase Design
  7. 7. And the last two as complex designs that are becoming increasingly popular. (Creswell & Plano Clark, 2011) .  The transformative design  The multiphase design  THE TRANSFORMATIVE DESIGN The more complex level than the four previous design is transformative mixed methods design. The intend of this design is to use one of the four design (Convergent, Explanatory, Exploratory and Embedded) but to encase the design within a transformative framework or lens. (Creswell & Plano Clark, 2011)
  8. 8.  This framework provide and orienting lens for the mixed methods design. The intent of the framework is to address the social issue for a marginalized or underrepresented population and engage in research that brings about change.  The strength of this design is that it is value-based and ideological. (Greene, 2007). A challenge in using in this design is that still learning about how to best integrate the framework into a mixed methods study.  We need basic design to provide the cornerstones for this transformative design but the transformative design goes beyond simply the use of the basic design.
  9. 9.  This framework maybe a feminist perspective, a racial or ethnic perspective or some other perspective. This framework that shapes many aspect of the mixed methods design. THE FRAMEWORK  It basically addressed an issues for an underrepresented group and present research intended to bring about change about the group.  A strong key to a good transformative mixed methods study is whether the research calls for reform or changes at the end of the study. This call may be an explicit request for change or steps that will be required to bring about change.
  10. 10. SEQUENTIAL TRANSFORMATIVE STRATEGY  The sequential transformative strategy is a two phase project with a theoretical lens (e.g.. gender, race, social science theory) overlaying the sequential procedures.  The theoretical lens is introduced in the introduction to a proposal, shapes a directional research question aimed at exploring a problem. (e.g.. Inequality, discrimination, injustice).  In this design, the researcher may used either methods in the first Phase of research and the weight can be given to either or distributed evenly to both phase.
  11. 11.  The sequential transformative model has a theoretical perspective to guide the study. The aim of this theoretical perspective, whether it be a conceptual framework.  The aims of this theoretical perspective, whether it be a conceptual framework, a specific ideology, or advocacy, is more important in guiding the study than the use of methods alone.  The sequential transformative model shares the methodological strengths and weaknesses of the other two sequential approaches. Its use of distinct phases facilitates its implementation, description, and sharing of results, although it also requires the time to complete two data collection phases. A THEORETICAL PERSPECTIVE
  12. 12.  Likewise, as with all sequential strategies, key decision need to be made about what findings in the first phase will be the focus of the second phase. THANK YOU.. CONCLUSION