WTAMU Communication Research Methods
Source: The Selection of a Research Approach in "Research Design:Qualitative, Quantitative, and Mixed Methods Approaches" by John W. Creswell (2014).
Grounded Theory: A specific methodology developed by Glaser and Strauss (1967) for the purpose of building theory from data. In their book the term grounded theory is used in a more sense to denote theoretical constructs derived form qualitative analysis of data.
Grounded Theory: A specific methodology developed by Glaser and Strauss (1967) for the purpose of building theory from data. In their book the term grounded theory is used in a more sense to denote theoretical constructs derived form qualitative analysis of data.
Theoretical and Conceptual framework in ResearchIkbal Ahmed
A presentation on Theoretical framework and conceptual framework of a research.From this presentation you can know -
1) About theory and 4 types of theory
2) How to choose a suitable theoretical framework for your research
3) How to make a good conceptual framework for your research
4) Find out Independent variable and dependent variable of your problem statement
5) Relation between TF & CF relative to Quantitative and Qualitative methodology
What is the difference between research methodology and research designPhD Assistance
What is the difference between research methodology and research design? - PhD Assistance -
http://www.phdassistance.com/services/phd-research-methodology/
CHAPTER 1 THE SELECTION OF A RESEARCH APPROACHResearch approacEstelaJeffery653
CHAPTER 1 THE SELECTION OF A RESEARCH APPROACH
Research approaches are plans and the procedures for research that span the steps from broad assumptions to detailed methods of data collection, analysis, and interpretation. This plan involves several decisions, and they need not be taken in the order in which they make sense to us and the order of their presentation here. The overall decision involves which approach should be used to study a topic. Informing this decision should be the philosophical assumptions the researcher brings to the study; procedures of inquiry (called research designs); and specific research methods of data collection, analysis, and interpretation. The selection of a research approach is also based on the nature of the research problem or issue being addressed, the researchers’ personal experiences, and the audiences for the study. Thus, in this book, research approaches, research designs, and research methods are three key terms that represent a perspective about research that presents information in a successive way from broad constructions of research to the narrow procedures of methods.
THE THREE APPROACHES TO RESEARCH
In this book, three research approaches are advanced: (a) qualitative, (b) quantitative, and (c) mixed methods. Unquestionably, the three approaches are not as discrete as they first appear. Qualitative and quantitative approaches should not be viewed as rigid, distinct categories, polar opposites, or dichotomies. Instead, they represent different ends on a continuum (Creswell, 2015; Newman & Benz, 1998). A study tends to be more qualitative than quantitative or vice versa. Mixed methods research resides in the middle of this continuum because it incorporates elements of both qualitative and quantitative approaches.
Often the distinction between qualitative research and quantitative research is framed in terms of using words (qualitative) rather than numbers (quantitative), or better yet, using closed-ended questions and responses (quantitative hypotheses) or open-ended questions and responses (qualitative interview questions). A more complete way to view the gradations of differences between them is in the basic philosophical assumptions researchers bring to the study, the types of research strategies used in the research (e.g., quantitative experiments or qualitative casestudies), and the specific methods employed in conducting these strategies (e.g., collecting data quantitatively on instruments versus collecting qualitative data through observing a setting). Moreover, there is a historical evolution to both approaches—with the quantitative approaches dominating the forms of research in the social sciences from the late 19th century up until the mid-20th century. During the latter half of the 20th century, interest in qualitative research increased and along with it, the development of mixed methods research. With this background, it should prove helpful to view definitions of these three key t ...
Theoretical and Conceptual framework in ResearchIkbal Ahmed
A presentation on Theoretical framework and conceptual framework of a research.From this presentation you can know -
1) About theory and 4 types of theory
2) How to choose a suitable theoretical framework for your research
3) How to make a good conceptual framework for your research
4) Find out Independent variable and dependent variable of your problem statement
5) Relation between TF & CF relative to Quantitative and Qualitative methodology
What is the difference between research methodology and research designPhD Assistance
What is the difference between research methodology and research design? - PhD Assistance -
http://www.phdassistance.com/services/phd-research-methodology/
CHAPTER 1 THE SELECTION OF A RESEARCH APPROACHResearch approacEstelaJeffery653
CHAPTER 1 THE SELECTION OF A RESEARCH APPROACH
Research approaches are plans and the procedures for research that span the steps from broad assumptions to detailed methods of data collection, analysis, and interpretation. This plan involves several decisions, and they need not be taken in the order in which they make sense to us and the order of their presentation here. The overall decision involves which approach should be used to study a topic. Informing this decision should be the philosophical assumptions the researcher brings to the study; procedures of inquiry (called research designs); and specific research methods of data collection, analysis, and interpretation. The selection of a research approach is also based on the nature of the research problem or issue being addressed, the researchers’ personal experiences, and the audiences for the study. Thus, in this book, research approaches, research designs, and research methods are three key terms that represent a perspective about research that presents information in a successive way from broad constructions of research to the narrow procedures of methods.
THE THREE APPROACHES TO RESEARCH
In this book, three research approaches are advanced: (a) qualitative, (b) quantitative, and (c) mixed methods. Unquestionably, the three approaches are not as discrete as they first appear. Qualitative and quantitative approaches should not be viewed as rigid, distinct categories, polar opposites, or dichotomies. Instead, they represent different ends on a continuum (Creswell, 2015; Newman & Benz, 1998). A study tends to be more qualitative than quantitative or vice versa. Mixed methods research resides in the middle of this continuum because it incorporates elements of both qualitative and quantitative approaches.
Often the distinction between qualitative research and quantitative research is framed in terms of using words (qualitative) rather than numbers (quantitative), or better yet, using closed-ended questions and responses (quantitative hypotheses) or open-ended questions and responses (qualitative interview questions). A more complete way to view the gradations of differences between them is in the basic philosophical assumptions researchers bring to the study, the types of research strategies used in the research (e.g., quantitative experiments or qualitative casestudies), and the specific methods employed in conducting these strategies (e.g., collecting data quantitatively on instruments versus collecting qualitative data through observing a setting). Moreover, there is a historical evolution to both approaches—with the quantitative approaches dominating the forms of research in the social sciences from the late 19th century up until the mid-20th century. During the latter half of the 20th century, interest in qualitative research increased and along with it, the development of mixed methods research. With this background, it should prove helpful to view definitions of these three key t ...
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Design DissertationDeveloping a coherent methodologyAimTo p.docxcarolinef5
Design Dissertation
Developing a coherent methodology
Aim:
To provide an overview of concepts of
research,
research process & methods
research design.
What is it?
Should you be doing it?
How do you do it?
My research image:
Examine, determine, review, investigate, study, develop, inquire
Scientific & systematic search for pertinent information for a specific topic
Critical inquiry in seeking facts for principles
Process of arriving at dependable solutions through the planned and systematic collection, analysis & interpretation of data
Aims of a Dissertation
The dissertation or project should demonstrate knowledge of the relevant literature; show that the student has executed a substantial piece of advanced individual work and should bring together the independent work with the knowledge gained in the literature and theory.
Where creative work is involved this should be informed by and be related to the theoretical aspect of the work.
What is Methodology?
A system of rules, principles, and procedures that guide scientific investigation
Methodology / Method
Methodology refers to how you go about finding out knowledge and carrying out your research. It is your strategic approach, rather than your techniques and data analysis (Wainright, 1997).
Some examples of such methods are:
the scientific method (quantitative method),
ethnographic approach, case study approach, (both using qualitative methods), ideological framework (e.g. an interpretation from Marxist, Feminist viewpoint), dialectic approach (e.g. compare and contrast different points of view or constructs, including your own).
Paradigm
A paradigm is simply a belief system (or theory) that guides the way we do things, or more formally establishes a set of practices. This can range from thought patterns to action.
Disciplines tend to be governed by particular paradigms.
“the set of common beliefs and agreements shared between scientists about how problems should be understood and addressed” (Kuhn, 1962)
Guba (1990), research paradigms can be characterized through their:
Ontology – What is reality? (what exists?)
Epistemology – How do you know something?
Methodology – How do you go about finding it out?
what exists?
What is its nature?
Epistemology – Theory of knowledge: All claims to knowledge are tentative (some more than others)
Knowledge: Belief, Justification, Truth (necessary for knowledge)
Methodology – How do you go about finding it out?
Why is it important?
Your ontology and epistemology create a holistic view of how knowledge is viewed and how we can see ourselves in relation to this knowledge, and the methodological strategies we use to un/discover it.
Awareness of philosophical assumptions will increase quality of research and can contribute to the creativity of the researcher.
Positivists believe that there is a single reality, which can be measured and known, and therefore they are more likely to use quantitative methods to measure and this reality.
Constructivist.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
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Biological screening of herbal drugs: Introduction and Need for
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Antifertility, Toxicity studies as per OECD guidelines
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2. MODULE LEARNING OUTCOMES
After completion of module 1, you should:
1. Know the four philosophical worldview assumptions related to the research design: (a)
positivism, (b) constructivism, (c) transformative, (d) pragmatism
2. Be able to identify the research approaches: (a) qualitative, (b) quantitative, and (c)
mixed methods
3. Understand the research designs for each approach:
a. Quantitative: experimental designs, and nonexperimental design such as
surveys
b. Qualitative: narrative research, phenomenology, grounded theory,
ethnographies, and case studies
c. Mixed methods: convergent; explanatory sequential; exploratory sequential; and
transformative, embedded, or multiphase
4. In planning a study, researchers need to think through the philosophical worldview
assumptions that they bring to the study, the research design that is related to the worldview,
and the specific methods or procedures of research that translate into the approach into
practice. The four worldviews are: 1) postpositivism, 2) constructivism, 3) transformative, and
4) pragmatism.
5. THE POSTPOSITIVIST WORLDVIEW
The postpositivist worldview holds true more for quantitative research than for qualitative
research. Postpositivists hold a philosophy in which causes determine effects or outcomes.
Thus the problems studied reflect the need to identify and assess the causes that influence
outcomes and reduce the ideas into a small and discrete set to test.
A researcher begins with a theory, collects data that either supports or refutes the theory,
and then makes necessary revisions or conducts additional tests.
This worldview is sometimes called the scientific method, positivist, empirical science, and
postpositivism.
6. THE CONSTRUCTIVIST WORLDVIEW
Constructivism or social constructivism is typically seen as an approach to qualitative
research. Social constructivists believe that individuals seek understanding of the world in
which they live and work.
The goal of the research is to rely as much as possible on the participant’s views of the
situation being studied. The questions become broad and general so that the participants
can construct the meaning of a situation, typically forged in discussions or interactions with
other persons.
The researcher’s intent is to make sense of (or interpret) the meanings other have about the
world.
7. THE TRANSFORMATIVE WORLDVIEW
The transformative worldview holds that research inquiry needs to be intertwined with
politics and political agenda to confront social oppression at whatever level it occurs. Thus,
the research contains an action agenda for reform.
This philosophical worldview focuses on the needs of groups and individuals on our society
that may be marginalized or disenfranchised. Therefore, theoretical perspectives may be
integrated with the philosophical assumptions that construct a picture of the issues being
examined, the people being studied, and the changes that are needed, such as feminist
perspectives, racialized discourses, critical theory, queer theory, and disability theory.
8. THE PRAGMATIC WORLDVIEW
Pragmatism as a worldview arises out of actions, situations, and consequences rather than
antecedent conditions. Instead of focusing on methods, researchers emphasize the
research problem and use all approaches available to understand the problem.
The pragmatic worldview is the philosophical underpinning for mixed methods studies.
10. Research approaches are plans and the procedures for research that span the steps from
broad assumptions to detailed methods of data collection, analysis, and interpretation.
11. QUALITATIVE RESEARCH
Qualitative research is an approach of exploring and understanding the meaning individuals
or groups ascribe to a social or human problem.
This process of research involves:
● Emerging questions and procedures
● Data typically collected in the participant’s setting
● Data analysis inductively building from particulars to general themes
● The researcher making interpretations of the meaning of the data
Those who engage in this form of inquiry support a way of looking at research that honors
an inductive style, a focus on individual meaning, and the importance of rendering the
complexity of a situation.
The final written report has a flexible structure.
12. QUANTITATIVE RESEARCH
Quantitative research is an approach for testing objective theories by examining the
relationship among variables. These variables, in turn, can be measured, typically on
instruments, so that numbered data can be analyzed using statistical procedures.
The final written report has a set of structure consisting of:
1. Introduction
2. Literature and theory
3. Methods
4. Results
5. Discussion
Those who engage in this form of inquiry have assumptions about testing theories
deductively, building in protections against bias, controlling for alternative explanations, and
being able to generalize and replicate the findings.
13. MIXED METHODS RESEARCH
Mixed methods is an approach to inquiry involving collecting both quantitative and
qualitative data, integrating the two forms of data, and using distinct designs that may
involve philosophical assumptions and theoretical frameworks.
The core assumption of this form of inquiry is that the combination of qualitative and
quantitative approaches provides a more complete understanding of a research problem
than either research alone.
15. Researchers not only need to select a qualitative, quantitative, or mixed methods study to
conduct; the type of study also needs to be decided. Research designs are types of inquiry
within qualitative, quantitative, and mixed methods approaches that provide specific direction
for procedures in research.
16. QUALITATIVE DESIGNS
These are some of the viable ways to conduct qualitative studies:
1. Narrative research
2. Phenomenology
3. Grounded theory
4. Ethnographies
5. Case study
17. QUANTITATIVE DESIGNS
These are some of the viable ways to conduct quantitative studies:
1. Experimental designs
2. Non-experimental designs such as surveys