Research

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Research
Methodological Approaches Suitable for
Technology-based Inquiry
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Quantitative

• Measurement of something
• Sampling of a population
• Purpose is to generalize to the population
• Typically uses large numbers of participants
• Test or exam scores
• Surveys
• Interviews

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Qualitative

• Description of phenomenon (something)
• Typically few participants
• Purpose is to obtain rich description of
  phenomenon.
• Interview
• Observation
• Active participation

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Surveys

• One of the most common data gathering approaches
• Closed-ended and open-ended questions
• Likert scales Likert (SD D N A SA) Forced
  Likert (SD D A SA)
• Semantic differential (despise, hate, like, love)
• Binary responses yes, no (can also branch)
• Multiple-choice

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Surveys II

• Open ended allow for constructed response
• What is your position regarding extra-curricular
  activities being required from teachers?
• Can combine closed-ended and open-ended
• Nominations scale (name 3 classmates you like)

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Survey considerations

• Can be done online, but
• Target group appropriate
• Length should be as short as possible (survey
  fatigue)
• Consistent size serif fonts with minimum of
  colour
• Avoid centred and full justified text

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ABOVE ALL

• Before launching your study in earnest,
• Pilot test your data-gathering instrument
  (survey, interview questions, etc.)
• Start small, friends, then
• One or two from target population
• Do not forget ethics approval

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Interviews

• Can be quantitative or qualitative
• Also a very common methodology
• Three main varieties
• Structured, or Formal (rigid format, no
  deviation)
• Semi-structured (specific questions, but can
  allow expansion
• Unstructured (intro. or ice-breaker question)

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Interviews II

• Field notes taken
• Often recorded (audio and/or video)
• Transcription of data very time-consuming
• Software packages to assist the coding of
  transcribed qualitative data
• Atlas TI
• NUDIST (non-numerical data indexing, searching
  and theorizing)

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Action Research

• Kurt Lewin (1947) and others
• Participation of researcher and participants
• Iterative
• Begins with an idea or problem
• Planning an action or possible solution
• Action, or enacting the plan
• Observation/Reflection of action
• Revised plan
• Next iteration

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Action Research Spiral
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Action Research (continued)

• Starts with small numbers
• Expands (individuals free to leave if they want)
• No convenient end point if participants wish to
  continue.
• Sometimes problematic regarding ethics if
  students are involved.

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Quasi-Experimental

• Common quantitative approach
• Usually two or more groups
• Large number of participants needed
• One group receives something different
  (experimental group)
• Other group receives ordinary (control group)
• Quasi, because no random assignment (usually the
  case in schools).

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Quasi-Experimental II

• Usually an objective measure such as an exam is
  used.
• Typical method, pre-test, treatment, post-test
• Pre-test is usually the same as post-test
• Pre-testing tends to be disturbing to younger
  learners.
• Descriptive and Inferential statistics for
  analysis

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Case Studies

• Study of something bounded by time and place.
• Single case (single site, but may entail more
  than one person)
• Collective case (several sites)
• EMIC (insiders) or participants perspective.
• ETIC (outsiders) or researchers perspective.
• Case studies can also be either EXPLORATORY, or
  DESCRIPTIVE
• Goals of case study are usually process
  context and discovery.

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Case Studies II

• Most references refer to Within-Case designs
  (what is happening within the specific case).
• One may also consider Cross-Case design.
• Largely what was done with Freuds work (profile
  of certain neuroses derived from comparing
  several individual cases).
• Cross-case design can be generalizable.

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Case Studies III

• Usual data collection techniques field work
  observation document analysis artifacts
  surveys interviews guided conversations.
• Robert Stake (1995) states that data analysis
  should address three main aspects
• Interpretational themes, patterns, constructs
  of explanation. In other words, content
  analysis.
• Structural patterns inherent in the discourse
• Reflective introspective contemplation