Evaluating Research Methods

As we conclude our study of research design and a complete analysis of literature; the world of research seems larger and significantly more understandable. The following scenarios are for application purposes, and can be described using the knowledge that we have gained from our current Walden University course.

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.

Response:

Since, qualitative studies are important for the improvement of educational theory, it is clear that this approach to research is completed in a qualitative manner (McMillan, J., & Schumacher, S., 2008). The study focuses on observation and uses a face to face method of collecting research, such as interviews and observation (Laureate Education, Inc., 2008b). There does not seem to be a statistical gathering of data for this scenario, nor does the research warrant numerical analysis. In my opinion, this study could lend itself to an ethnographic approach, though I see it more clearly through the case study lens.


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.

Response:

Quantitative research designs “maximize objectivity by using numbers, statistics, structure and control” (McMillan, J., & Schumacher, S., 2008, p. 23). In this scenario, the target population being controlled and observed is each group of 15 students, all of whom have similar demographics. The sampling appears to be done in a random manner, meaning that each student had the same probability of being chosen for the study. The researcher could be looking for a correlation or possible taking the quasi-experimental approach to finding and analyzing data ((McMillan, J., & Schumacher, S., 2008). In either case, the objective is to see which group of students will have the fewest office referrals.


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.

Response:

Since by definition, “action research is the process of using research principles to provide information that educational professionals use to improve aspects of day to day practice,” (McMillan, J., & Schumacher, S., 2008, p. 174); we find that these parameters encompass the third scenario. Here, a school counselor attempts to investigate student attitudes affecting the value of peer mediation. The inference is made that the school counselor will analyze the data collected in order to decrease the number of office referrals. This immediate application to such a specific problem again, qualifies this approach as action research (Laureate Education, Inc., 2008a).


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.

Response:

Finally, the last scenario can be defined using a mixed method approach to research. The study begins with a quantitative survey, collecting numerical data and then focuses more on qualitative interviews to provide meaning to the information gathered. The bi-monthly follow-up occurs after the quantitative portion of the investigation, allowing us to classify the study even further, in that it uses the explanatory method of the mixed method design. Here, we “get the best of both methods”, (Laureate Education, Inc., 2008a) and can apply each in a successful manner.


References:

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

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


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