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EDUC60452 Week 1 Lecture

The document outlines the essential components of research design, emphasizing the distinction between 'methodology' and 'method.' It details the research process, including the formulation of research questions, objectives, and the various approaches to data collection and analysis. Additionally, it discusses the importance of research quality, validity, reliability, and potential threats to research integrity.

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19 views33 pages

EDUC60452 Week 1 Lecture

The document outlines the essential components of research design, emphasizing the distinction between 'methodology' and 'method.' It details the research process, including the formulation of research questions, objectives, and the various approaches to data collection and analysis. Additionally, it discusses the importance of research quality, validity, reliability, and potential threats to research integrity.

Uploaded by

zc1234567z
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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RESEARCH METHODS II

INTRODUCTION TO
RESEARCH DESIGN
EDUC60452
Lecture
Recognise the basic
components for designing

By the a research study

end of
this Understand the difference
between ‘methodology’ and
seminar ‘method’

you
should: Consider the components
of your dissertation
research project
WHAT DO YOU
THINK
‘RESEARCH
DESIGN’ MEANS?
Pause the video and write
down a few quick notes.
Research Design
A ‘plan of action’ for conducting piece of research
Why do we need research design?

■ To make a plan for


outlining and achieving
your research goals
■ To minimize errors or
bias in the research
■ To avoid disasters!
The Research Process
1. Asking a
6. Drawing
Conclusions ? Question

5. Analysing
2. Conducting
and
a Literature
Interpreting
Review
Data

3. Developing
4. Collecting
Research
Data Methods
6 6
Elements of Research Design

Methodology
Sampling / Methods
Data
Ethics Collection
Tools

Research
Analysis
Questions

Semester 1 Supervisor
Rationale / Research Research
Literature
Review Designs Timeline
COMPONENTS OF
A RESEARCH
DESIGN
WHAT IS THE
DIFFERENCE
BETWEEN
‘METHODOLOGY’
AND ‘METHOD’?

Pause the video and write


down a few quick notes.
Methodology vs
Method
■ Methodology: The broader,
overarching research approach
or perspective; the lens through
which the research is undertaken

■ This is different than the Method,


which is the specific tools or
techniques used to collect and
analyse data (i.e. questionnaire,
interview, etc.)
Methodology vs
Method
Thinking back to the
house analogy:

Methodology = the
blueprint and plan for
building the house

Methods = the carpenter’s


tools to build the house
Mapping Your
Research Methodology
☑ Research Questions

☑ Objective/Aims

☑ Philosophical Framework
(Paradigm; Ontology & Epistemology)

☑ Theoretical and Conceptual Framework

☑ Methods of Data Collection


(including recruitment & sampling)

☑ Methods of Data Analysis

☑ Ethical Considerations
(Informed consent; Data management; Reflexivity)
Research Questions
Research Question: the question your
research study seeks to answer
(i.e. what do you want to know?)

The research question is


one of the most important
parts of a study design –
it is the foundation for all
other decisions made
The Research Objective

Exploratory Descriptive

Correlational Explanatory
Exploratory Research
 Research that attempts to
understand (explore) a
phenomenon/topic more clearly
 Used for topics that have little or no
previous research and not much is
known about them
 Often, but not always, qualitative
 Example: Exploring education
students’ perspectives on choosing
a dissertation research topic
Descriptive Research
 Research that describes the
characteristics of a population of a
phenomenon
 Used for topics where very little is
known about the population studied
 Often, but not always, quantitative
 Example: Describing the student
population in a particular master’s
programme
Correlational
Research
 Research that attempts to
understand a relationship between
two variables
 Often, but not always, quantitative
 Example: Analysing whether
students who spend more time
reading get higher marks
Explanatory
Research
 Research that attempts to
understand the reasons, causes,
and effects for a phenomenon.
Research that asks why?
 Can be qualitative or quantitative
 Example: understanding why
international students decided to
pursue a master’s degree
‘A paradigm is thus a
Philosophical comprehensive belief
Framework: system, world view, or
framework that guides
Worldviews research and practice.’
(Willis, 2007, p. 8)
through
Research In EDUC60011 you learned about:
Paradigms
subjectivism and positivism
WHAT IS INCLUDED
WHEN DEVELOPING
A METHOD?
Quantitative approach: Numerical
data, used to measure, rank,
categorise, identify patterns and
relationships, or make
generalisations across larger
populations

Methods: Qualitative approach: non-


the numerical data, used to describe,
interpret, contextualise, and

‘Mode of develop a more in-depth


understanding of individual
experiences
Enquiry’
Mixed methods approach:
integrating multiple forms of data
collection and analysis in a single
research study
Primary Data: original
evidence collected by the
researcher
(questionnaires, interviews,
observations, etc.)

The way Secondary Data: data


data are from an existing data set
that is used by the

collected researcher for subsequent


analysis or interpretation
(pre-existing datasets)
or used
Desk-based or literature-
based approach: an
extended literature review
that critically evaluates
known research on a topic
The timing of the
data collection
a. Cross-sectional research:
studies that look at a phenomena
at a single point in time (example:
interviewing students once about
their reading habits)
b. Longitudinal research: studies
that look at a phenomena over time
(example: interviewing students
three times over the course of one
year about their reading habits)
The location of the
data collection
• Case Study: research that evaluates a
phenomenon within a single organisation
or institution (ex: A case study of the
University of Manchester)
• Field Study: research that focuses on a
phenomenon that occurs in more than
one organisation (ex: A field study of
international students in the UK)
• Action Research: research undertaken
within the researcher’s professional role
(ex: teachers conducting research with
their own students)
The instrument used
to collect data
• Instrument: the tool developed
by researchers to collect data
• Examples:
• Questionnaire questions
• Interview questions
• Observation guidelines
• Document collection
protocol
The participant or
data sample
• Who will participate in this research?
Or Which documents will be included
in this research?

• How they will be identified and


selected?

• How you will decide who or what to


include or not include in the research
In summary, your methods
should include:
☑ The kind of data used (primary, secondary, or
literature)

☑ The timing of when data will be collected

☑ The location of the data collection

☑ The research instrument used to collect data

☑ The participant sample included in the study

☑ The approach to analysing the data after it is


collected
MAKING RESEARCH
DESIGN DECISIONS
Making decisions to
improve research quality

Do you remember what these


terms mean?
■ Validity
■ Reliability
■ Generalisability
■ Trustworthiness

Pause the video and write down a few


quick notes.
Making decisions to
improve research quality
■ Validity: how well a study accurately measures
the specific concept that is being studied
■ Reliability: the consistency of the research
instrument or study and whether it is interpreted in
similar ways by participants
■ Trustworthiness: how ‘believably’ a research
study is designed, analysed, and shared
■ Generalisability: the degree to which findings
can be applied to other settings outside the group
of participants
See EDUC60011 materials
Threats to research quality
■ Poor research questions or lack of knowledge
about the literature
■ Mismatch between the research questions and the
methodology or the methods used
■ Mismatch between methods and philosophical
approach and methodology
■ Poorly designed research instruments
■ Poorly designed participant sampling
■ Bias in data collection or analysis
■ Lack of pilot testing or practice rounds
■ Ethical issues in the research
‘…the reflective researcher
does not merely report the
The findings of the research, but
Reflective at the same time questions
and explains how those
Researcher findings are constructed.’
(Mortani, 2015, p. 1-2)

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