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Understanding research componentsv1-1.pptx

  1. Understanding Qualitative Research Components
  2. Key components to any research study  Topic/Title  Identifiable problem ‘problem statement’;  Purpose statement  Research Questions
  3. Key components to any research study Problem (driven by topic / title)  Identifiable problem - ‘what’ is the problem under study - quantifiable evidence - need for the study - generates topics for the study Anchor to your entire study This Photo by Unknown Author is licensed under CC BY
  4. Leave Your Opinion at Home 4 This Photo by Unknown Author is licensed under CC BY-NC-ND
  5. Problem under study  Broad to narrow – like a funnel general area of interest – key concepts – what has already been studied – why it is important – what is missing - still needs to be learned is outstanding – unknown –  Problem is … context of the study – the missing piece – it is a real problem – evidence of the problem District State Regional National Broad to narrow
  6. Identifying the Problem Statement - may not be explicit in all studies 6  Paragraph – page – audience gets it in less than 20 seconds  Does not lead to solution or cause  Presents evidence for the need of study  Contains measures  Problem Statement includes - Who - What - Where - When - How many (measures) This Photo by Unknown Author is licensed under CC BY
  7. Sample 7
  8.  Purpose - ‘why’ the study needs to be conducted - identifies an approach to address the problem  ‘The purpose of this study…’ Key components to any research study Purpose Potential direction to address the problem This Photo by Unknown Author is licensed under CC BY-NC-ND
  9.  Research Questions - ‘how’ will you find answers - if answered, will help address (understand) the problem - focus topics for studying the problem - guide the choice of research method, design, and data collection - Not the interview questions Key components to any research study Research Questions Answers to RQ’s will help address the problem
  10. Need to have Alignment  Alignment needs to exist between - Topic - Title - Problem statement (need for the study) - Purpose Statement (why do the study) - Research Questions 10
  11. Why is alignment important 11 Mis-alignment can throw the reader off and change the context of the study
  12. Alignment is the Key Quant/ Qual Data Instruments Conceptual Framework Research Questions Data Analysis Population Problem Statement Data Collection Purpose Statement Without alignment – even one word – can change the entire direction of your study
  13. The Pieces of the Research Jigsaw Quant/ Qual Data Instruments Framework Research Questions Data Analysis Population Problem Statement Sample Data Collection Purpose Statement Research Design Research Methods Proper alignment – is consistently – regularly reminding the reader about the context of the study NO SURPRISES OR TWISTS
  14. Alignment needs to exist between Topic, Title, Problem, Purpose, and Research Question  Research Topic: Understanding North Texas English students’ use of electronic tablets for learning in school  Research Title: North Texas Middle School English Teachers’ Perceptions of Students’ Use of Electronic Tablets for Learning in School  Problem Statement Sentence: The problem is 90% of North Texas English curriculum launched in the 2018-2019 school year instructs middle school English teachers how to leverage hand held devices in the classroom yet teachers are not allowing students to use hand-held technology for learning in school.  Purpose Statement Sentence: The purpose of this phenomenological study is to understand North Texas middle school English teachers’ perceptions of students’ use of electronic tablets for learning in school.  Research Questions: - What are North Texas middle school English teachers perceptions of students’ use of electronic tablets in the classroom - What instructional methods do North Texas middle school English teachers use to enhance learning in the classroom 14 Consistency in use of words

Hinweis der Redaktion

  1. Alignment refers to careful articulation of how each component of the study draws a connection to the next. The keys to a strong study is the understanding of how all the sections fit together purposefully. Each element of the proposal needs to be logically and methodologically aligned with other elements. The key to successful alignment is to make certain that each element is consistent, and fits with the problem, purpose, and other elements of the study. If alignment is all achieved the research will not be valid or reliable.
  2. NOTE: Each piece of the puzzle fits together as it clicks through. Problem Statement: Describes the problem to be addressed through the study based on defined needs identified from the literature. Research problems are socially constructed, meaning that a problem may not be considered one until society recognizes it as a problem. The Problem Statement section begins with a declarative statement of the problem to be studies, such as “The problem is…” Purpose Statement: The purpose statement succinctly creates direction, scope, and the means of data collection. The statement is formulated in a way that assures the reader that the objectives and goals can be obtained, and once these are accomplished, the research questions will be answered. This section usually begins with a declarative statement, “The purpose of this study is….”   Framework: The framework identifies and discusses the theory or theories, the model or models that provide the foundation for the research study. It also contains an explanation of how the problem under investigation relates to the theory or model that was identified. Research Questions and Hypothesis : A research question is an answerable inquiry into a specific concern or issue. A hypothesis is a tentative, testable answer to a scientific question. It is a proposed explanation for a phenomenon. This section narrows the focus of the study and specifies the questions to address the problem statement. The research questions and hypotheses should be derived from, and are directly aligned with, the problem statement and theoretical foundation. Research Methods: A research method is a systematic plan for conducting research. The methods section describes actions to be taken to investigate a research problem and the rationale for the application of specific procedures or techniques used to identify, select, process, and analyze information applied to understanding the problem. Research Design: The research design refers to the overall strategy that you choose to integrate the different components of the study in a coherent and logical way. The strategy ensures you will effectively address the research problem. It constitutes the blueprint for the collection, measurement, and analysis of data. Population: The group to which the results of the study will be generalized or applicable describes the population. The general population refers to all individuals that could be affected by the problem to be explored in the study. Sample: – A sample are the individuals drawn from target population who provide final source of data. This is a smaller subgroup of the larger population that is going to be explored within the study. Data Collection: is the process of gathering and measuring information on variables of interest, in an established systematic fashion that enables one to answer stated research questions, test hypotheses, and evaluate outcomes. Data Instruments: They are the tools for data collection. They include Questionnaire, Interview, Observation and Reading. Identifies the sources and instruments that will be used to collect data needed to answer the research questions. Data Analysis: the process of systematically applying statistical and/or logical techniques to describe and illustrate, condense and recap, and evaluate data. An essential component of ensuring data integrity is the accurate and appropriate analysis of research findings.
  3. 1. Unknown in unrelated to the problem. 2. A need to exist to determine why is unrelated to the problem. 3. To determine why teachers are often reluctant and underprepared is unrelated to student perceptions.