Reference no: EM131125997

ANSWER EACH OF THE FOLLOWING QUESTIONS OR POST STATEMENTS. MUST BE 150 WORDS (PLEASE), WRITE IN 3RD PERSON. ONLY ONE REFERENCE CAN BE USED FOR EACH ANSWER.

DQ1

After completing the opening assignments for this course, I am strongly drawn to the qualitative approach to research. My own interest is in the stories and experiences of people; qualitative research methods provide a verifiable and rigorous way to explore these experiences and produce relevant results (Prion & Adamson, 2014). My topic is also becoming more focused. Whereas I began this journey by knowing that I wanted to research instructional methods in elementary school mathematics, I have now narrowed my topic to exploring the perceptions of struggling students regarding concept based math instruction in the fifth grade.

Moore reviews grounded theory by explaining that methods established by Glaser and Strauss (1967) which provide for flexibility of topic at the onset of the research process (Glaser and Strauss, 1967 in Moore, 2010). In grounded theory, the topic and even the line of inquiry may be adjusted as research progresses; information received through data collection guides the researcher in refining his topic and investigation (Moore, 2010). To maintain a credible study, researchers must provide a clear and transparent explanation of their decision making process that can be understood by their audience (Prion & Adamson, 2014).

Data collection can be achieved through the use of Likert scale based questionnaires, which automatically correlate subjective responses to numerical values (Prion & Adamson, 2014). Otherwise, data collection can be through observation or interview and measurement of phenomena can be achieved through transcript analyses and coding of data (Moore, 2010). For the researcher seeking the flexible reflexive approach, where data collection and analyses occur hand in hand and serve to inform each other, the interview/observation and data coding process would be more appropriate (Moore, 2010). However, the lack of definition in this research method, demands a higher level of rigor to ensure credibility. This can be achieved through participant and expert review of data, conclusions, and process (Moore, 2010; Prion & Adamson, 2014).

For my process, I am drawn to the interview and data coding process; it resonates with my desire to learn from my subjects' stories. Establishing thematic correlations (coding) rather than numerical patterns (Likert scales), would allow the participants' experiences to guide and dictate the outcomes of the research. I will need to include adequate review processes to ensure that my process is relevant, transparent, and true to participants' perceptions. Finally, I will need to guard against my own bias, or what I want the subjects' perceptions to be. According to Prion and Adamson (2014), such bias is best controlled by engaging in reflection and documentation of personal opinion prior to the research study, and then subjecting the study to the same above described review processes.

Moore, J. (2010). Classic grounded theory: a framework for contemporary application. Nurse Researcher, 17(4), 41-48 8p

Prion, S., & Adamson, K. A. (2014). Making sense of methods and measurement: rigor in qualitative research. Clinical Simulation In Nursing, 10(2), e107-8 1p. doi:10.1016/j.ecns.2013.05.003

DQ2

According to Greenberger (2015) doctoral students need to become familiar with the following research methodologies: quantitative, qualitative or mixed-methods. My dissertation topic involves an examination of roles of women in ministry, in the Baptist church, by focusing on an expositional study of what the Bible teaches;therefore, the qualitative research methodology is the method that will be useful in my research, because my topic focuses on smaller samples of a particular population selected for a specific reason. Greenberger (2015) explains that the purpose of qualitative research is a type of scientific research that seeks to understand a given research problem or topic from the perspectives of the local population it involves. Qualitative research is especially effective in obtaining culturally specific information about the values, opinions, behaviors, and social contexts of particular populations. Greenberger (2015) asserts that "qualitative research is not about locating a single truth about a phenomenon, but rather to glean the multiple ways humans perceive and experience the world" (p. 16). The importance of knowing the variables is because different types of instruments result in different types of data.

For example, interviews and observations that will be used in my research can assess and compare the experiences, accomplishments and challenges female minister encounter within the Baptist church. The benefit of using the qualitative research methodology is that qualitative research provides information about the "human" side of an issue - that is, the often contradictory behaviors, beliefs, opinions, emotions, and relationships of individuals (Denkin, 1999).

References

Denzin NK, Lincoln YS (eds.). Handbook of Qualitative Research. London: Sage Publications, 2000.

Greenberger, S. (2015). Foundations of empirical research. In Grand Canyon University. (Eds.), GCU doctoral research: Foundations and theories.

Retrieved from

https://gcumedia.com/digital-resources/grand-canyon-university/2015/gcu-doctoral-research_foundations-and-theories_ebook_1e.php

DQ3

During the process of narrowing my topic, I gravitated towards the quantitative type of methodology to collect data just because it was straight forward. According to Maul (2015), researchers who use a quantitative methodology have clearly defined methods for collecting data as opposed to a qualitative approach where there is more flexibility. Qualitative data collection includes the use of open ended questions in effort to search for meaning, not just statistical data. As for which one to use, there are indicators within our ten strategic points that determine a quantitative or qualitative approach. If the research questions contain words such as what, and who, then a qualitative approach is used. Research questions that begin with, to what extent, should consider using a quantitative method. The researcher does not necessarily choose which method to utilize and should consider the structure of the study as the determining factor. My research questions ask what type of parental engagement activities will encourage parents to participate in their child's education and how do parental engagement activities influence parental participation in the public school system? The how and who in these questions suggest a qualitative approach.

Maul (2015). Dissertation components, academic integrity, and research. In Grand Canyon University. (Eds.), GCU doctoral research: Foundations and theories. Retrieved from http: http: https://lc.gcumedia.com/res850/gcu-doctoral-research- foundations-and-theories/v1.1/#/chapter/5

Part 2

DQ1

The methods outlined in this question suggests a statistical analysis would be of used to analyze the collected data yet not all of these strategies are of use. Comparing cards and gifts that instructors receive from other faculty members would not measure how they are loved by students. This measurement would only measure how instructors are loved by other faculty members. The end of course survey could be of use if time is taken to complete them which would contribute to instructor ratings. Finally, attendance rates may be ambiguous as there are too many variables that contribute to student attendance. Instead of focusing on quantitative methods for analyzing which instructor students love the most, a qualitative study would be a more meaningful approach. According to Maul (2015), a qualitative methodology studies the lived experience of individuals which coincides with the desired outcome in this study.

Maul (2015). Dissertation components, academic integrity, and research. In Grand Canyon University. (Eds.), GCU doctoral research: Foundations and theories. Retrieved from http: http: https://lc.gcumedia.com/res850/gcu-doctoral-research- foundations-and-theories/v1.1/#/chapter/5

DQ2

In "The Practice of Social Research," Babbie (2013) suggest the following research question as a simple example: Are social sciences teachers, natural sciences teachers, or arts teachers more beloved among students on a college campus?

To answer the question by observing the attendance rates would not be accurate for rating how students feel about their teachers. The course being a key course would perhaps outweigh the students feeling for the instructor. The number of cards, letters, and gifts, received by faculty members in each group at the end of the semester could yield biased opinions. A teacher may have received a more favorable rating because of personal reasons. Out of all three, the end of the course surveys would yield the best result. These surveys typically ask questions, not only relative to the instructor, but the questions regarding the material as well. A qualitative design is appropriate to answer this research question which focuses on phenomenon using open-ended questions searching for meaning through lived experiences (Maul, 2015). Operationalization is important because it defines the exact measuring method used, and allows other researchers to follow similar methodologies (Maul, 2015).

References

Maul (2015). Dissertation components, academic integrity, and research. In Grand Canyon University. (Eds.), GCU doctoral research: Foundations and theories. Retrieved from https://lc.gcumedia.com/res850/gcu-doctoral-research-foundations-and-theories/v1.1/#/chapter/5

DQ 3

According to McCusker and Gunaydin (2015) research fundamentally needs to be evaluated to identify the most efficient methods of evaluation. In answering the question proposed by Babbie (2013) the method that I would use would be a review of the end of course surveys and compare average ratings among the groups. End of course surveys are widely used and consequential, it is important to gain deeper insight into how students formulate their ratings. This quantitative methods aimed to measure something would show how many students love social sciences teachers, natural sciences teachers or arts teachers. Quantitative research methodology conducts ‘content' analysis in order to evaluate the quantity of data and information, thereby, categorizing such content into a format that can be counted, for example end of course surveys (McCusker&

Gunaydin, 2015). Considerations of these options tell me that the question needs clarifying and the question needs to be stronger and more specific. The question could have narrowed down the type of university, the age of the students, and explain how ‘beloved' is defined. As long as the sample group is representative of the wider group, then the statement is more clearly defined; which in turn will produce a more defined and measurable variable. To compare the number of cards, letters, and gifts received by faculty members in each group at the end of a  semester may not produce the best desired results because it was not determined what happened for students who may have not been in school on the day of the survey.

References

Babbie, E. (2013). The practice of social research. Sixth Edition. Belmont, Calif: Wadsworth Cengage Learning.

McCusker, K., &Gunaydin, S. (2015). Research using qualitative, quantitative or mixed methods and choice based on the research. Perfusion, 30(7), 537-542. doi:10.1177/0267659114559116