Unit 2 Research Process and Strategy
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Question 1: Describe the two categories of types of sampling methods.
Answer 1: There are many different types of sampling methods within two different categories. There are probability sampling methods and non- probability sampling methods. Probability sampling methods include random sampling, stratified sampling, cluster sampling, and systematic sampling. Nonprobability sampling methods include convenience sampling, judgmental sampling, snowball sampling, and quota sampling.
Question 2: How is narrative data gathered and analyzed?
Answer 2: Narrative data can be gathered by methods including content analysis, focus groups, interviews, historical analysis, ethnography, case studies, and observations. The analysis of narrative data is completed by identifying segments of narrative content that create patterns or trends when compared and contrasted to similar narrative content.
Question 3: How is numeric data gathered and analyzed?
Answer 3: Numeric data, or data that is presented in the form of numbers, is gathered via a number of different methods including surveys, quasi- experimental, numerical data analysis, and empirical testing. Numeric data is analyzed using statistical analysis processes.
Question 4: Provide an example of different applications of qualitative and quantitative research.
Answer 4: Qualitative research is based on the analysis of narrative data. Quantitative research is based on the analysis of numerical data. An example of qualitative research would be a historical content analysis of policies related to the development of the No Child Left Behind Act. In the process of this study, a researcher would analyze narrative data from documents searching for patterns or themes in the narrative content from each data source. An example of quantitative research would be the use of a survey to examine the relationship between the use of PowerPoint as an instructional tool and student learning outcomes. The researcher would use the numeric data from the student test scores to compare and contrast the outcomes from the control group versus the testing group.
Question 5: Can a researcher use both qualitative and quantitative methods
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in the same research project?
Answer 5: Yes, a researcher can use both qualitative and quantitative methods in the same research project. This is called a mixed methods approach. Often, a mixed methods approach is used to provide a full or comprehensive examination of a research topic. For example, a researcher may use a focus group, which is a qualitative methodology, to examine the impact of a new policy within a school district. Based on the findings of the focus group, the researcher would then develop a survey to distribute to a larger sample population. The combination of these two research methodologies would provide a full and comprehensive examination of this new policy both from a narrow qualitative perspective as well as a large scale quantitative perspective.
Question 6: What is meant by the phrase "statistically significant difference?"
Answer 6: When the phrases "statistically significant" and "significant difference" have made it into conversation in the general public, they are used to identify a product or issue that is "different" in some way from other products or issues. The phrase has a similar meaning in research, but its definition is much more precise.
When researchers test an idea which involves a hypothesis, they try to determine if changing variables produces an effect which is dramatic enough that it could not be caused by chance. For example, if a researcher was measuring productivity each day for a week, differences in production each day would be expected by chance. These normal variations would not be considered statistically significant differences.
For a result to be statistically significant, it would have to be a great enough difference so a "chance" result could be ruled out. When this occurs, the results are identified as being either "statistically significant" or that a "significant difference" exists between the two conditions under study (normal temperature and five degree colder temperature).
Question 7: What are some issues to consider when designing a data collection instrument?
Answer 7: Some of the factors and the questions that impact the design and
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roll out of the data collection instrument include the following:
• Level of Language: The interview form, survey, or questionnaire must be designed to match the language level of the target population.
• Question Structure: The types of questions and their arrangement must be considered. Will the demographic section be completed first or last? Will questions that contain potentially strong emotional reactions be included, and if so, will these be placed at the end so as not to influence other responses? Can some questions be excluded because they are not related to the core purpose of the instrument?
• Questionnaire Instructions: Will instructions and background be provided to participants at the beginning of the process so the full purpose of the study is revealed before the questionnaire is completed? If not, does this make a difference? If so, how?
• Response Alternatives: Will completion of open-ended questions be required? Is there time for open-ended questions? Will this negatively impact the response rate? Will a checklist of answers be provided which forces a decision? Will rankings be used such as "agree" or "strongly agree"? Does using yes/no responses compromise data collection?
After these and other questions are considered, the instrument is often tested or "piloted" to ensure that participants are not confused with any aspect of the process and that the entire process can be viewed, refined, and readied for implementation.
What the researcher is trying to do with the survey or questionnaire is collect information without biasing the participants in responding one way or another. For example, the wording that is used becomes important if you provide examples or give choices that do not fully represent all possible answers. Consider this question about an education budget item:
"Would you be willing to reduce student extracurricular activities to bring the school budget in line?"
Potentially, the answer to this question could be used to support a "hidden agenda" to say that "the majority of respondents agreed that extracurricular activities should be reduced." A more realistic, unbiased approach would be to provide a list of possible items to consider for reduction, including
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extracurricular activities.
Question 8: What is an annotated bibliography, and how can it fit into a research project?
Answer 8: An annotated bibliography is a list of sources that apply to a particular topic, along with brief explanation for the content of each source. The annotated bibliography can serve as a start for a literature review, which is a major stage in development of a research project. The annotated bibliography differs from the format and purpose of a literature review. However, the bibliography is a quick way to begin collecting relevant sources, so that you can work from this information when generating the full literature review.
Each item, such as a book or journal article, in an annotated bibliography is formatted according to American Psychological Association (APA) reference format guidelines. Beneath each item, is an original explanation, about a paragraph, to describe the content and relevance of the item. Make sure, when writing these “annotations,” to create original statements, or quote accurately from the source, with proper identification of direct quotations. Since most annotations are brief, they are usually in the project author’s own words.