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RMethods 2009

Research methods can be categorized as quantitative or qualitative. Quantitative research focuses on measuring objective data and testing relationships, while qualitative research investigates subjective perceptions to gain insight. The purposes of research include description, exploration, analysis, prediction, and problem solving. Descriptive research seeks to accurately portray current phenomena, while analytical research examines causal relationships. Predictive research forecasts likelihoods, and problem solving/action research aims to improve practice through observation, reflection, and intervention. Common research methods include surveys, interviews, case studies, observations, and experiments.

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58 views18 pages

RMethods 2009

Research methods can be categorized as quantitative or qualitative. Quantitative research focuses on measuring objective data and testing relationships, while qualitative research investigates subjective perceptions to gain insight. The purposes of research include description, exploration, analysis, prediction, and problem solving. Descriptive research seeks to accurately portray current phenomena, while analytical research examines causal relationships. Predictive research forecasts likelihoods, and problem solving/action research aims to improve practice through observation, reflection, and intervention. Common research methods include surveys, interviews, case studies, observations, and experiments.

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dilish1987
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Research Methods

Research Methods
introduce the role of research in law covers
theoretical and empirical research various methods of collecting data

prepares for writing a dissertation or project in law at level 6

Module Aims
To introduce the students the importance of research in their own legal studies To develop an increased knowledge of a range of research resources To provide a foundation on which to develop further study To encourage students to carry out their own research projects To encourage critical research and writing through participating in the course

Module Aims
To understand the value of pre-reading, reflection, discussion and participation in the process of learning To emphasize the importance of studying law in its wider context. To promote their understanding of specific legal theories which analyze and evaluate the legal process To impart those intellectual skills essential for the theory or practice of law and related disciplines

Syllabus Content
Introduction to the role of research in law

Literature Review
Elements of the Research Design

Research methodologies
Data collection

Ethics in research
Writing up research

Teaching and Learning Methods


Two classes each week:
tutor guided lecture seminar
students will be actively encouraged to contribute to discussions and will be given the opportunity to practice some of the methods that have been introduced to them. This includes drafting a questionnaire, carrying out an interview and an observation

Assessment Rationale
Coursework (research proposal) 50%: 2000-2500 words Exam 50%: 2 hours

Sources
Knowles & Thomas, Effective Legal Research, 2006, Sweet & Maxwell Punch, K Introduction to Social Research: Quantitative and Qualitative Approaches. Sage Publications, London Rudestam,E & Newton, R., Surviving your dissertation: a comprehensive guide to content and process, Sage Publications Inc., London Bell, Judith, Doing your research dissertation: a guide for first-time researchers in education and social science, OUP Denscombe, Martyn, Good Research Guide for small-scale social research dissertations, Maidenhead: Open University Press Denscombe, Martyn, Ground Rules for Good Research Murray, Rowena, How to write a thesis, OUP Silverman, D, Doing Qualitative Research: A Practical Handbook, Sage, London. Blaxter, Loraine et al, How to Research

Research Methods
Research methods are generally categorised as being either quantitative or qualitative.
What matters is that the methods used fit the intended purposes of the research!

Qualitative and Quantitative Paradigms


The qualitative paradigm concentrates on investigating subjective data, in particular, the perceptions of the people involved. The intention is to illuminate these perceptions and, thus, gain greater insight and knowledge.
The quantitative paradigm concentrates on what can be measured. It involves collecting and analysing objective (often numerical) data that can be organised into statistics.

Qualitative and Quantitative Research


Qualitative Research
Also known as Type of reasoning Link with concepts Action
interpretative / responsive

Quantitative Research
positivist /hypotheticodeductive (usually) deductive

(usually) inductive

identifies concepts

identified concepts and investigates relationships

sometimes only describes tests relationships between a situation BUT in action- concepts research openly intervenes illuminates the situation accepts or rejects proposed theory

Outcome

Research
The purposes of research can be categorised as: Description (fact finding) Exploration (looking for patterns) Analysis (explaining why or how) Prediction (forecasting the likelihood of particular
events)

Problem Solving (improvement of current


practice)

Descriptive Research
Seeks to accurately describe current or past phenomena - to answer such questions as:

a) What is the absentee rate for particular lectures? b) What is the pass rate for particular courses? c) What is the dropout rate on particular degree programmes? d) What effect does a particularly quality audit process have on teacher morale?

Analytical Research
Seeking to explain the reasons behind a particular occurrence by discovering causal relationships. Once causal relationships have been discovered, the search then shifts to factors that can be changed (variables) in order to influence the chain of causality. Typical questions are:
a) Why is there a preponderance of female students on 1st level teacher training programmes? b) What factors might account for the high drop-out rate on a particular degree programme?

Predictive Research
Seeks to forecast the likelihood of particular phenomena occurring in given circumstances. It seeks to answer such questions as:
a) Will changing the start time achieve a higher attendance rate at our lectures? b) Will introducing anonymous marking reduce the gender imbalance in the achievement of 1st class degrees? c) Will increasing the weighting for course work encourage students to adopt deep learning strategies?

Problem Solving Research / Action Research


Action-research is a form of problem solving based on increasing knowledge through observation and reflection, then following this with a deliberate intervention intended to improve practice.
Educational action-research describes a family of activities in curriculum development, professional development, school improvement programmes, and systems planning and policy development. Participants in the action being considered are intricately involved with all of these activities.

Typical Methods
Descriptive Research Analytical Research Statistical Surveys Sampling Interviews Case Studies Attitude Surveys Observations Statistical Surveys Historical Analysis identifying and / or defining measurable (quantifiable) variables and manipulating them to cause measurable. action-research spiral: observe reflect plan act observe reflect plan act

Predictive Research

Problem Solving/Active Research

Research Methods Categorised by Activity


Experimental Research The causal effects of phenomena are tested on one group by comparison with a control group which is otherwise similar but upon which the phenomena is not allowed to act.

QuasiExperimental Research

Causal effects of phenomena are investigated in a way similar to experimental research BUT full control is not possible

Non-Experimental The investigation of conditions as they really are without an attempt to change any of Research them - at least while the research is in

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