rmd100q lec1 intro & res project

Research Methods (RMD100Q)

A Kanjee (Prof)

Department of Educational Studies

Knowledge about education research Name, Student No, Date Current job description – e.g math teacher, official, etc 1.  Have you taken a research class before? 2.  If yes, when, and for how long? 3.  What do you understand by education research? 4.  List the key steps when conducting a research

project. 5.  Name and define the two approaches to research 6.  List the three different types of research. 7.  Identify three key challenges to improving education

quality in South African schools

Information about yourself  Name, Student No, Date  Occupation:   Primary school teacher, principal, district official, etc

 Brief job description:   e.g math teacher, maths specialist, district director, etc.

 Place of employment - Pretoria, Joburg, etc

 Are you planning to do a Masters: Yes or No

Knowledge about education research Name, Student No, Date Current job description – e.g math teacher, official, etc 1.  Have you taken a research class before? 2.  If yes, when, and for how long? 3.  What do you understand by education research? 4.  List the key steps when conducting a research

project. 5.  Name and define the two approaches to research 6.  List the three different types of research. 7.  Identify three key challenges to improving education

quality in South African schools

Student expectations 1.  What are you expectations from this course?

2.  What are your personal goals for this course?

3.  What extra support or specific topics would you require in this course?

4.  At the end of this course, list the specific skills and

competencies that you would have achieved?

5.  What teaching method(s) would you recommend for this course?

Class exercise  Group students by job categories?

 Form groups of 10  Identify a scribe  Discuss each of the questions and list the

group response

Lesson objectives By this end of this class, you should:  Be familiar with the course content, lesson

outline and dates  Have a clear understanding of the Research

Project and its purpose  Be able to begin the Research Project – e.g.

start with identifying your research topic  Have some understanding of key challenges

facing the education sector in South Africa

What Is Research?  The researcher asks a question.  The researcher collects data.  The researcher indicates how the data answered the question.

John W. Creswell (2005) Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition

1.9

A Definition of Research

Research is a process of steps used to collect and analyze information in order to increase our understanding of a topic or issue.

John W. Creswell (2005)

1.10

 Reason 1: Research adds to our knowledge.  Addresses gaps in knowledge  Expands knowledge  Replicates knowledge  Adds voices of individuals to knowledge

Importance of Research


 Reason 2: Research helps improve practice.  Educators gain new ideas for their job.  Educators gain new insights into

approaches.  Educators can connect with other educators.

Importance of Research (cont’d)

 Reason 3: Research helps inform policy debates.  Research allows people to weigh different

perspectives on issues.  Research enables people to make informed

decisions regarding policy.

Importance of Research (cont’d)


Problems with Research Today

 Contradictory or vague findings  Questionable data  Unclear statements about the intent of the

study  Lack of full disclosure of the data collection

procedure  Inarticulate rendering of the research

problem John W. Creswell (2005)

The Process of Research

Identify the Research Problem

Review the Literature

Report and

Evaluate Research

Specify a Research Purpose

Collect Data

Analyze and Interpret

Data


1.15

Res Proc: Identify the Research Problem

 Specify a problem  Justify a problem  Suggest a need to study the problem for audiences

1.16

Res Proc: Review the Literature  Locate resources  Books   Journals  Electronic resources

 Select resources  Determine the relevant resources for the topic  Organize the resources by developing a “Literature

Map”  Summarize the resources in a literature review


1.17

Res Pros: Specify a Research Purpose

 Identify the purpose statement  The major intent of the study  The participants in the study  The site of the study

 Narrow the purpose statement  Quantitative: Write research questions and/or

hypothesis  Qualitative: Identify a central phenomenon and write

subquestions


1.18

 Determine the data collection method  Select the individuals to study  Design data collection instruments and

outline data collection procedures  Obtain permissions  Gather data

Res Pros: Data collection


1.19

 Take the data apart to look at individual responses

 Represent the data in tables, figures, and pictures

 Explain conclusions from the data that address the research questions

Res Pros: Analyse and interpret data


1.20

 Report research  Determine the audience for the report   Structure the report  Write the report sensitively and accurately

 Evaluate research  Assess the quality of research using recognized

standards in a discipline   Standards can come from the academic community,

school districts, or federal or state agencies

Res Processs: Report & Evaluate

1.21

Ethical Considerations in Research

 Respect the rights of the participants  Honor the requests and restrictions of the research site  Report the research fully and honestly

1.22

Skills Needed for Research  Curiosity to solve puzzles  Long attention span  Library and computer skills  Writing and editing skills

Questions? Comments ?

Course Outline

Weeks and Dates Topics Readings Activity

1

11 Feb

•  Overview of the course •  Outline of the research project •  Introduction to myTutor ???? •  The nature of enquiry

•  Study guide •  Study guide

•  Demo •  Chapter 1

Review study guide and course requirements

2

24 March

•  Class test •  Choosing a research project •  Planning educational research

•  Chp 1, 6, 7 •  Chp 6

•  Chp 7

Identify research topic and plan for project

3

19 May

•  Class test •  Ethics of educational research •  Case studies •  Action Research

•  Chp 5, 14, 18 •  Chp 5

•  Chp 14 •  Chp 18

Identify and select appropriate design for research project

4

9 June

•  Class test •  Interviews •  Observations

•  Chp 21, 23 •  Chp 21

•  Chp 23

Design instruments to collect data

5

11 Aug

•  Class test •  Approaches to qualitative data analysis •  Organising and presenting qualitative data

•  Chp 28 •  Chp 28

Present data for use in class

6

29 Sep (Sosh) 15 Sep (Nelsp)

•  Discuss and review research projects Review progress on completing project

9 October SUBMIT FINAL PROJECT

7

20 Oct

•  Questionnaires •  Tests •  Approaches to quantitative data analysis •  Descriptive statistics •  Return projects

•  Chp 20 •  Chp 24

•  Chp 34 •  Chp 35

Return projects to students

EXAM November 2012 as per university schedule

Final Mark calculation  4 Class tests: 40%  Research Project: 60%

Average = Predicate Mark 50% Final Exam 50% Final Mark for course

PLAGIARISM   Plagiarism is strictly prohibited and a punishable

offense. If plagiarism is discovered, the work (e.g. essay, assignment) will be disqualified and the whole course may be disqualified. Students found guilty of plagiarism may lose their right to study at TUT

Why should I be concerned about plagiarism?

  All plagiarism, even if unintentional, can result in serious consequences.

  “students who are trying conscientiously to learn and to demonstrate what they know need not worry about academic dishonesty and should feel free to use any assistance available in advancing their knowledge.

  Education and scholarly research depend, after all, upon shared assistance.

  On the other hand, no one should claim credit for the work of others, misrepresent or misappropriate the work of others, or try to gain unfair advantage over others”. Essentially, plagiarism is a form of academic dishonesty with disciplinary actions ranging from a reduced grade for the assignment or course to expulsion.

APA Reference Guide

What is plagiarism?  Plagiarism is the use of information

(words, sentences, and/or ideas and even the structure of sentences and/or ideas) from another source that is not properly credited. Plagiarism may be unintentional and may occur even if a source is credited but is done so improperly.

APA Reference Guide

RESEARCH PROJECT

[email protected] 012 382 9475

Research Project  a small-scale study on a specific problem that

YOU would like to address  This problem located within YOUR classroom or

school.  Addressing this problem should (most likely) lead

to an improvement in the quality of learning and teaching

 But you need more information to understand the problem and to identify possible solutions

Project Report  Each student to submit a report (No group work)  Report format:  Typed   12 point times roman font,   1,5 spacing  Maximum of 4500 words (approx. 12-15 pages)  Excluding references and appendices

 DUE DATE: Tuesday, 9 October 2012 NO LATE SUBMISSIONS

Report outline: Guidelines Section Max. Pages

Title, Abstract, ToC 1. INTRODUCTION 1 2. PRELIMENARY LITERATURE STUDY 3-4 3. PURPOSE STATEMENT 1/2 4. RESEARCH QUESTIONS

4.1 Main question 4.2 Sub-questions

1/2

5. RESEARCH METHODOLOGY 5.1 Research design and method 5.2 Population and sampling 5.3 Data collection 5.4 Data analysis

3-4

6. RESULTS AND DISCUSSION 3-4 7. CONCLUSION 1/2 8. ETHICAL CONSIDERATIONS 1/2 9. REFERENCES 1 10. APPENDICES ?

Abstract  Summary of project (150 - 200Words)

 Problem investigated  Purpose of Research  Methods  Results  Conclusion

INTRODUCTION   Untitled introductory paragraph(s).

  This is a brief statement to introduce your topic, and to provide the reader an idea of what your research is all about.

  Personal educational context   This section provides the reader with a picture of your practical experience as

an educator and of your research interests. It situates your study within your particular geographic/demographic and work setting..

  Background to the study   This section provides a setting for your study, that clearly describes the study

background to a reader who may not to be familiar with your specialized area of interest. I

  Significance of the study   This section describes why your intended topic is important to the field of

education.   Organization of the report

  In one paragraph, describe the rest of the report

LITERATURE REVIEW  This section provides a brief overview of who has

written what that bears on your inquiry. The literature provides a theoretical or conceptual framework for the study and methods used. This locates your work in the larger field of education and focuses specifically on your topic.

Purpose Statements  A good (qualitative) purpose statement contains:

  The central phenomenon   The participants   The research site

  Include language drawn from qualitative inquiry   Use words such as purpose, intent, or objective   Use action verbs such as describe, understand, develop, examine

the meaning of, or discover   Use neutral, nondirectional language   Indicate the strategy of inquiry   Provide a tentative definition of the central phenomenon

Qualitative PS Script

 The purpose of this (strategy of inquiry, such as ethnography, case study, or other type) study is (was? will be?) to (understand? describe? develop? discover?) the (central phenomenon being studied) for (the participants, such as the individual, groups, organization) at (research site).

Example of a PS  The purpose of this quantitative study, using

Action Research Design, is to compare the performance of English Language Learners and Native Speakers of English, in primary school Mathematics classrooms.

Class exercise  Form groups of 5  Identify any research topic of interest to the

group  Discuss this topic  Formulate a Purpose Statement as per the

guidelines noted

RESEARCH QUESTIONS and

HYPOTHESES

Research Questions Two types of qualitative research questions to focus a study's purpose:  Central question - broad question that asks for

exploration of the central phenomenon   Sub-questions - Questions that narrow the focus of the

study

 NB: Pose research questions  Not objectives  Not hypotheses

Writing Research Questions   Identify 1 central questions and no more than 2 - 3 sub-

questions  These questions should:

  Relate the central question to the strategy of inquiry   Begin with "what" or "how"   Focus on a single phenomenon or concept   Use exploratory verbs like discover or describe   Avoid directional words such as "affect" or "impact"   Evolve during the study   Be open-ended without reference to the literature   Specify the participants and research site (unless stated

previously)

Script for Writing a Central Question

 (How or What) is the (“story for” for narrative research; “meaning of” the phenomenon for phenomenology; “theory that explains the process of ” for grounded theory; “culture-sharing pattern” for ethnography; “issue” in the “case” for case study) of (central phenomenon) for (participants) at (research site).

Example: Research Question

 Students to provide a few examples

Creswell, 2005

Purpose Statements, Research Questions, Hypotheses, and Objectives

Purpose Statement

Research Questions Hypotheses

Overall direction Intent

Form

Use

Placement

One or more sentences

Quantitative and qualitative research

End of introduction

Raise questions to be answered

One or more questions

Quantitative and qualitative research End of the introduction, after the literature review, or in a separate section of the study

Make predictions about expectations

One or more statements

Quantitative research

METHODOLOGY

Four sections  Research design and method  Population and sampling  Data collection  Data analysis

METHODOLOGY

 Research design and method  A research design provides the framework

for the collection and analysis of data.  Research method is simply a technique for

collecting data. It can involve a specific instrument such as a self-completion questionnaire or a structured interview etc.

METHODOLOGY

  Population  Total group of persons that comprises the

focus on the study  Sample  A select number of persons from the

population of interest

METHODOLOGY  Data collection  Process of obtaining data that addresses the

research question  Data analysis  Process of making sense of the data

RESULTS and DISCUSSION  RESULTS   Presentation of the most important findings from you

study   Presented in the form of Tables, Graphs, Diagrams,

Work samples, Photos

 DISCUSSION  List your interpretation of, and the meaning derived

from the key findings

CONCLUSION  Provides a brief summary of the main arguments

and findings of the project  List implications for (policy and) practice  List recommendations or ideas on what to do next

REFERENCES  List all published information sources used in the

project. This may include:   Journal articles,  Books  Videos   Interviews

APPENDICES  Include any additional material that the reader will

find useful. This may include:  Copies of the questionnaires used  Additional tables or figures

Questions? Comments ?