Methods of data collection
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This document discusses six major methods of data collection: tests, questionnaires, interviews, focus groups, visual data, and secondary data. It provides tips for conducting observations, such as deciding what to observe beforehand, taking structured or unstructured notes during the observation, and recording observations through real-time notes, audio/video taping, or transcription. The next steps outlined are to write draft sections of a chapter on the research paradigm, type of research, and context for a class project.
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This document discusses various methods for collecting data in research studies. It describes:
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The document summarizes key concepts in survey research and experimental design. It discusses factors to consider when constructing survey questions, such as defining objectives and question wording. It also describes different question and response types, such as closed-ended questions, rating scales, and semantic differentials. Methods of administering surveys like questionnaires, interviews and focus groups are outlined, along with potential biases. The document also covers sampling techniques, evaluating samples, and experimental designs like post-test only, pre-test post-test, independent groups, repeated measures, and matched pairs designs. Advantages and disadvantages of different designs are presented.
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This document discusses selecting and defining a research problem. It notes that a research problem is a question a researcher wants to answer or a problem they want to solve. Several factors influence problem selection, including the researcher's knowledge and interests. Defining the problem is the most important step, as it establishes the focus and scope of the study. The problem statement should be specific but not too narrow or vague. It should also be familiar and feasible given available resources and time. The document outlines the process for properly identifying and defining a research problem.
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Structured questionnaires and interviews are quantitative research instruments used to collect data. Structured questionnaires contain closed-ended questions with limited response options to standardize responses. They allow researchers to collect large amounts of data efficiently but don't explore complex issues well. Structured interviews follow a standardized set of questions but allow researchers to clarify understanding and obtain more detailed responses than questionnaires. Both methods produce reliable and comparable quantitative data but have limitations regarding response bias and depth of responses.
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Note: You are required to complete this discussion before submitting the unit assignment.
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Read Chapter 6, "Fieldwork Strategies and Observation Methods," pages 327–338.
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Transcript
Read Qualitative Research Proposal
Unit 7 - Research Design and Methodology Details Introduction
The purpose of the study should address the following:
1. Is this study new or different from other studies in some way?
2. Does the study extend prior research on the topic in some way?
3. Does the study fill a gap in the existing literature?
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Following are the types of data for each method:
Ethnography.
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Secondary: Documents, records, photographs, videotapes, maps, genograms, sociograms, and focus groups.
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Primary: Interviews (usually audio-taped), participant and nonparticipant observations, documents and records, detailed description of context and setting, and chronological data.
Secondary: Audiovisual data.
Phenomenology.
Primary: Audio-taped in-depth conversations and open-ended interviews and phenomenological literature.
Secondary: Poetry, biographies, literature, art, and film.
Grounded theory.
Primary: Interviews (usually audio-taped), participan ...
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The first part of this presentation is available at http://www.slideshare.net/Jasieboy/qualitative-methods-workshop-day-1.
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The document provides guidance on creating an Independent Research Project (IRP) in three parts: a project plan, project diary, and final product. It discusses picking a focused topic related to course content and ensuring accessibility of resources. Various primary and secondary research methods are described, including surveys, interviews, questionnaires, case studies, observations, and literature reviews. The importance of organization, ethics, methodology, and keeping a diary are emphasized. Students are advised to develop a research proposal and timeline, and consider issues like validity and bias. The document offers examples and guidance on conducting different research techniques.
research process
The document outlines the 8 key stages of the research process: 1) selecting a topic, 2) reviewing literature, 3) developing theoretical and conceptual frameworks, 4) clarifying the research question, 5) designing the research, 6) collecting data, 7) analyzing data, and 8) drawing conclusions. It emphasizes that research involves more than just data collection, and that following these stages in order will allow one to develop and answer the research question in a logical and systematic manner.
Research process
The document outlines the seven steps of the research process: 1) defining the research problem, 2) reviewing literature, 3) formulating hypotheses, 4) preparing the research design, 5) data collection, 6) data analysis, and 7) interpretation and report writing. It then focuses on defining the research problem, which is the first step. It discusses identifying the research problem, guidelines for finding a research question, sources of problems, criteria for selection, and techniques for identifying the specific research problem through inductive and deductive reasoning.
Field research
This document discusses qualitative research methods, specifically field research. It describes three general approaches to research: positivism, critical, and interpretive. It then discusses characteristics of qualitative research and different types of field research like ethnography, ethnomethodology, and phenomenological studies. The document outlines sampling methods, data collection techniques like observation and interviews, issues around validity and reliability, and both advantages and disadvantages of field research methods.
Htrm2009 Student Workshop Session1
The document provides an introduction to research methodology. It discusses the importance of research and outlines the basic steps in the research process. The objectives are for students to understand key concepts at each step, including formulating research questions. The contents cover the nature of research, basic research steps, and formulating research questions. Sample research questions are analyzed as an example.
Educational research introduction
This document provides an overview of the main components of an educational research project, including the statement of the problem, research questions, literature review, methodology, analysis, conclusions, and implications. It discusses the purpose statement, theoretical framework, strategies of inquiry (qualitative, quantitative, mixed methods), data collection and analysis. The document also outlines the first steps for developing an educational research project, including identifying a problem, choosing a worldview, selecting a methodology, and generating initial keywords for the literature review.
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E learning design (1)
The document discusses e-learning design and outlines steps for designing an online course. It asks questions about the differences between design and development, what instructional design requires, and problems that can be faced. Learners are instructed to start designing their own course by developing a curriculum with multiple lessons and topics. The next steps include presenting an e-learning course outline, reading about blended learning, and finding an article about e-learning from the provided library database link.
E learning design
The document discusses e-learning design and outlines steps for designing an online course. It asks the reader to consider the differences between design and development, what instructional design requires, and potential problems when designing a course. The document also lists some common bad instructional models and provides an example course outline with lessons and topics. Readers are instructed to start designing their own course and present an outline in the next class while also learning about blended learning.
Cleft sentences
Cleft sentences are used to focus on or emphasize a particular part of a sentence by introducing it with a relative clause. Some examples include "The reason why I've come is to discuss my future with you" and "The thing that impresses me more than anything else is your generosity." Cleft sentences can also be used to specify the place or time of an event, such as "The place where the jewels are hidden is under the floor at 23 Robin Hood Road, Epping" and "The day (when) the Second World War ended in Europe was 7 May 1945."
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Identifying a research problem.week 2
This document provides guidance on developing a statement of the problem section for an educational research proposal. It explains that a statement of the problem should identify the topic being researched, the specific research problem, justification for studying the problem based on literature or experience, any gaps in existing evidence on the problem, and who may benefit from learning more about the problem. Students are instructed to write their own statement of the problem for a research proposal and submit it using a provided template.
Presentación curso.pptx (1)
This document outlines the course description, requirements, methodology, schedule, assessment, and recommendations for a research in English language teaching course. The 4-credit course meets for 4 hours per week with an additional 8 hours of autonomous work. Students must complete readings, presentations, discussions, and write a research proposal. The course covers identifying a research problem, literature reviews, research designs, data collection methods, and drafting a research proposal in chapters. Students are assessed on their theoretical framework, research proposal drafts, presentations, and final paper. The final requirement is a written and orally defended research proposal on a topic related to the program areas.
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This document outlines a 3 credit course consisting of 3 weekly classes and 6 hours of autonomous work. The course aims to teach students basic techniques for moderating virtual classes and exploring tools to effectively manage online courses. Students will learn theoretical and practical concepts for tutoring in virtual environments and develop skills to communicate, plan, and evaluate in online classrooms. The course consists of face-to-face seminars and workshops, readings, and independent work on classwork and a project. It is divided into 3 modules covering virtual education fundamentals, teaching in online learning environments, and designing virtual learning spaces.
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This document discusses different methods for collecting information from individuals, including interviews and questionnaires. It describes various types of interviews, from highly structured to unstructured. Good interview questions avoid multiple questions, leading questions, and yes/no questions. Questionnaires can collect facts, experiences, opinions, and ideas, but require careful writing and piloting. Both interviews and questionnaires require respecting participants and managing the collected data.
How to design a poster
This document provides guidance for creating a research poster that is A0 size and horizontal orientation. It recommends including the title, problem statement, justification, research question, objectives, constructs, paradigm, type of research, participants, context, and references.
Action research
Action research is a reflective process that allows teachers to explore their own teaching contexts to improve instructional strategies, assessments, and interactions with students. It involves intervening in a problematic situation to enact changes. Action research follows a cyclical process of planning, action, observation, and reflection. It is a small-scale project that gives teachers the opportunity to systematically investigate and address immediate classroom concerns by collecting and analyzing data. The reflection phase then feeds back into the planning stage to repeat the cycle. The goal is for teachers to evaluate and reflect on their practice to become more effective professionals committed to lifelong learning.
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This document defines and discusses plagiarism. It identifies two types of plagiarism - deliberate and accidental. It provides reasons why students plagiarize and explains why plagiarism should be avoided, as it is unhelpful, prevents developing your own conclusions, and violates regulations. The document outlines different types of plagiarism like outright copying, paraphrasing, and patchwriting. It also lists serious consequences of plagiarism like damaged reputation, legal and financial repercussions, failing grades, dismissal from college or courses. The last part provides guidelines for citing references in the APA style.
Theroetical framework
This document discusses developing a theoretical framework for research. It explains that a theoretical framework provides an interpretive approach to understanding social reality rather than hard facts. It advises identifying good sources like books, journals, and academic databases to become immersed in existing knowledge related to the research problem. Constructs are also discussed as abstract representations of ideas, people or objects that provide a common language to communicate about a study. The document recommends including around 3 references in a theoretical framework and organizing it using a mapping method.
Literature review
This document provides guidance on conducting a literature review. It defines a literature review as documents that describe the past and current state of research on a topic. A good literature review attains knowledge of the field, common methodologies, and establishes that the proposed research is needed. The review process involves identifying key terms, locating relevant literature, critically evaluating sources, organizing the literature, and writing the review using a thematic or study-by-study approach. The literature review establishes the importance and rationale for further research.
Presentation 3
This document provides information about future time clauses in English grammar. It discusses the structure of sentences with future time clauses, which have a main clause and a time clause. The main clause often uses future tense verbs like "will" or "be going to" while the time clause uses present tense verbs. Time clauses can come at the beginning or end of sentences and are separated by commas when they begin sentences. Several examples of future time clauses are given along with exercises for learners to practice forming sentences with time clauses using time words like "when", "before", and "after".
The past perfect tense
The document discusses the past perfect tense, which expresses an action that occurred before another past action. It provides examples of using the past perfect, such as "I had already eaten when my friend stopped by to visit" and "The Titanic had received many warnings before it hit the iceberg." It explains that the past perfect uses helping verbs like "had" plus the past participle of the main verb. It also notes that key words indicating the past perfect tense include "before" and "after."
Lineamientos para estudiantes
Este documento presenta los lineamientos para el curso de Lengua y Cultura Anglófona de la Licenciatura en Idioma Extranjero Inglés. El curso consta de 6 niveles (A1 a C1) y cubre aspectos lingüísticos y culturales del inglés. Se ofrecerán clubes de conversación, talleres de pronunciación y preparación de exámenes internacionales como apoyo adicional. Los estudiantes serán evaluados a través de exámenes, proyectos y participación en clase y en línea.
Research objectives
This document discusses research objectives and their characteristics. It explains that research objectives clearly and specifically state what the researcher aims to achieve through their study. Objectives should be achievable and help answer the research questions. There are general objectives that broadly state what the study aims to achieve overall. Specific objectives are more narrow and divided into exploratory, descriptive, and explanatory phases. Exploratory objectives explore principles or aspects of the topic, descriptive objectives characterize and describe relationships and parts, and explanatory objectives discover causes and origins.
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The document provides guidance on developing effective research questions. It recommends that research questions include key terms, be well-grounded by being searchable online, and be specific, clear, refer to a problem or phenomenon, and note a target group. Good research questions avoid being too narrow with yes/no answers, too broad to cover in scope, or too challenging based on opinions. Examples of good research questions are provided on physical education health benefits and how pre-service teachers' beliefs are shown in their teaching. The document advises developing a research question to guide learning about a topic.
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Methods of data collection
- 2. Discuss • What is the purpose of methods of data collection ? • What are the six major methods of data collection?
- 3. TESTS
- 6. INTERVIEWS
- 7. FOCUS GROUP
- 8. VISUAL DATA
- 10. SECONDARY DATA
- 12. Observation
- 13. Observation
- 14. Tips for conducting observations • Structured observationThe questions, problem , theoretical framework determine what is to be observed Decide before what you want to observe: events, behaviours, people, etc What is written down, is raw data. You must write field notes (commentaries , feelings, reactions interpretations about what was observed) Record the observations: •Real time (no electronic means) •Audio taping •Video taping •Transcription
- 15. Next class… • Write draft 1 chapter 3 • Introduction: write what the reader will find in the chapter • Research paradigm: 2-3 paragraphs. Define the paradigm and why your project is that one Type of research: 2-3 paragraphs. Define the paradigm and why your project is that one
- 16. Context: name, location, phylosophy, mision, vision, pedagogical approach, etc Participants: number, gender, age, social status, grade, background, special charactersirics. etc Instruments (just mention them) (check examples and more guidelines in the
- 17. THIRD TERM ACTIVITY DATE Draft 1 chapter 3 October 28 Poster session November 11 Final version research project November 18 Symposyum UD November 3-4 Research in action UNICA November 16 ACTIVITY PERCENTAGE Draft 1 chapter 3 20% Poster session 30% Final version research project 50%
Editor's Notes
- Este es un video de un ejemplo de un focus group: https://www.youtube.com/watch?v=ZLw0YXcseG0
- Después de la presentación. Hacer el outline de los instrumentos. Despues el ejercicio de observación.