Research, Research, Research ... AAAHHH!!!

Let me start by stating that in research I think many different methods can be used for the same research question, I believe despite the textbook differences, much has to do also with the researcher themselves and their abilities to stay ethical and unbiased. How a researcher views and analyzes the data is of the most value in my opinion yet there are definite situations that require specific methods. In the scenarios that follow, I have tried to use the textbook definitions to breakdown and determine which method would work appropriately and in my opinion best. I am interested in learning from what others will say about my conclusions and how you all interpreted the scenarios.

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.

A qualitative research approach would be suitable here. As described this method would work best for a variety of reasons. The first being that we are using a small and purposeful sampling strategies, by choosing students that have already participated in a mediation program (McMillan and Schumacher, 2008). The purpose of the study would be more exploratory in nature as they are planning to interview the participants, observe their interactions over a short period of time and then determine if there are any concerns in the mediation program as is. The researchers will employing the strategies of direct observation and interview which will involve a in-depth look at the participants “feelings, beliefs, ideas, thoughts and actions” (McMillan and Schumacher, 2008, p.136)

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.

A quantitative research design would be most appropriate in this scenario. The use of a random sampling and two classrooms lends itself naturally to the quantitative design and secures the validity and credibility. The sampling is larger than just one classroom so concern of influence of one specific individual is limited but the group size is manageable for the research. However, the use of statistics secures the quantitative style (McMillan and Schumacher, 2006) as the researchers use the number of referrals or lack of to be the determining factor of whether the mediation group is effective or not.

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.

Throughout this research a mixed-method design would be best. The researcher will obviously be using interviews, surveys and /or observations which are more inline with a qualitative design. Using an explanatory design, the researcher would look at the group that produced less referrals and decide what attitudes and behaviors from the mediation group participation had influence. (Mcmillan and Schumacher, 2008)

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.

This situation would also require a mixed-method approach. The use of the ZASK-R survey will give the quantitative data needed to support the research and provide credibility. Similarly as important in this study though are the qualitative aspects of the study, which are using interviews and a purposeful sampling. Using a comprehensive sampling of the forty students involved in the program uses a qualitative approach of purposeful sampling. Throughout this research a triangulation method would be followed as both qualitative and quantitative methods would be used concurrently (McMillan and Schumacher, 2008)

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