The Effects of Perceptions of Relationships Between Student and Teacher - Dissertation Example

?Chapter 4 Research Design 4 Introduction In adopting mixed methodology in order to secure both the primary and secondary data for the research, the study has been able to capitalize on the strength of both quantitative research and qualitative research (Brewer and Hunter, 1989; Morse 2003). This establishes a dialogical framework wherein the difference between the two paradigms becomes an opening for new insights and understanding of the issue as it is raised in the research. As such, this situation affords the researcher a more holistic and integrated picture of the phenomenon being observed. Thus, it creates a chance for a more rounded understanding of the issues of the research (Bazeley, 1999). In this chapter, focus on the research design of the research will be undertaken. This is crucial for the research on the premise that it acts as the logic of the inquiry (Yin, 1989). In effect, research design ensures that the collected evidences will answer the issues and questions of the study and that the entire research enterprise is not just a mere collection of evidences but it is a purposive endeavor, addressing both the dominant paradigm and alternative views of the phenomenon understudy. In the following sections of this chapter, the research design adopted in this study will be explained. Likewise, the rationale behind the research design, data, and the analysis used in the research will be given. In addition, details of the research design will also be provided. As such, an explanation and justification of the research design utilized in the study is made clear. 4.2. Research Design This figure shows the structure and flow of the research design used in the conduct of the study. Research aims, objectives, and questions are developed from the literature review. The literature review gives the current trends, debates, discourses, and analysis of the experts on the field. At the same time, it provides the conceptual analysis that is necessary in order to clarify concepts in the research questions that contribute to the ambiguousness or vagueness of some of the concepts used in the study. Moreover, in the literature review, documentary analysis will already be undertaken. Documentary analysis is not just mere collection of written materials (Scott 2006) relevant to the topic students’ perception of their relationship with their teacher. Conversely, documentary analysis pertains to the elucidation of the issues of the research using scholarly written materials relevant to the topic of the study (Ahmed 2010). In this regard, the literature review serves as the guide in the stipulation and creation of the research aims, objectives, and questions, and at the same time, it acts as one of the evidences highlighting critical concepts and thematic links connecting the insights and understandings of the issues of the research. Correspondingly, the research aims, objectives, and questions serve as the signpost of the research design. This is because the research design is the logic of the inquiry (Yin 1989). Thus, there is a direct link between research design and research objectives, aims and questions. Moreover, as the question primarily deals with students’ perception of their relationship with their teachers, it points to the supposition that the unit of analysis involved in the study is individual students. Furthermore, the research is both exploratory and explanatory (Creswell 2006). Exploratory because it seeks to understand the phenomenon pertaining to students perception of their relationship with their teachers by the addressing the question why are students’ perception as such. At the same time, it is also explanatory since it also seeks to answer the question how come they have that perception. In this regard, there are four elements covered by the primary question of the research and these are academic performance, schoolwork, future careers, and personal self-worth of the student. This is where the research is innovative. This is maintained on the supposition that (1) the study covers the perception of the students. Normally, what is being studied in the dyad between the teacher and the student in the teacher-student relationship is the teacher’s perception (DiPerna and Elliot 2000; Gresham and Elliot, 1990; Pianta 1992). However, in this study, it is the students’ perception that is examined. (2) The study involves young adolescents. There is minimal literature examining the young adolescent perception of their relationship with their teachers and its impact on their academic performance, schoolwork, future careers, and self-worth. Finally, (3) this study is novel as it seeks to apprehend student-teacher relationship from the perspective of the students themselves. This upholds the child-centered learning that is espoused in 21st century education. Upon ascertaining, the essential elements that need further clarification, mixed-method has been identified as the methodology that will be used in answering the questions of the research. Furthermore, it has been determined that documentary analysis, survey questionnaire, and focus group interview will be the techniques or methods that will be used in the collection of the data. Upon the collection of both the primary and secondary data, analysis of the data will be performed. For the survey questionnaire, correlation analysis will be performed while for the documentary analysis and focus group interview thematic analysis will be adopted. After the analysis of the data, the conclusion will be presented. In this regard, the research design presents the logic of the inquiry and the flow and conduct of the research. 4.3. Materials The research study combines qualitative and quantitative research. There is one written instrument used in the study. The survey used Teacher Perception Inventory and it is patterned after Mboya (1995). The themes are reworded by the researcher in order suit the needs of this study. Six themes/subscales are given emphasis in the Teacher Perception Inventory and these are (a) relationship with the teacher; (b) opinion of teacher; (c) support, interest, and encouragement; (d) teacher’s behavior; (e) teacher’s challenge; and (f) teacher’s expectations. As all of these themes are purview from the perspective of the student, the answers of the student to the survey give voice the context and perspective of the students. Relationship with the teacher. This theme covers perception pertinent to respect, importance, recognition of the humanity of the student, and teacher’s appreciation of the students. On the other hand, opinion of teacher pertains to the knowledge of the teacher on the subject matter and on how the student wants the teacher to view him/her as his student, while, support, interest, and encouragement refer on how the teacher directly influences the self-esteem of the student. This subclass pertains to actual actions carried out by the teacher manifesting his/her support, interest, and encouragement to the student. The statements are actual instances and not abstracted scenarios. Teacher’s behavior relates with the manner in which the teacher motivates/de-motivates the students regarding their school work. However, at the same time, the statements also reflect the perception of the student’s own behavior towards schoolwork. In the same regard, teacher’s challenge presents how the teacher inspires students in their studies. This is a very important facet of the survey as this subclass opens the supposition that teachers are not just leading the students to learning, but they themselves serve act as mentors of the students in their quest for knowledge. Finally, the last theme is teacher’s expectations. In this subclass, all the statements cover the notion that teachers expect their students to do well in class. In fact, these subscales cover the fundamental concerns of the students in lieu of teacher-student relationship. The entire questionnaire is made up of 105 close item statements in five rating points (strongly agree, agree, undecided, disagree, and strongly disagree. The Likert Scale was used because of it offers high reliability, it is straightforward and easy to quantify and analyze, it is less costly, and it requires minimal amount of time for collection and analysis (Mackey and Gass, 2005). In addition, Likert scale is designed to measure behaviors and opinions (Bowling 1997; Burns and Grove, 1997) and as such fits the aims of this research. 4.4. Procedure This section deals with the approach used by the researcher in securing and administering the survey questionnaire and in conducting the interview. For the survey questionnaire, the researcher contacted the high school Administration requesting them for the possibility of conducting the research in the school. A meeting was held with the School Administrators. In the meeting, the researcher presented the necessary information like purpose of the research, its aims and objectives, benefits that can be gained from the study and other similar data that would help them decide on the request. It was only after the request was granted that the planning and actual survey was conducted. The survey questionnaire was randomly distributed to students of assigned class. The decision to randomly distribute the survey was based on the supposition that randomize assignment strengthens the internal validity of the survey. This means that it strongly establishes the causal connection between the events that are being observed, and in this case, students’ perception of their relationship with their teacher. Before the students answered the survey, they were informed of what the survey was all about. Information critical for their consent to participate in the survey were provided. This was done in respect for their personhood and autonomy (Howe 2004). The researcher holds and believes that at all point of the research wherein actual encounters with the participants were made, utmost respect for their personhood, dignity, and autonomy must be observed. This position is of critical significance in the conduct of the study because (1) the participants deserve it as no human being must be treated as a means, but that they should always be treated as an end (Ward 2006). (2) Their participation is deemed as crucial for the success of the research. Finally, (3) by following the ethical standards in dealing with human subjects, the validity of the gathered data are strengthened (Yin 1989). Likewise, before answering the survey, clarifications of the questions were embarked. In the actual administration of the survey, the students were given fifty (50) minutes to answer the survey. Fifty minutes was given because the research presupposed that there was a need for the students to take their time in answering the survey. Likewise, the students were asked to answer two survey forms. The first survey covered their perception regarding the teacher that they wanted to establish a more solid relationship as the teacher is deemed more capable and effective by the students. On the other hand, the second survey pertained to the teacher that the students considered as the most ineffectual in establishing positive student-teacher relationship. The researcher recognized the subjectivity of the position of the participants, and for this reason, the survey was conducted. This was used to minimize the impact of the subjectivity. The researcher believes that there is no need to eliminate the subjective opinions and suppositions of the students. This is simply impossible on the premise that people are always affected by the experiences and conditioning that they have received (Kuhn 1990). Nobody is free from this influence, and as such, the aim of the researcher is simply to minimize the impact of the subjective positions of the participants. All the questionnaires were anonymous. The survey forms were collected at the end of the class and all were accounted. None of the student denies participation and their responses were all kept confidential, as such, protecting the integrity of both the participants and the survey. For the focus group discussion, the set of questions that the researcher prepared served only as a guide to the discussion. What was integral was the free and in-depth exchange of opinion and perspectives of the students. Before the conduct of the interview, the researcher saw to it that the consent form was properly signed. The participants and their parents consented in their participation to the focus group discussion. No student was forced to join the group discussion. During the actual group discussion, the researcher saw to it that the ambiance of the discussion was none threatening and that the whole group was a group of peers or equals who were trying to clarify the issue. The researcher was the one who conducted the group interview. The primary role of the researcher was to let the free flow of ideas to happen and to guide the discussion to the questions. No imposition of ideas was done. The discussion lasted for 1 hour and 15 minutes and it was recorded. It was transcribed verbatim and the participants were given copies of the transcripts. This was necessary, since, member checking is considered as one of the viable options in securing the validity of the discussion. In effect, the procedures adopted in the questionnaire administration and the group discussion emphasized not only the sharing of ideas and narratives, but it also highlighted respect as it was shown to all the participants at all times. 4.5. Participants The survey conducted among the participating students was about their academic achievement, attitudes toward schoolwork, personal self-worth, and future education and career plans vis-a-vis their perception of the relationship that they have with their teacher. One hunderd survey forms were disseminated. The questionnaires were distributed to high school students. Fifty survey questionnaires were given to female students while the other 50 questionnaires were given to male students. The age range of the students were between 15 -17. The age of the participants was a crucial criterion for participation since; the research deals with the issue of adolescent students’ perception regarding the impact of teacher relationship to some aspects of their learning. On the other hand, the participants for the focus group discussion were taken from the survey questionnaire participants. At the end of each questionnaire was an invitation for the participant if they wanted to join the focus group discussion. If they wanted to join, a consent form was given to both the student and his/her parents. If the consent form was not properly signed, the student was not invited to join the focus group discussion. It was one of the elements that must be fulfilled by the students to be able to join the in-depth focus group discussion. Since, properly executed consent form was of critical importance in the focus group discussion. The other two elements were schedule and the willingness of the student to participate in the focus group. The participants were all students between the age of 15 -17. The focus group discussion was meant to provide a more in-depth perspective on the survey. The students chose the most effective and the least ineffectual teachers. They were not named in order to protect their identity and autonomy, although gender and the ethnic group were the teacher belongs was identified. In terms of ethnicity of the teachers, the study was limited only to Male-Female Caucasians and Male-Female African- Americans. This was considered as limitation of the study as Hispanic and Asian teachers were not represented. It would have enriched the research more if Hispanic and Asian teachers were included. In the entire discussion, no names of the teachers were used. What were centered on the focus group discussion were the perspectives of the students concerning teacher–student relationship. As noted, the primary consideration in the selection of participants was age. Since, the focus of the entire research was adolescent students, so the researcher categorically limited the age range between 15 -17. The decision to use this range was based on the following assumptions (1) young people between the age of 15 -17, although still considered as minor, are already capable of identifying what they deem is best for them. They can already articulate what they think and feel is appropriate for their growth and well-being (Jacobs and Klaczynski 2005). (2) The entire dissertation aims to understand adolescent perception regarding student-teacher relationship and its impact on their academic performance, school work, future careers, and personal self-worth. At this age range, they are already beginning to look into future possibilities and careers, while at the same time, deciding which is the most appropriate action that they have to take now to ensure their learning both for now and in the future (Nakula and Toshalis 2006). Finally, (3) the age range is based on the observation of the researcher that students in this age range are more open in articulating their views and perception regarding student teacher relationship. Another important demographic variable was gender. The researcher attempted to get a balance in gender representation. As such, there was a conscious effort to give half of the questionnaire to female students and the other half to male students. In the same way, during the focus group discussion, there was an attempt to balance the gender distribution. However, only four male students were willing to join the in-depth focus group discussion. 4.6. Settings The research was conducted in High School Institutions where the researcher is connected and at the same time, other schools were also targeted by the researcher. As mentioned earlier, the researcher contacted the School Administrators before the conduct of the research. In meeting with them, the researcher informed them of the significant details regarding the study. This was a crucial step, as necessary information is deemed essential in helping the School Administrators decide on the request of the researcher. Regarding the schools targeted by the researcher, the primary considerations were the population of the school and its proximity to the schools where the researcher is connected. In terms of the population, the researcher believed that a large High School Institution is more appropriate for the study because of the large number of anticipated participants for the survey questionnaire aspect of the study. On the other hand, the researcher also considered the proximity of the school. Since, the entire collection of the primary data covers a period of two months, the researcher believed that it would be better if the schools were in close proximity so that in case there are events or situations that require immediate response, the researcher can easily go to the School and address the issue. These considerations were influential in deciding which High School institutions will be targeted for the research. 4.7. Analysis As the research adopted the mixed methodology, the analyses used in the study were twofold. First is correlation for the quantitative data and the second is thematic analysis for both the documentary research and in-depth interview. It was necessary to adopt two different approaches in the analysis since the primary data gathered required two dissimilar methods for its examination. For the questionnaire, the researcher used correlation analysis. Correlation analysis is the simplest way to find the relationship between two plots. There is caution in using correlation because it does not establish direct causal relationship, but it informs the researcher of the positive or negative relationship between the factors identified (Richardson 2011). In this case, by looking into the students’ perception vis-a-vis the six themes, then an informed correlation may be established. A positive coefficient predicts a positive relation whereas a negative coefficient predicts a negative relation. At the same time a ‘0’ coefficient means there is no existing relation between the two variables. The researcher holds that this is the appropriate way to analyze the survey because it points to the possibility of correlation between the variables. This is important as the question of the research is already working on the supposition that students’ perception of teacher–student relationship has an impact on their personhood. However, what is not ascertained is the degree and kind of impact or influence that it has and as such, correlational analysis will directly answer the question, ‘does it have a positive, or negative, or no existing relation at all’. For the documentary research and the qualitative research, a thematic analysis was performed. Under thematic analysis, themes are identified from the collected data after subjecting the data to a rigorous analysis (Braun and Clarke 2006). This approach involves 4 steps and these are collection of data, data reduction, analysis, and drawing of conclusion. In the collection of the data, for the literature review, the researcher used exclusion and inclusion criteria in order to limit the written materials to be used (Ahmed 2010). For the inclusion criteria, the researcher included articles, books, and white papers dealing with adolescent, teacher-student relationship, impact, learning, education, and personal development. On the other hand, in the exclusion criteria, opinions were excluded in the search in order to minimize the subjectivity of the data. In the data reduction, both in the literature review and the focus group discussion, the articles and transcripts were studied and re-read several times. It was considered as a continuous undertaking in order to be able to observe the patterns, the ideas, insights, and understanding that may be couched in the words used (Miles and Huberman 1994). At this point, coding is already performed. This will help the researcher in identifying possible themes and insights. The codes are simple words that helped the researcher in noting similarities, alternative explanations, and other important notions. In addition, initial theme identification is already performed at this phase. As such, in this stage, numerous activities are being performed. All of which serve to guide the researcher in coming up with the possible themes that can be drawn from the gathered data. Then, data analysis involving the refining, defining, naming, and reviewing of the themes that are identified are carried out. This, again, is continuous process that is performed by the researcher. In effect, a continuous sifting of the themes is being done so that the theme that addresses the issue or offers an alternative interpretation of the phenomenon being observed will be properly sited and provided. At this stage, separation and combination of themes are made. Following Patton (1990), the internal homogeneity and external heterogeneity are the dual considerations used. It means that themes should cohere together while at the same time the distinctions that are inherent among them are maintained. In effect, in the analysis, the thematic mapping should lead to answering the questions of the research. The inherent difficulty in this entire process is stopping (Braun and Clarke 2006). In fact, it has been ascertained that the moment that there is coherence in the themes and an accurate representation of the phenomenon is deemed to have been attained, then, the researcher has to stop (Braun and Clarke 2006). Since, there is a danger that the researcher will not stop doing the coding, memoing, theme identification, refinement, review, and naming. As advice, ‘stop’ when thematic mapping is already done (Braun and Clarke 2006). For this research, sample of the data reduction and data analysis are to be found at the appendix of the research. In gist, the researcher looked for coherence and accurate presentation in all the themes identified. These principles together with the research aims, objectives, and questions serve as the boundaries in the thematic analysis done in the literature review and transcripts of the interview. In a sense, the techniques used in the analysis of the gathered data are intended to (1) highlight the significance of the issue raised in this research. (2) It also seeks to provide support for existing theories and explanations for the phenomenon being observed. Finally, (3) it intends to establish or determine possible alternative views and perspective on the questions of the study. As such, it can be asserted that the techniques use in the analysis of the data corresponds with the issues and questions of the study. Summary In this chapter, an in-depth discussion of the research design was done. As the research design served as the logic of the inquiry and the framework that guided the conduct of the study, it was essential that an articulation, explanation, and justification of the design, data gathered, and analysis adopted be provided. In this regard, the chapter showed that the flow of the design manifested a fit among the research aims, objectives, and questions with the research design. This was critical since the research design acted as the frame as to what kind of evidences where necessary in order to address the questions of the research. Likewise, in the chapter, details pertinent to the materials used for the collection of data, the procedure use in the dissemination of the materials fort the collection of the data, the setting or context where the research was conducted, the selection of the participants, and the several steps that were adopted in the analysis were all discussed in this chapter. This discussion sheds light not only on the processes that were adopted by the researcher in the conduct of the research, but it also provide the rationale and justification behind the choice of research design that was used in the study. In the end, the primary ethos that guided the design of the research design was securing the appropriate evidences that enabled the researcher to answer the questions of the study. In the following chapter, the results of the gathered data will be presented. References Ahmed, J.U. Documentary Research Method: New Dimensions. Indus Journal of Management & Social Sciences, 4.1(2010):1-14. Bazeley, P. (2006). The contribution of computer software to integrating qualitative and quantitative data analyses.Research in the Schools, 13(1), 64-74. Bowling, A. (1997). Research Methods in Health. Open University Press, Buckingham. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3 (2), pp. 77-101. Brewer, J., & Hunter, A. (2006). A. Foundations of Multimethod Research: Synthesizing styles. CA: Sage. Burns, N. & Grove, S.K (1997). The Practice of Nursing Research Conduct, Critique, & Utilization. Philadelphia: W.B. Saunders and Co. 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