FILD 311

WEEK 3
 H A R A CTE R IS TICS
C
ED T O B E A G OOD
NEED
RESEARCHER
 ● Knowledge-oriente
d
● Open-minded
● Hardworking
● Resourceful
● Scientific in attitud
e
 COMMON
PROBLEMS
ENCOUNTERED
IN RESEARCH
 ● Personal experi
en
● Existing progra ces in life
ms that need
to be improved
● Further inquiry
of a
conducted study
● Through consu
ltation with
experts
 ● Selects on a pro
blem area and
specifies research
● Examines and questions
resea
based from review rches data
existing
results and define
● Formulates res terms
earchable
questions
 STEPS IN
N D E RST AN DIN G
U
RESEARCH
 ● Selects a resea
rch design
● Determines th
e research metho
● Describes and d
selects the
respondents to be
used in the
study
● Selects tests to
score
 ● Conducts the s
tudy
● Analyzes the d
ata and
determines the im
plications
of the researches
● Publishes the r
esults of his
study
 RESEARCH
APPROACHES
 QUANTITATIVE R
ESEARCH- uses
objective measurement
to
gather numeric
data that are
used to answer qu
estions or test
predetermined hy
pothesis
 QUALITATIVE
RESEARCH-
focuses on u
nderstanding
social phenomen
a from the
perspective of
the human
participants in nat
ural settings.
 MIXED METHODS
RESEARCH- uses b
quantitative and q oth
ualitative approac
The end result is hes.
findings that may
more dependable be
and provide a m
complete explana ore
tion of the rese
problem than eith arch
er method alone c
provide. ould
Q U A NTI TA TI VE
RESEARCH
DESIGN
CLASSIFICATION:
● EXPERIMENTA
L
● NONEXPERIME
NTAL
 EXPERIMENTAL R
ESEARCH- involve
study of the effec sa
t of the systematic
manipulation of o
ne variable (s) on
another variable.
Experimental/IV-m
anipulated variable
DV- observed/me
asured variable
 QUASI-EXPERIME
NTAL
RESEARCH- resea
rch in which the
investigator can
control the
treatment and th
e measurement
of the depende
nt variable but
cannot control as
signment of the
subjects to treatm
ent.
 NONEXPERIMENT
AL
RESEARCH- resear
ch
that does not invo
lve
the manipulation
of
variables
EX POST FACTO re
search- a type
of research tha
t attempts to
determine the c
ause s for, or
the consequences
of,
differences that a
lready exist
in groups of individ
uals.
 Ex: What is the eff
ect
of part-time work
on
school achievemen
t of
high school studen
ts?
 CORRELATIONAL
RESEARCH- att
empts to
determine the e
xtent and
the direction of the
relationship betw
een two or
more variables
 SURVEY RESEARC
H(descriptive
research)- uses
instruments
such as questio
nnaires and
interviews to gather
information from
groups of
individuals
QUALITATIVE
RESEARCH
DESIGN
 Basic interpretati
ve studies- it
provides a desc
riptive account
targeted to u
nderstanding a
phenomenon usin
g data that may
be collected in a v
ariety of ways.
(Ex: describing h
ow teachers perc
their roles in select eive
ing curriculum)
 Case Studies-quali
tative
examination of a s
ingle
individual, group,
event, or
institution (charac
teristics
of
this individual..)
 EXPLANATORY CA
SE
explanation for a q STUDY- focuses on an
u
not up for interpre estion or a phenomenon. It is
tation
Example: A certain
au
crashes that are ca tomobile has a series of
use
the crashes are a re d by faulty brakes. All of
sult of brakes not
effective on icy ro being
ads.
** the researcher
will explain the cra
detailed causes of sh, and the
a brake failure. Th
investigate what a ey will
ctions could have
to prevent the failu been taken
re
 EXPLORATORY CA
SE STUDY- precurso
large-scale resear
ch project. It’s goal r to a formal,
further investigatio is to prove that
n is necessary.
Example: Veteran
s
combat. Research coming home from active
ers
PTSD and are awar are aware that these vets have
e that the actions
cause PTSD. of war are what
** researcher coul
d
events are more lik develop a study that certain war
el
demonstrated, a la y to cause PSTD. Once it is
rge-scale research
could be done
 MULTIPLE-CASE
STUDIES OR
STUDIES- use info COLLECTIVE
rmation from diffe
formulate the ca re
se for a new stu nt studies to
past studies allow d y.
s additional inform The use of
needing to spen at
d more time an ion without
additional studies. d money on
Example: PTSD issu
e
**when studying
wartime PTSD, a what contributes most to
researcher could
studies from differe use different
nt war.
 INTRINSIC CASE S
TU
a case wherein th DY- study of
e
is the primary inte subject itself
wasn’t so much rest. (the study
a
but about the p bout psychology,
ers
how her experienc on herself, and
es shaped who sh
was) e
 INSTRUMENTAL
CASE STUDY- use
case to gain s a
phenomenon in si g h ts into a
Example: a re
se
interested in child archer who is
o
set up a study wit besity rate might
h middle school. T
focus is b/w the
exercise, why cert he
children become o ain
bese
TYPES OF SUBJEC
TS OF CASE STUDIE
S
1.PERSON
2.GROUP
3.LOCATION
4.ORGANIZATION
/COMPANY
5.EVENT
INTERVIEW:
-Open-ended
-Focused (confirm
not to gain new in information,
formation)
 Document or Con
tent
Analysis- focuses
on analyzing
and interpreting r
ecorded
material to learn a
bout human
behavior. Materia
l may be
public records, tap
es, diaries,
etc.
 Ethnography- in-d
epth
study of naturally
occurring behavior
within a cultur
e or
social group
 Grounded
Theory-
designed to de
velop a
theory of social
phenomena base
d on the
field data collec
ted in a
study
 Historical Researc
h-
analyzes docume
nts and
artifacts and/or us
es
interviews with
eyewitnesses to g
ain insight
into past events.
 Narrative Inquiry-
researcher examin
e the
stories of people t
ell about
their lives and co-c
onstruct a
narrative analysis
of those
stories
 Phenomenologica
l Studies-
begin with the ass
umption
that multiple reali
ties are
rooted in subjects
’
perspectives.
MI XE D ME THO D
RESEARCH
DESIGN
 Sequential Explan
a tory
Characterized by:
C
of quantitative da ollection and analysis
ta
collection and ana followed by a
lysis of qualitative
data.
Purpose: To use q
ua
assist in explaining litative results to
and interpreting th
findings of a quan e
titative study.
 Sequential Explora
tory
Characterized by:
An
qualitative data co initial phase of
ll
followed by a pha ection and analysis
se
collection and ana of quantitative data
lysis.
Purpose: To explo
re
This strategy may a phenomenon.
als
developing and te o be useful when
sting a new instru
ment
 Sequential Transf
ormative
Characterized by:
Coll
analysis of either q ection and
u
qualitative data firs antitative or
t.
integrated in the in The results are
terpretation phase
.
Purpose: To emplo
y
best serve a theore the methods that
tical perspective.
 Concurrent Triang
ulation
Characterized by:
Tw
used to confirm, c o or more methods
ro
corroborate findin ss-validate, or
gs within a study.
collection is concu Data
rrent.
Purpose: Generall
y,
used to overcome both methods are
a weakness in usin
one method with g
the strengths of
another.
 Concurrent Neste
d
Characterized by:
A
that gives priority nested approach
to
and guides the pro one of the methods
ject, while anothe
embedded or “ne r is
sted.”
Purpose: The purp
o
method is to addre se of the nested
ss a different
question than the
dominant or to se
information from ek
different levels.
 Concurrent Transf
ormative
Characterized by:
Th
theoretical perspe e use of a
ctiv
purpose or researc e reflected in the
h questions of the
study to guide all
methodological
choices.
Purpose: To evalu
ate
perspective at diffe a theoretical
rent levels of analy
sis.