MODULE 9 (Practical Research) | Qualitative Research | College

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  Practical Research I MODULE 9  IX. Writing the Research Methodology  The researchmethodology discusses thesteps and procedures thatyou will use in conductingyour research. This includesexplaining the type of research technique you will adopt in the study, how will you get the data for the study, whom or where youwill get the data from, and how you will analyze the data that you will gather. Usually, this is the chapter 3,the last section of the research proposal. The following are the components of the section on research methods:   Research Design.  This section describes the specic research approach you will use in the study. This can be ethnography, case study, historical, phenomenological, and the lie. The researchdesign is dependent on the purpose of the study and the set of specic research questions youha!e formulated.   Research Locale.  This section describes the setting or location of your study. The specicdescription of the setting is !ery important in a qualitati!e research since the setting or contextmay ha!e an e ect or impact on the beha!ior of the respondents.   Sample or the Respondents.  This section describes the respondents of the study. The descriptionmay include the demographic prole of the respondents such as age, educational bacground,occupation, and other information that may be rele!ant in understanding the #beha!ior of the$respondents.   Research Instruments.  This section outlines the instruments you will use in the study such asinter!iew questions, inter!iew protocols, obser!ation guide, sur!ey form, focus group discussionquestions, and others.   Data Collection Procedure.  This section describes the specic steps you will undergo in order tocollect the data for your study. %n some types of research, particularly ethnographic and casestudies, the specic date #and sometimes, exact time$ of doing the steps #i.e., obser!ing theparticipants$ are important. The instruments used to record data #e.g., pen and paper, audio and&or!ideo recorder$ may also be mentioned.   Data Analysis Procedure.  This section describes how you will analyze the data that you willgather. Three chapters that comprises research proposal:%.  Chapter 1  !he Pro le# and Its $etting.  This chapter presents the problem of your study. 'oucan also nd here the signicance, scope and delimitation, and some terms that need to be denedin your study. II. Chapter %  Re&ie' o( Related Literat)re.  This chapter discusses the literature and studiesrelated to your present study which forms the theoretical and conceptual basis of your research.%%%.  Chapter *  Methods.  This chapter presents the qualitati!e research approach that you will use,including the sample and the strategy for collecting and analyzing data. Oral Presentation o( theProposal  The following guidelinesare recommended before andduring the research proposal:(.)lways consult with yourresearch ad!iser. 'ourad!iser will not only helpyou impro!e the content of your research proposal* he or she may also gi!e you suggestions onhow to defend your paper.+.tudy your proposal carefully. -xpect questions that may be ased by the panel about your paperand prepare to answer each.+ -ngr. atrina /. 0uiocho, -/T   h  u  n  d  e  r  t  a   i  n  g .  T  h i  s  c  o  n  t  a i  n  s  s  e  t  s  o  f i  n  s  t  r  u   m  e  n  t  s  a  n  d  p  r  o  c  e  d  u  r  e  s i  n  d  e  a l i  n  g   w i  t  h  t  h  e  r  e  s  e  a  r  c  h  p  r  o  b l  e   m  s .   p  o  r  t  a  n  t  p  a  r  t  o  f  t  h  e  r  e  s  e  a  r  c  h i  n  o  r  d  e  r  t  o i   m  p  r  o  !  e  y  o  u  r   w  o  r    b  a  s  e  d  o  n  t  h  e i  n  p  u  t  s  o  f  a  p  o  o l  o  f  e  x  p  e  r  t  s .  3.2repare a 2ower2oint 2resentation of your proposal in bullet form. ocus the content of yourpresentation on the research problem and the methods you will use to answer the specic researchquestions.4.Usually, the allotted time for the presentation of proposal in (5 to (6 minutes to gi!e more time forquestions. Thus, summarize your proposal in a few slides.6.7uring the question and answer, refrain from arguing with the panel of experts. /onsider theircomments and feedbacs as suggestions to impro!e your study.8.9ecord the suggestion of the panel. This will help you in re!ising&nalizing your proposal. 'ou canas someone to write down the suggestions of the panel for you..;e condent. The defense is meant to <grill= you but will help you impro!e and nalize the directionof your research study.>.ollow the dress code. The proposal defense id often a formal acti!ity* thus schools set certain dresscodes during such occasion. ;e sure you now this before the schedule of your defense. -a#e : ????????????????????????????????????????   $core /cti&ity 9 @riting the 9esearch 1ethodology 1. @hat is the signicance of the research methodologyA ????????????????????????????????????????????????????????????????????????????????????????????????????????  ??????????????????????????????????????????????????????????????????????????????????????????????????????  ???????????????????????????????????????????????????????????????????????????????????????????????????????  %. @hat is discussed in the /hapter 3 of a qualitati!e researchA ????????????????????????????????????????????????????????????????????????????????????????????????????????  ??????????????????????????????????????????????????????????????????????????????????????????????????????  ???????????????????????????????????????????????????????????????????????????????????????????????????????  *. @hat are sections of a research methodologyA ;rieBy describe what is written in each. ????????????????????????????????????????????????????????????????????????????????????????????????????????  ??????????????????????????????????????????????????????????????????????????????????????????????????????  ????????????????????????????????????????????????????????????????????????????????????????????????????????  ??????????????????????????????????????????????????????????????????????????????????????????????????????  ????????????????????????????????????????????????????????????????????????????????????????????????????????  ??????????????????????????????????????????????????????????????????????????????????????????????????????  ????????????????????????????????????????????????????????????????????????????????????????????????????????  ??????????????????????????????????????????????????????????????????????????????????????????????????????  0. @hat is a research proposalA ????????????????????????????????????????????????????????????????????????????????????????????????????????  ??????????????????????????????????????????????????????????????????????????????????????????????????????  ???????????????????????????????????????????????????????????????????????????????????????????????????????  . @hat are components of a research proposalA ????????????????????????????????????????????????????????????????????????????????????????????????????????  ??????????????????????????????????????????????????????????????????????????????????????????????????????  ???????????????????????????????????????????????????????????????????????????????????????????????????????  2. @hy do you thin each chapter in the proposal should be written carefullyA ????????????????????????????????????????????????????????????????????????????????????????????????????????  ??????????????????????????????????????????????????????????????????????????????????????????????????????  ??????????????????????????????????????????????????????????????????????????????????????????????????????? 3 -ngr. atrina /. 0uiocho, -/T  3. @hat do you thin is the importance of presenting orally the research proposalA ????????????????????????????????????????????????????????????????????????????????????????????????????????  ??????????????????????????????????????????????????????????????????????????????????????????????????????  ???????????????????????????????????????????????????????????????????????????????????????????????????????  4. ) regular consultation with your research ad!iser is important throughout the research process. @hy do you thin soA ????????????????????????????????????????????????????????????????????????????????????????????????????????  ??????????????????????????????????????????????????????????????????????????????????????????????????????  ???????????????????????????????????????????????????????????????????????????????????????????????????????  -a#e : ????????????????????????????????????????   $core 5o#e'or6 79 @riting the 9esearch 1ethodology +elo' is an e8a#ple o( research proposal. $t)dy the proposal and ans'er the g)ide )estions that (ollo's. Introduction  In recent years an increasing number of adult students are on college campuses seeking undergraduatedegrees, filling some of the seats formerly occupied by the traditional, 18-22-year-old students (Apps, 1981;ross, 1981; !eckie, 1988 # ross (1981 notes that part-time students make up the greater part of this increase#Indeed the number of full-time adult students is still $uite small, particularly at four-year colleges anduni%ersities# &hile uni%ersities are noticing the presence of mature adults in their full-time study se$uences, thenumber of adults interested and a%ailable for full-time study is still small ('auch, 1991, p# 11 # It is this small number of full-time adult undergraduates that interests me, because there is the distinct possibility that this group ill continue to gro in numbers# As the economic picture has changed dramaticallyin recent years, the number of adults )a%ailable) for full-time study has also changed# ertainly the increasedunemployment figures, as ell as the declining *ob opportunities a%ailable in many regions of the country, ha%eaffected this number# In addition to the loss of a *ob and the possible need for additional education to obtain ne skills, other factorsare present+ ã the decision to enter the *ob market and the need to )brush up) or de%elop ne skills ã early retirement and the decision to embark on another career  ã a change in ones life situation (di%orce, idohood , hich results in a career decision and thecorresponding need for additional education ã increased acceptability for adults, particularly omen, to return to school (Apps, 1981 # 'eports in the literature and con%ersations ith many adult students confirm that colleges and uni%ersitiesstill ha%e not really come to terms ith these older learners# Although some institutions ha%e added specialcounseling and orientation programs and ha%e offered %aried course schedules and formats, other importantareas ha%e been largely ignored# ince the full-time adult undergraduate has been considered as a rare phenomenon, the attention has been centered on part-time students# .herefore, almost none of the supportser%ices and structural changes hich ha%e been added for adult learners affect those adults ho enter regular  4 -ngr. atrina /. 0uiocho, -/T
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