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.
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Lori,
ReplyDeleteI also posted this comment in Andrew's blog, but I think it is interesting how we each read the same scenarios and come up with slightly different takes on which research would be best. This has been enlightening for me!
I think you make some good points in your posting. I, too, looked closely at the triangulation method, actually thinking that it might fit for scenario 3. I can see how it could apply to scenario 4, as it does seem that the researchers are trying to tie the quantitative data to the qualitative interviews. It is an interesting thought.
~Stephanie
Hi Lori,
ReplyDeleteMy problem is that I detest peer mediation! Consequently, I was unable to see the forest. The fact that we each come away with a slightly different perspective on some of the scenarios is in keeping with what we've learned.
It has been great fun working with you during this course, and I hope we have the opportunity again.
Allan
Lori,
ReplyDeleteI enjoyed reading your analysis of the four scenarios and appreciated your insight into scenario 4. I had note thought of it being a triangulation method, to me it was 3 seperate analysis being done, a pre-test, interviews in the middle and a post-test, I did not envision them as being simulataneous. Thank you for opening my eyes.
I also must admit the thought of conducting research in peer mediation did not thrill me, I am not sure it is a valuable tool for classroom management. Oh no perhaps I should read some research reports about this topic to make a more educated decision. It is amazin how learning about one topic causes you to develop questions about other topics.
I agree with both of you guys that my own feelings on peer mediation affected my thoughts about the scenarios. AGAIN here it is screaming at me ... my reason for not liking or really valuing research, very innocently peoples feelings and biases are reflected and affecting our outcomes. Successful researchers really have to put themselves in a bubble to avoid these influences!
ReplyDeleteAs per the triangulation, I just saw those intertwining so I thought that was the best! I have learned a lot throughout this course but also learned I am not an expert on any of this! I am finding that I agree with almost everyone's analysis of the scenarios!
What I have enjoyed about this process is that I am continuing to learn to listen to others viewpoints and remain open to others suggestions. I do not know if it is an age thing or an education thing but several years ago, I would not have been as open to different viewpoints because of course MINE WAS ALWAYS RIGHT!!! As I said, not sure if age, education or experience, perhaps maybe a little bit of each has shown me many people can be correct even when they are all looking at things completely differently!
LORI POWERS
Lori,
ReplyDeleteI agree with your introductory paragraph. I feel that unless you are an expert it is difficult to determine exactly which method to use. In our introductory class(Introduction to Educational Research) it seems like several research methods will work with each scenario. I think that we just brushed the surface. With individual learning I think it was difficult to get an full understanding beyond the broad quantitative, qualitative, and mixed methods.
-Tricia