Watkins, H.; Kosnes, L; Calder, G. 2010. Introduction to Research: Research Tools 1. University of Newport, Wales, MB/A25. 29 January 2010.
In the lecture at 1pm Heather commenced the presentation. She discussed the differences between method and methodology.
Method = Tools; Questionnaires, Census etc.
Methodology = The way of doing things; Theory and Analysis.
The question was posed - What is research?
It is systematic and a scientific method of enquiry
there is a cyclical process (see slides)
there are well defined steps and stages to research
The difference between a hypothesis and a research question was discussed. A research question may be fairly broad, a hypothesis is much narrower - it is a statement or assertion that can be tested. E.g. A dead battery experiment.
A reference to Marshall & Rossman (1999, p.9) was provided with regard to Choosing a question.
This was in regard to "Should do-ability"; Do-ability; Want to do-ability. Marshall & Rossman (2006, p. 11) appears to be the same text.
4th edition Designing qualitative research - By Catherine Marshall, Gretchen B. Rossman
Heather then handed over to Liz Kosnes who gave an overview of 10 research methods (7 Qualitative and 3 Quantitive)
Research Question(s) is/are the key. Methods must answer the question and must be rigorous.
The types of research were described e.g. case study, questionnaire, Focus groups etc. with pros and cons (see slides)
Liz talked about experimental research, control groups etc. and also the need for research to be Valid, Reliable, Replicable, Consistent, rigorous, trustworthy, application/analysis
"The most common error made in reading [and conducting] research is overlooking the methodology, and concentrating on the conclusions. Yet if the methodology isn’t sound, the conclusions and subsequent recommendations won’t be sound.” - Patricia Goubil-Gambrell
Gideon took over and mentioned that his sample literary reviews are now available on Moodle.
He then started on the topic of Research and Ethics
Pitfalls - informed consent, vulnerable groups (e.g. children), unintentional disclosure, confidentiality (keep secret), anonomise (anonymous results)
He mentioned Tim May - but the MLE link to the reading task does not seem to work at present.
We looked at a "Better Runner" example and asked hat this means?
e.g. speed, technique, style, age/gender, sprinting v distance etc.
value-driven
openness/consent/risk assessment/protection of personal data - personnaly sensitive material, care with vulnerable people, clarity in communicating outcomes
There is a University Ethics Policy and all students must complete form RE1
see slides for DT3 and reading
The Workshop - with Heather.
We took part in a study for the 3 rd year students. watched a video and answered a questionnaire.
Heather was disappointed with the take up of last weeks DT2. We were supposed to be moving on to Research. She packed up and let the time wasters go.
Myself, Denzil, Chris, Kate + 1 stayed for a discussion. We talked about the Literary review. We discussed sport and social classes - is there a correlation?
the ways to investigate - either the perception or an actual sample!
What went well?
I have done DT2 and I'm well prepared to do the Literary Review
I am 100% still
What would I do differently?
What did I learn?
University stuff related to research e.g. form RE1
What still puzzles me?
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