FIELD METHODS b.

allows the respondent to talk in some depth,

choosing their own words.
Research c. helps the researchers develop real sense of a
- process of executive various mental acts for person’s understanding of a situation
discovering and examining facts & informations.
- prove accuracy 2. Structured Interviews
RESEARCH = INQUIRY a. consists of series of pre-determined questions
that all interviewees answer in same order
Characteristics of Research b. tends to be direct
1. Accuracy – give accurate / correct data (using
numbers) Quali = follow scientific process 3. Semi-structured interviews
2. Objectiveness – deal with facts not with mere; a. contains components of both structured &
opinions, assumptions, generalizations, predictions unstructured
or conclusions.
3. Timeliness – fresh, new, interesting to present to 4. Focus-group Discussion
society. a. Discussion on a particular topic organized for
4. Relevance – instrumental is improving society. research purposes
5. Clarity – simple, direct, concise and correct b. Moderator/ facilitator
language c. Collective views
6. Systematic – organized or orderly manner (must use d. Participants’ experiences and beliefs
scientific process)
5. Qualitative surveys
Purpose of Research a. Open-ended questions
• to work how to learn independently and as a b. Write his/her opinion
group
• to work scientifically and systematically 6. Observation
• to have an in-depth knowledge of something a. Gather descriptive text data by observing
• to elevate your mental abilities by letting you people and their behavior at events/ in natural
think in higher-order thinking strategies (HOTS) settings
of inferring, evaluating, synthesizing, b. Completely immersed watching
appreciating, applying and creating. • Covert
• to improve your reading & writing • Overt
• to be familiar with the basic tools of research
and the various techniques of gathering data TYPES OF QUALITATIVE DESIGNS
• to free yourself to a certain extent, from strong 1. Grounded Theory
influence of a single.. a. Develop theory that explains a specific situation
b. Conceptualizes phenomenon
Qualitative Research c. Specific phenomena/ incident not individual
- process of collecting, analyzing & interpreting non- behaviors
numerical data such as language
- subjectively perceives and gives meaning to their 2. Ethnographic Studies (Observation)
social reality. [text (books), video, photographs, audio a. Analyzes & interpret cultures characteristics
rec. – data of Quali]
3. Phenomenology
- Multimethod in focus involving an interpretative, a. Identify phenomena & focus on subjective
naturalistic approach to its subject matter. experiences
(triangulation) b. Describe, in-depth, common characteristics of
- exploratory and seeks to explain ‘how’ & ‘why’ phenomena
c. In-depth interviews
Methods used to obtain Qualitative Data
1. Unstructured interview 4. Case Studies
a. generate qualitative data through use of open a. (1) focus on ‘how’ & ‘why’
questions (2) behavior is to be observed not manipulated
 (3) further understand given phenomena 2. Stratified Random Sampling
(4) boundaries between the context & 3. Cluster Sampling - divided into clusters then
phenomena are not clean randomly select one region
b. Multiple methods can be used to gather data, 4. Systematic Random Sampling
including interviews.
Non-Probability Sampling - not all members will be
Quantitative Research selected.
- involves process of objectively collecting & analyzing 1. Convenience Sampling - quick and easy to select
numerical data to describe, predict or control variables 2. Consecutive Sampling - similar to convenience but
of interest. criteria is involved (sasalain)
- systematic investigation of phenomena by gathering 3. Quota Sampling
quantifiable 4. Snowball Sampling
- aim to establish general laws of behavior & 5. Judgmental Sampling - respondents purely based
phenomena causes different settings/ contexts on research
- research is used to test a theory and ultimate by
support or reject it. Validity - how accurately a method measures what it is
- reality is objective and exist separately intended to measure.
- a test is valid if it is measurable
Data collection happened using structured methods and
conducted or larger samples that represent the entire Face Validity - simply whether the test appears (at face
population. value)
To measure what it claims to
DATA COLLECTION AND RESEARCH DESIGNS IN - least sophisticated
QUANTITATIVE METHOD - non-scientific
- “content valid”
1. Cross-Sectional Survey (likert scale to assess face validity)
a. Intends to collect data from sample of the target The test is..
population at ‘given point of time’ • Extremely suitable for a given purpose
b. Evaluate various variables at particular time • Adequate/ inadequate
c. Sampling method -> purposive randomize • Irrelevant therefore, unsuitable
2. Longitudinal Survey
a. Observational but unlike cross-sectional, The implication of items on tests w/ clean face validity is
longitudinal conducts across various time that they are vulnerable
durations observe charge in respondent
behavior and thought-process Hidden question in Face Validity -> “I believe in the
b. Days, months, years, or even decades second coming of Christ”
3. Correlational Research
a. Relationship between two closely-knit entities Content Validity
(how one impacts) - “Is the test fully representative of what it aims to
4. Quasi-Experiment/ Causal-Comparative Research measure?
(low reliability) - questions must match on the content
a. Random assignment - missing from the measurement
b. Establish a cause-and-effect relationship - valid confession
between an independent and dependent
variable e.g. “know the meaning of self-esteem”
c. Useful tool in situations where true experiments “parameters of self-esteem”
can’t be used for ethical on practice reasons
5. Experiment Research on True Experimentation Construct Validity
1. Strictly adheres scientific - “does the test measure the concept that..”
Construct – concept/ characteristic that can’t be
SAMPLING METHOD directly observed – but can be measured by observing
Probability Sampling - equal opportunity other indicators that are associated with it
1. Simple Random Sampling - theoretical concept
 - must be demonstrated that the phenomena exists III. Parallel Forms Reliability
- factor analysis & correlational methods - measures the correlation between2 equivalent
versions of a test
2 types of Construct Validity - 2 different assessment tools/ sets of questions
1. Convenient Validity - measure particular construct designed to measure the same thing.
correlates same / similar construct IV. Internal Consistency
2. Discriminant Validity - test should not be correlated - supporting content validity
with each other KR 20 formula
3. Criterion Validity - how well a test can predict
criterion variable – established and effective
measurement that is considered valid; -> “gold 2 typical ways to make this:
standard” • Split half Reliability - split to 2 sets
e.g. checking reliability of exam
2 types of Criterion Validity: • Inter-item Reliability (Cronbach Alpha) - assess
1. Concurrent Validity - present – present same construct.
2. Predictive Validity - present – future e.g. likert scale (unidimensional reliability) (atleast 7
questions or more)
COMMON QUESTIONNAIRE ERRORS
1. Leading questions/ statement
2. Confusing questions/ statement (must be direct/
concise)
3. Negative questions/ statement (positive construct-
positive statement, negative construct-negative
statement)
4. Absolute “ (yes or no answers)
5. Ambiguous “
6. Double Barreled “
7. Irrelevant “
8. Relevant but not necessary “

Reliability - how consistently a method measures

something.
- accurate data
- stable & consistent

I. Test-Retest Reliability
- interval” 2 weeks

Guidelines:
1. Pick a consistent research method
2. Create a sample groups
e.g. personality
[Medical - 0.9 +
Behaviors - 0.7 – 0.8]

II.Inter-Rater Reliability
- consistency of a measure across raters/ observers
- criteria/ rubrics
- check per rater not as a whole
- 2 or more user
- Cohen’s Kappa (2 raters)
- Fleiss Kappa ( 3/ more raters) in checking reliability
index