This document discusses research design and methodology. It outlines the purposes of research as exploration, description, and explanation. It distinguishes between quantitative and qualitative research, noting that quantitative research focuses on measurement, causality, generalization, and replication while qualitative research emphasizes seeing through participants' eyes and understanding context and process. The document stresses that research design and methodology are determined by the problem statement and research question. It lists key elements to consider in research design such as points of focus, time, and feasibility.
Summary of key findings from research by Bella Reichard and colleagues analysing high versus low scoring case studies from REF2014. View full slide deck here: https://www.slideshare.net/MarkReed11/language-in-ref2014-impact-case-studies-what-might-it-mean-for-ref2021. Read the paper here: https://www.nature.com/articles/s41599-020-0394-7
Summary of key findings from research by Bella Reichard and colleagues analysing high versus low scoring case studies from REF2014. View full slide deck here: https://www.slideshare.net/MarkReed11/language-in-ref2014-impact-case-studies-what-might-it-mean-for-ref2021. Read the paper here: https://www.nature.com/articles/s41599-020-0394-7
There exists a fundamental distinction between two types of data: Quantitative data is information about quantities, and therefore numbers, and qualitative data is descriptive, and regards phenomenon which can be observed but not measured, such as language
This is a sample research instrument used in a study titled Writing Proficiency of Junior Bachelor of Secondary Education (BSEd) and Bachelor of Elementary Education (BEEd) in Catanduanes State University S.Y. 2012-2013.
There exists a fundamental distinction between two types of data: Quantitative data is information about quantities, and therefore numbers, and qualitative data is descriptive, and regards phenomenon which can be observed but not measured, such as language
This is a sample research instrument used in a study titled Writing Proficiency of Junior Bachelor of Secondary Education (BSEd) and Bachelor of Elementary Education (BEEd) in Catanduanes State University S.Y. 2012-2013.
Workshop at SciTalk '22 on strategic science communication in which we make a strong argument for focusing on behavioral goals and communication objectives as beliefs, feelings, and frames.
ACTIVITY 1
Chosen Research Design: Qualitative
Why do you think this design is appropriate to your research interest?
Based on my understanding of qualitative research, I believe it can be appropriate for certain types of research questions. In my view, qualitative research is particularly useful for exploring complex phenomena, gaining insights into people's experiences and perspectives, and developing theory. I also recognize that it can be valuable in applied settings, such as healthcare or social work, where understanding people's experiences is crucial for improving practice.
Guide Questions
1. Did you remember the research design listed in the table?
YES, I have remembered all the research design listed in the table.
2. What other research designs did you recall which is/ are not listed in the table?
Longitudinal Study
Cross-sectional Study
Survey Research
Action Research
Participatory Action Research
Grounded Theory
Ethnographic Research
3. Was it easy or hard to determine the research design to be used in your selected topic or interest?
For me, it is easy because in the first place I already have an idea where to start. I believe when you select a topic, you already considered what design you will use.
4. What are the factors that you consider in selecting a research design for your study?
As a researcher, I must consider various factors when selecting a qualitative research design for my study. These include the research question, the purpose of the study, the nature of the phenomenon being studied, and the available resources and time frame. Additionally, I must reflect on my own philosophical and theoretical perspectives to ensure that the chosen design aligns with my worldview and research goals.
Reflection
How does research design make your study colorful/ interesting?
As a researcher, I have come to appreciate how qualitative research design can add color and interest to a study. By using methods such as open-ended interviews, observations, and document analysis, I can capture the rich and complex experiences, perspectives, and contexts of the participants. This type of research allows me to delve deeper into the phenomenon being studied and gain a more nuanced understanding of it.
One of the benefits of using qualitative research is the ability to create vivid descriptions, quotes, and narratives that add depth and meaning to the study. It's fascinating to see how the data can come to life and offer a unique perspective on the topic. Additionally, I've found that unexpected findings often emerge during qualitative research, which can add to the intrigue and interest of the study.
Overall, I believe that qualitative research design offers a powerful way to explore the intricacies and nuances of human experience. It enables me to create a study that is more compelling and engaging, as well as provides insights that cannot be obtained through other research methods.
ACTIVITY 2: TELL ME THE QUANTITY
Directions: Read the qu
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6. Macro versus micro theory
Society
All society institutions
Social institution of
education
UJ
This class
Students
7. Quantitative research tends to be concerned with the following
concerns.
Measurement.
Causality
Generalisation
Replication
8. Qualitative research tends to be concerned with the
following.
Seeing through the eyes of research participants.
Description and an emphasis on context.
Emphasis on process.
Flexibility
9. How many people will take a
free ice cream?
What do people feel when given
a free ice cream?
10. Quantitative Qualitative
Numbers Words
Point of view of the
researcher
Point of view of
participants
Researcher distant Researcher close
Theory testing Theory emergent
Static Process
Structured Unstructured
Generalisation Contextual
understanding
Hard, reliable data Rich, deep data
Macro Micro
Behaviour Meaning
16. Questions to inform your research
design
What is the nature of your research question? Which
methodologies and design can best answer it?
Is your question an empirical or non-empirical question?
What data sources are available to you?
17. QUESTIONS TO INFORM YOUR
RESEARCH DESIGN
Who or what is the focus of your study?
What is the point of focus of your study?
Over what time period will you consider your research question?
Is your design feasible in terms of resources, time, access to
data?
18.
19. Quantitative and qualitative research
questions
Quantitative Research Questions
Usually start with ‘ how,’ ‘what’
or ‘why’.
Contain an independent and a
dependent variable.
Look at connections, relations or
comparisons between variables.
Qualitative Research Questions
Usually start with ‘what’ or ‘how’.
Identify the central phenomenon
you plan to explore (tell in your
question what you are going to
describe, explore, generate,
discover, understand).
Avoid the use of quantitative words
such as relate, influence, effect,
cause.
20. 1) What is the relationship between socio-economic
inequality and protest?
2) How does the media portray protesters?
3) What are the experiences of people growing up in
single-parent households in rural areas?
4) How does household family impact the drop-out
rate of university students?
5) What influences students to drop-out of university?
21. SUMMARY
The purpose of research.
The difference between qualitative and quantitative and when you might use them.
Role of the research question in research design.
Points to consider in the research design.
Reliability and validity.
Editor's Notes
Exploration – explore, provide insight - important when something is new, unknown, little previous research but might not give a comprehensive answer.
Do exploratory when testing the feasibility of future research
Description – what is the nature of a phenomenon, census or ethnographic research.
Explanation – relations between variables, why did something happen
Nomothetic and Idiographic Methods
Nomotheic methods is one of the research method in which analysis is directed towards formulation of general principles. From sociological perspective, application of this method entails that individual events are studied not for their own sake but for their significance in so far as they contribute to the formulation of generalization. Sociology and physical sciences are regarded as nomothetic sciences because of their primary goal is to abstract generalization from specific event and individual facts.
Idiographic method on the other hand is a technique of studying human behaviour by a thorough analysis of individual cases. Here emphasis is more on detailed description and in-dept study than on generalizations The case study method may be considered on idiographic method where emphasis is on the complete understanding of each individual case rather than upon deriving analytical generalization from characteristics of a large number of cases. History is regarded as an idiographic discipline because it is more concerned with study of particular event.
Macro-level sociology looks at large-scale social processes, such as social stability and change.
Micro-level sociology looks at small-scale interactions between individuals, such as conversation or group dynamics.
Micro- and macro-level studies each have their own benefits and drawbacks.
Macrosociology allows observation of large-scale patterns and trends, but runs the risk of seeing these trends as abstract entities that exist outside of the individuals who enact them on the ground.
Microsociology allows for this on-the-ground analysis, but can fail to consider the larger forces that influence individual behavior.
Source: Boundless. “Levels of Analysis: Micro and Macro.” Boundless Sociology Boundless, 26 May. 2016. Retrieved 30 Jan. 2017 from https://www.boundless.com/sociology/textbooks/boundless-sociology-textbook/sociology-1/the-sociological-approach-25/levels-of-analysis-micro-and-macro-161-2417/
Measurement.How much? What proportion of a population?
CausalityCausality is relationship between two variables such that one, the independent variable, can be claimed to have caused the other, the dependent variable.
GeneralisationCan the findings be generalised to a whole population?
ReplicationCan the study be repeated and find same or similar results? Or be repeated at different points in time to address changes through time?
Explain dashed lines
There are also connections other than those emphasized here, some of which I
have indicated by dashed lines. For example, if a goal of your study is to empower
participants to conduct their own research on issues that matter to them, this will
shape the methods you use, and conversely the methods that are feasible in your
study will constrain your goals. Similarly, the theories and intellectual traditions
you are drawing on in your research will have implications for what validity threats
you see as most important and vice versa.
The upper triangle of this model should be a closely integrated unit. Your
research questions should have a clear relationship to the goals of your study and
should be informed by what is already known about the phenomena you are studying
and the theoretical concepts and models that can be applied to these phenomena.
In addition, the goals of your study should be informed by current theory and
knowledge, while your decisions about what theory and knowledge are relevant
depend on your goals and questions.
Similarly, the bottom triangle of the model should also be closely integrated. The
methods you use must enable you to answer your research questions, and also to
deal with plausible validity threats to these answers. The questions, in turn, need to
be framed so as to take the feasibility of the methods and the seriousness of particular
validity threats into account, while the plausibility and relevance of particular
validity threats, and the ways these can be dealt with, depend on the questions and
methods chosen. The research questions are the heart, or hub, of the model; they
connect all the other components of the design, and should inform, and be sensitive
to, these components.
There are many other factors b
(avoid beginning qualitative questions with ‘why’ as this implies cause and effect).
Question: What's an independent variable?
Answer: An independent variable is exactly what it sounds like. It is a variable that stands alone and isn't changed by the other variables you are trying to measure. For example, someone's age might be an independent variable. Other factors (such as what they eat, how much they go to school, how much television they watch) aren't going to change a person's age. In fact, when you are looking for some kind of relationship between variables you are trying to see if the independent variable causes some kind of change in the other variables, or dependent variables.
Question: What's a dependent variable?
Answer: Just like an independent variable, a dependent variable is exactly what it sounds like. It is something that depends on other factors. For example, a test score could be a dependent variable because it could change depending on several factors such as how much you studied, how much sleep you got the night before you took the test, or even how hungry you were when you took it. Usually when you are looking for a relationship between two things you are trying to find out what makes the dependent variable change the way it does.
Many people have trouble remembering which is the independent variable and which is the dependent variable. An easy way to remember is to insert the names of the two variables you are using in this sentence in they way that makes the most sense. Then you can figure out which is the independent variable and which is the dependent variable:
(Independent variable) causes a change in (Dependent Variable) and it isn't possible that (Dependent Variable) could cause a change in (Independent Variable).