APP 7: Evaluating Research Methods

Scenario 1: Ten students are available for in-depth interviews. Participants will be selected based on their involvement with the peer mediation program. They will be observed over three weeks. Analysis will attempt to determine issues concerning peer mediation.

This scenario reflects a qualitative research method with a case study design. Qualitative methods, “emphasize gathering data on naturally occurring phenomena” (McMillan & Schumacher, 2008, p. 26). Additionally, “a case study examines...a case over time in detail” (McMillan & Schumacher, 2008, p. 26).

In this scenario, the researcher is using interviews, or narratives, for data collection and presenting the results in the same manner. The results will, “tell a story” (Laureate Education Inc., 2008b), which is indicative of a qualitative case study.

Scenario 2: Two classrooms of students are selected. There are 30 students in each class; each group will have similar demographics—age, sex, race, socio-economic background, etc. Classes will be randomly divided into two groups of 15 students. Of these two groups, one randomly selected group will get training on peer mediation and the other group will not. Thus in each classroom there will be one group that is trained in peer mediation and one that is not. Analysis will occur on which groups have the fewest office referrals.

Scenario 2 reflects a quantitative research method with an experimental design. Quantitative research methods focus on numbers, as is the case in this scenario. Dr. Canipe reminded us that in an experimental design, the researcher will, “set up variables and conduct experiments” (Laureate Education, Inc., 2008a), which is, again, the case in this scenario.

The random division of the classes and selection for training speaks directly to experimental design. Additionally, McMillan and Schumacher tell us that, “[a]n experimental design also has a particular purpose in mind: to investigate cause-and-effect relationships between interventions and measured outcomes” (McMillan & Schumacher, 2008, p. 24). In this case, the researchers are investigating the effect peer mediation training has on the number of office referrals written.

Scenario 3: A school counselor is interested in knowing how student attitudes affect the value of peer mediation to decrease the number of office referrals that are being filed for inappropriate interactions.

This scenario reflects a mixed-method of research with an exploratory design. McMillan and Schumacher remind us that in an exploratory research design, “qualitative data are gathered first and a quantitative phase follows” (McMillan & Schumacher, 2008, p. 28).

The school counselor, the researcher in this scenario, will first collect data regarding the attitudes of the students, then the quantitative data on a reduction in office referrals, which follows the design of an exploratory study.

Scenario 4: Peer mediation has become widely used in many schools. The feelings of those involved in the process are little known—either from those doing the mediation or those receiving it. The ZASK-R Acceptance Preference Survey will be given as pre- and post-tests to 40 students participating in mediation. Follow-up interviews will be conducted on a bi-monthly basis.

The fourth scenario reflects a mixed-method research design, as well. However, it reflects an explanatory design rather than an exploratory design. In an explanatory design, “quantitative data are collected first and, depending on the results, qualitative data are gather second to elucidate, elaborate on, or explain the quantitative findings” (McMillan & Schumacher, 2008, p. 28).

In this scenario, the researchers will first collect their quantitative data through the pre- and post-test surveys. To explain or elaborate on the results from the surveys, the researchers will then conduct interviews with the students to gather their explanatory, qualitative data.

While each of the scenarios presented reflect a different research methodology, we should keep in mind the words of Dr. Steve Canipe: “The importance of any method is to answer questions” (Laureate Education, Inc., 2008b).

References:

Laureate Education, Inc. (Producer). (2008a). Program five. Quantitative Research Methods [Motion picture]. Introduction to educational research.. Baltimore: Author.

Laureate Education, Inc. (Producer). (2008b). Program six. Qualitative Research Methods [Motion picture]. Introduction to educational research. Baltimore: Author.

McMillan, J. H., & Schumacher, S. (2008). Research in education: Evidence-based inquiry (Laureate custom edition). Boston: Pearson.

Another change in my research topic...

We were all warned this would happen, so I'm not sure why I was surprised when I had to "fine tune" my problem statement, yet again. After reading countless studies regarding laptop/computer use and its effect on student achievement, I remembered that's not exactly what I had originally inteded on researching! (Close, but not exact.) After not being able to find ANYTHING (no exaggeration there...not a single study) on laptop/computer use and MAP scores, I decided I needed to adjust my statement for the purpose of our Literature Review. (I will, however, be conducting my own research this year using my previous problem statement.)

I plan to determine the impact of technology integration in the classroom on middle school students' achievement and attitudes toward learning.

Who: middle school students
What: technology integration in the classroom
Why: impact on achievement and attitude toward learning