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CAFS > Research Methodology > Flashcards

Research Methodology Flashcards

1
Q

The purpose of research, (E.g. advance knowledge, increase understanding, educate others, inform practice)

A
  • Advance Knowledge: Research explains things (what, when, why, how)
  • Increase Understanding: Research can find new info, increase knowledge of topic, experience etc
  • Educate Others: Data results used in education programs
  • Inform Practice: Research results may be used to develop preventative strategies
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2
Q

Research Question

A
  • Does relationship exist between variables?

- E.g. Will using entertainment technologies have an impact on the social wellbeing of school aged children?

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3
Q

Hypothesis

A
  • Problem, question, statement that will be tested through research; researcher discovers if hypothesis is true or not.
  • E.g. Using entertainment technologies every day will have a negative impact on the social wellbeing of school aged children.
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4
Q

Sampling Methods, Sample group, Sample size definitions

A
  • Sampling: The process of choosing the people, place and time to collect primary data
  • Individuals selected included as representative of total pop who form focus of study
  • Large group is ideal, but not always possible (limited time, money, access to people)
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5
Q

Simple random sampling

A
  • People have equal chance of being selected, free from bias

- Drawing names out of a hat of who to interview

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6
Q

Systematic random sampling

A
  • Selecting one person on random basis and choosing others at evenly spaced intervals until number desired.
  • Selecting house number 2 and every 3rd house in street after that to distribute questionnaire to
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7
Q

Cluster sampling

A
  • Divide pop into clusters and then random selection in cluster
  • Each high school in Western Sydney is cluster. Interviewing teachers from 5 schools in this cluster
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8
Q

Convenience sampling

A
  • Selecting people from pop who are easy to access. Saves time, money, effort.
  • Bias, unreliable. Relevant data may not be collected
  • Interview 1st 10 people you meet, or select 10 closest friends to interview
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9
Q

Stratified random sampling

A
  • Pop divided into strata (layers) and then random selection in each strata
  • Group A= people with less than 5 yrs of education
  • Group B= people with 5-10 yrs of education
  • Group C= people with 10-15 years of education
    (Stratified sample obtained by selecting simple random sample from each group)
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10
Q

Primary data

A
  • Collecting ‘new’ data that does not exist before research is undertaken.
  • E.g. Researcher interviews to collect data. Data not previously collected and interpreted
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11
Q

Secondary data

A
  • Collecting data from existing research and interpreting (look for recurring arguments, themes, conclusions)
  • Might be collected from books, journals etc
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12
Q

Qualitative data

A
  • Data that includes opinion, responses and reflection
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13
Q

Quantitative data

A
  • Can be measured (e.g. statistics)

- Ideal for researcher who wants info easily categorised (E.g. Male/Female data)

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14
Q

Strengths and weaknesses of quantitative data

A

Strengths:

  • Objective, reliable, specific
  • Less subject to bias

Weaknesses:
- Only states facts/figures (not opinions/feelings)

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15
Q

Strengths and weaknesses of qualitative data

A

Strengths:

  • Produce large amount of info
  • Provide new perspectives/beliefs from others

Weaknesses:

  • Susceptible to bias from researchers own values and interpretations
  • More subjective
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16
Q

Individuals

A
  • Provide current, real time data, provide data from their experiences
  • E.g. family, friends, experts, specialists, neighbors
  • E.g. Essay on eating disorders may interview a specialist
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17
Q

Groups

A
  • Provide current, real time data. Data of their actions/ works being recorded and analysed.
  • Can be professional organisations, not for profit groups, specialist groups, medical authorities, government agencies
  • E.g. Police (Govt agency) is source of data as number of crimes they have stopped can be analysed by individuals
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18
Q

Print

A
  • Books, journals, magazines, pamphlets, newspapers
  • Researched before published. Likely to be accurate, reliable
  • E.g. Research famous historian may access autobiography to collect data
19
Q

Digital

A
  • Data stored in multimedia resources, e.g. internet, tv, radio, statistics etc
  • E.g. Statistics of average people in NSW household, can access ABS website
20
Q

Discuss the advantages and limitations of each of the sources of data: INDIVIDUALS

A

Strengths:
- First hand data and opportunity to network with others

Weaknesses:

  • May not want to help, or bias comes across
  • Limited time available
21
Q

Discuss the advantages and limitations of each of the sources of data: GROUPS

A

Strengths:
- First hand data→ wide range of knowledge and skills accessed

Weaknesses:

  • May be biased or political views (depends on interest group)
  • Conflicting opinions
22
Q

Discuss the advantages and limitations of each of the sources of data: PRINT

A

Strengths:

  • Secondary data (Generally reliable if published)
  • Wide range of resources on many subjects

Weaknesses:

  • May be out of date compared to digital
  • May be censored or biased
  • Resources may generalised rather than specialised
23
Q

Discuss the advantages and limitations of each of the sources of data: DIGITAL

A

Strengths:

  • Up to date info from wide range of resources
  • Easy to access and overcome problems of distance

Weaknesses:

  • Skill, time, cost involved with accessing technology
  • Sometimes difficult to validate info, as many people able to put out info easily
24
Q

Reliability

A

Reliability: How consistent. If used by others under same conditions, produce same or similar results

25
Q

Validity

A

Validity: How well it measures what its supposed to. Only achieved if results obtained correctly.

26
Q

Explain how sampling contributes to reliable and valid research

A
  • Careful, appropriate sampling important for reliable research outcomes
  • Reliability means an accurate representation of pop being studied is achieved→ only occurs if appropriate representative sample was selected at beginning of research process
27
Q

Ethics

A
  • System of moral principles or standards governing appropriate conduct (judge right or wrong)
  • In research protects rights and wellbeing of participants & researcher. Assist in producing good research outcomes
  • Ethical issues often identified during planning research
28
Q

Respect

A
  • Researchers treat individuals with respect (so participants provide honest, accurate, reliable data)
  • Welfare of individuals is important; researcher must ensure no harm comes to those who take part
29
Q

Integrity

A
  • Researcher must be honest about research purpose, clearly state what research will be used for, who will have access to findings
  • Should offer individuals a copy of published, final report
  • Sources must be acknowledged
  • Researchers mustn’t deceive individuals, falsify research findings, plagiarise. Must be honest with no bias
30
Q

Privacy

A
  • Researcher should protect confidences, identity of all involved in research and have consent or permission to use views of those who take part.
  • All involved have right to anonymity, confidentiality, feel no risk to their wellbeing, withdraw anything that was intended to be used in research project, refuse to be involved at all
31
Q

Bias

A
  • Research always influenced by personal values; important to stay objective in methods, how methods are implemented,and how results are interpreted and presented.
  • Bias; when range of factors unfairly influence outcome of results and distorts them
  • Must be open minded and not have no pre-determined ideas.
  • Results must be interpreted as they are, not what they would like to be.
32
Q

Assess the importance of ethical behaviour when conducting research by considering the following:
Sensitive research topics, Confidentiality, Research bias, Crediting sources of data

A
  • Participants shouldn’t be selected with bias, should have wide range of participants for data
  • Every source used must be credited, and participants and resources correctly identified
  • Participants must know their right to anonymity and can withdraw at any time
  • Researchers must say if it’s a sensitive topic and inform they don’t have to answer or word question carefully
33
Q

Questionnaires

A
  • Written questionnaires are left with respondents to complete and are collected later

Advantages:

  • Respondents able to complete at their leisure
  • Can send to more people (wide range of data)

Weaknesses:
- May not able to get them back before due date

34
Q

Structured Interviews

A
  • Set questions asked in same sequence to all respondents

Advantages:

  • Easy to compare answers fairly and reliably
  • Open and closed questions (wide range of data) → qualitative and quantitative

Weaknesses:

  • Formal (respondents may not be truthful as they may feel intimidated)
  • Time consuming to construct and conduct
35
Q

Unstructured Interviews

A
  • Informal questions, like a conversation between interviewer and participant

Advantages:

  • Respondents able to express themselves more openly through discussion
  • Questions can be adapted to meet needs of respondents or suit the setting

Weaknesses:
- Data harder to interpret and interviewer has to listen carefully to all answers to make changes as necessary

36
Q

Case Studies

A
  • Detailed investigation of one issue (person, event, community group)

Advantages:

  • Useful in finding out why and how (detailed examination)
  • Study of real life situations

Weaknesses:

  • Require supporting research from other sources (limited info possible)
  • Generalisations often not possible (can be subjective, bias)
37
Q

Observations

A
  • Watching and recording what is seen

Advantages:
- Can reveal characteristics about groups/individuals not always possible with other methods

Weaknesses:

  • Might not act naturally if people know they are being watched
  • Hard to prove exactly what happened (bias can occur)
  • Gender may restrict access to certain info
38
Q

Literature Reviews

A
  • Description, summary and critical evaluation of each work (books, articles, websites, other secondary sources) to show that an insightful study of what is already known about that topic has been made

Advantages:

  • Gives reader some background info about topic so research presented makes more sense
  • Provides info about topic and any gaps that exist in the research

Weaknesses:

  • Time consuming
  • High literacy skills needed and can be demanding reading others research and making sense of it
  • Data not about current, actual behaviours
39
Q

Select and utilise appropriate research methods to conduct research

A

Using questionnaires for hypothesis “Using entertainment technologies can have negative impact on social wellbeing of school aged children.” As its easier to gain quantitative data than observing

Using interviews for hypothesis, “Physical disability can hinder access to education and services” as issue needs to be investigated by gaining opinions and thoughts of people with disability. Some may be physically unable to answer questionnaire

40
Q

Research Process: PLANNING FOR RESEARCH:

A

Formulating a research proposal

  • Select research focus and select appropriate sampling method, size and group
  • Develop IRP plan

Managing resources, (E.g. time, materials)

  • Timeline of tasks to be completed
  • Keep data orgainised (Have IRP diary), Back up sources of data
41
Q

Research Process: CONDUCTING RESEARCH

A

Accessing sources of data

  • Search secondary data for what’s already written about topic. Preliminary readings help formulate questions you want to ask
  • Complete literature review

Collecting and recording data

  • Use suitable research methods to collect and record primary data (E.g. interviews, questionnaires)
  • Create draft questions and pilot them, and arrange for individuals or groups to be interviewed or surveyed etc
  • Conduct the data collection, E.g. Carry out interviews and record ,

Documenting actions and issues

  • Write in diary problems encountered and steps taken to solve them
  • Write personal opinions and comments and decisions you have made
42
Q

Research Process: INTERPRETING RESEARCH

A

Presenting research findings

  • Presented quantitatively or qualitatively (Quantitative- Graphs, or tables with statistics etc)
  • (Qualitative- Present as a written report, include main ideas, quotes etc)

Analysing research results

  • Need to describe what evidence can be seen in tables and in written reports. Identify trends
  • Interpret findings by making comparisons, describing patterns and relationships that relate to research question or hypothesis
  • Identify possible reasons for the patterns and relationships you have found

Drawing conclusions from research

  • Must draw conclusions in relation to initial research question or hypothesis
  • Need to write a summary that states what the data shows and how it relates to the research in general as well as future recommendations or possible implications of findings.
  • Credit sources of data by means of bibliography or appendix
43
Q

Apply the research process to a chosen topic by:

A
  • Selecting a research focus
  • Selecting appropriate sampling methods
  • Proposing how the research will be conducted
  • Creating a timeline for research goals
  • Accessing relevant sources of secondary data
  • Using suitable research methods to collect and record primary and secondary data
  • Recording actions and proposing solutions to any research issues
  • Presenting primary data in graphs, tables or written reports
  • Comparing key findings from primary and secondary data
  • Forming research- based conclusions and making recommendations
  • Crediting sources of data by means of bibliography and appendix

CAFS (1 decks)

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