Students and Problem Solving - Coursework Example

Students and Problem Solving INTRODUCTION When starting on with a research on any problem, there are several research methodologies that can be employed in order to achieve the conclusion or the desired result. While some are accurate, others reach close to the mark. The main aim of this paper or study is to research the topic “Are master's students’ better problem solvers than undergraduates.” This will be done by identifying the various research methodologies and differentiating between the results brought forth by them. The author is also supposed to evaluate the findings and the appropriateness of each research methodology, possibly with the help of the SWOT Analysis (exploiting the strengths, weaknesses, opportunities and threats of each research methodology). In this paper, therefore, all the research methodologies the author exploit would be to reach a conclusion to this topic. The author would be employing three types of research methodologies – Ethnographic research, Questionnaire-based research and Experimental research, namely. While ethnographic research is based on extensive interviews and holistic view point, the questionnaire based research finds its basis on the direct responses of the people, in a survey-like method. Experimental research involves performing research with certain constants in order to compare and contrast via the experimental mode. With these research methodologies in place, the author will be researching on the given topic, that is, “are master's students’ better problem solvers than undergraduates?” So let us move on to the next section, that is, to the starting of the research. METHODOLOGIES INVOLVED As mentioned above, the author is employing the three research techniques to go about the process of finding the conclusion to the given topic. Before he begins with the research, first understand the three research methodologies in brief. This will facilitate your understanding of the proceedings of each research methodology and the conclusion more pertinently. 1) Ethnographic Research – According to the authors Hammersley and Atkinson (1995), ethnographic research can be described as “referring primarily to a particular method or sets of methods. In its most characteristic form it involves the ethnographer participating, overtly or covertly, in people's lives for an extended period of time, watching what happens, listening to what is said, asking questions—in fact, collecting whatever data are available to throw light on the issues that are the focus of the research.” Thus, Ethnographic research involved looking at the subject from all possible view-points, while also considering the constants or the pointers involved in the research, before reaching a conclusion. For the given topic of our research, “are master's students’ better problem solvers than undergraduates,” the author will be taking the ethnographic approach in the research, while trying to reach a conclusion. 2) Questionnaire-Based Research – Questionnaire based research methodologies are basically a type of research methodology referred to within the survey method. In reference to the definition given to us by Jacqueline P. Wiseman and Marcia S. Aron (1970), who explained about the survey method of research, questionnaire based research can be described as “collecting and analyzing social data via highly structured and detailed questionnaires (or interviews) in order to obtain information from large number of respondents presumed to be representatives of a specific population.” The author will be making use of this type of research methodology also to reach a conclusion to the given research topic in conjunction to comparing the results as well. 3) Experimental Research – This is another type of the research methodologies that involves research being conducted with fixing the research constants. By this is meant that the basic factors of the research are kept as constants and then a study is conducted in a constant environ, with a number of fixed subjects, for a fixed duration of time. While experimental research is usually used and seen upon as laboratory research, due to the intensive use in science and technological researches, experimental research is also touted as one of the most dependable study types of the sorts. However, we will move on now, leaving the debate about which type of research methodology is best for later. Let us now begin with our research, while singling out the people and subjects of study. IDENTIFYING SUBJECTS The subjects under observation, for the questionnaires or the experiments vary depending on the topic of our research. In this study, the topic of our research happens to be “are master's students’ better problem solvers than undergraduates.” For a study on this given topic, there will be a myriad of respondents or subjects that would be required. While explained here are the subjects required for the individual research methodologies in details in the subsequent paragraphs, first list out the complete list of the subjects required in all three research methodologies. Undergraduates, post graduates, professors, management pros, a few general respondents and teachers are the people who the author will be required to study in order to reach the conclusion. Now to segregate the subjects on the basis of the research methodologies, it will be noticed that all of the above mentioned subjects would find inclusion when the research is being conducted the questionnaire way. Since the questionnaire-based research is conventionally based on the responses that are taken from the respondents, it is essential to get as wide a public and as informed as possible. Post graduates and under graduates are the key people, while professors and teachers teaching them will also be able to shed a good light regarding our point of interest. Besides these, management pros, due to the need to face and solve problems, will also be able to tell in a practical manner, shedding optimal light on the given topic. When conducting the research via the ethnographic way, the author would be required to perform deep study on the behavioral aspects of the post graduates and under graduates only. Meanwhile, interviewing the professors and management pros might also add on to the research. For the experimental researches, the author will need only the post graduates and under graduates for the study. No other assistance or any other subjects would be required in order to reach a conclusion in this type of research. Once, now, that the subjects that we will be using in our study have been identified, let us move on directly to these individual research methodologies, the way the research is being conducted under them and the strengths and weaknesses of each for a more detailed idea and comparison. BEGINNING WITH THE RESEARCH As mentioned earlier, in order to find the conclusion to our research topic, the author will be employing three types of research methodologies: Ethnographic, Questionnaire-based and Experimental. Understand here the research topic once again. The research topic given is “are master's students’ better problem solvers than undergraduates?” Trying to find answers to this given topic, examining the problem solving by various students and examinees, while employing different research schemes, the author will try to find a solution to this problem. Without wasting any more time, let us launch ourselves into the research methodologies. Ethnographic Research Ethnographic research, as also explained in the earlier sections of this study, deals with the research being conducted by the researcher while observing the subject closely, by either living with him and understanding his conditions, mindset and environ or by interviewing him deeply, such that his deepest feelings or fears are exposed. As we begin adhering to the ethnological research methodology, the subject of our research has been selected – the author has selected two subjects to do our research on. While one of the subjects is a post-graduate, the other one is an under-graduate. In order to keep the constants similar, the author decided to keep the age of the subjects same. Once all was in place, it was decided that spending some time with the subjects, observing them and their ways of dealing with problems will help further on. The author spent a week each with the two subjects, observing them. The week unfolded several factors before the author. The circumstances behind both the subjects unfolded and the author was able to get a better peek view of the lives of the subjects, rationally. The post graduate was getting paid more amount as salary than the graduate, considering that the graduate was more experienced (ages are same). The post graduate was placed higher in rank than the graduate when the graduate first started working. While these were few of the factors that might influence the research results, the author also did a deeper analysis of the day to day handling of the affairs by the two subjects. Further on, just as the ethnographic research commends, the author also took some interviews with the eminent professors and teachers in the leading universities, teaching both, the graduates and the post graduates. The whole observing led to the following conclusion. The post graduates tended to be more successful in life – not just in job, but considering other factors as well, such as personal issues, political opinions and disposition. The post-graduate was more adept at solving problems, with a more informed and solution finding outlook. However, both the subjects solved the problems in their own manner, the post graduate was definitely at ease when solving, while the graduate faced some issues before coming up with a solution. Meanwhile, there were two professors too who were interviewed extensively by the author. Both the professors were of the view that when seen generally, post graduates tended to fare better than graduates did when it came to solving problems. However, there were also cases, where the IQ of the person mattered more and a graduate did better at problem solving than a post graduate. Therefore, according to the professors, though a post graduate degree did matter, it was the IQ of a person, according to them, that ultimately did the main job for the students. The argument, though, also held a view point that a study of graduation did not hone the problem solving skills amongst the youth as well as the post graduate training did. Before reaching any definitive conclusion, however, it is important to take into account the success or failure of the research methodology by employing the SWOT Analysis. Strengths – Ethnographic research methodology gives us a holistic perspective, observing and living the experience first person, while also getting the feel behind all the circumstances of the post graduate and the graduate respectively (in this case). Thus, the understanding on behalf of the observer, author here that is, is more in this case. The author can look and contemplate on the two subjects and their situations without any suspicions, understanding first hand about each. Further, while a subject might tend to manipulate information in a one time interview, since the author is spending all hours of the day with the subject, observing him completely, the manipulation by subjects becomes unlikely, while also revealing the deepest selves of the subject to the author. Weakness – While it may be good in understanding the whole scenario first hand, any bias on the part of the author might render the whole exercise meaningless. Further, the author is to interpret the whole data on his own accord, since the data received is in raw format. This might at times, lead to misinterpretation on author’s part. Meanwhile, unlike the other forms of research, it is not systematic in its approach and is dependent on the situational data (Michael Genzuk, 2003). For example, the author does not determine the conditions or pre-set determinants. He takes on the information as and when it comes. If the post graduate has to go visiting a doctor, and a graduate does not, the author cannot advocate the scheme of events. Hence, the comparisons he draws have to be on an individual basis and the comprehension of acts by the subjects independent of any pre-requisites and comparison. Opportunities – As explained before, in this research methodology, author gets first hand information, thus leading to non-manipulated and total understanding of the factors involved. The study also allows the author to rather step into the shoes of the subjects and taken on themselves how the whole situation would feel. Thus, empathy plays an important factor in trying to understand the subject’s situation. Threats – Any time during the study and research, if the author tends to get biased, the whole research may go vain. The author may decide on his own, preposterous, that post graduates fare better than graduates. This point of view may hide some of the important factors from the view altogether. For example, like mentioned earlier, the IQ of the person determined the performance. Had the author been biased, this important factor might have been overlooked, lending the whole purpose of study inept. Questionnaire-based Research Questionnaire-based research is inclusive of the research conducted on the basis of questionnaires. These questionnaires are inclusive of various systematic questions that help in enabling the researcher with reaching to a conclusion. Academically, according to Bogardus, “A questionnaire is a list of questions sent to a number of persons to answer. It secures standardized results that can be tabulated and treated statistically.” Now the whole purpose behind the questionnaires is to get dependable data from a number of respondents spread across in the area under question. The author decided to send the questionnaires within fifty respondents, varying in culture and educational backgrounds. 15 each were sent to the post graduates and graduates, while 7 professors were given the questionnaires. Further, 4 management pros and 4 teachers were selected, while 5 householders were also given the questionnaire. The questionnaire was based on some direct questions, asking the opinion of the respondents, while it also involved a small problem that the respondents were expected to solve. While the direct questions would bring about the general opinion of the masses represented by these respondents, the problem solving would help determine the real authenticity behind the result of the questionnaire. For example, respondents might all say that undergraduates are better problem solvers. However, if these people filling the questionnaires are undergraduates themselves and are not able to solve the problem inclusive, while the post graduates responding to the questionnaire favorably do better, the whole point of the study would shift. Therefore, the inclusion of the problem in the questionnaire becomes important. Pertaining to the study, the author mailed the questionnaire to 50 people; the breakdown of the same is mentioned earlier. While the questionnaire is attached with the file, the author got 76% response from the respondents. Out of the 38 responses, 13 were undergraduates, 10 were post graduates, 5 were professors, 3 teachers, 3 management pros and 2 householders. With these statistics in hand, it was realized that 38% (5/13) of the undergraduates, 70% (7/10) post graduates, 80% (4/5) professors, 66.6% (2/3) teachers, 66.6% (2/3) management pros and 50% (1/2) householders were able to successfully solve the problem mentioned within the questionnaire. Amongst all of the respondents, almost 45% agreed that post graduates were better problem solvers, while 37% were of the opinion that undergraduates were of the equal stature, 11% thought it all depended on the intelligence of the person, while the rest could not form their opinion. Hence, according to the statistics, the conclusion goes in favor of the post graduates, with the majority thinking that post graduates were better problem solvers. However, one cannot ignore the fact that almost 48% were also not in ‘direct’ favor of the phenomenon. However, since, this research is based on direct results; the conclusion above is what one has to go with. Now let us take a look at the various inhibitions and successes of this method of research with help of SWOT analysis. Strengths – From the point of view of the study conducted above, the questionnaire based research helped the author get the widest of the opinions, while any other study would have failed to achieve so. This is one of the most economical methods requiring only the mailing of the return stamped questionnaires to fifty people (also opined similarly by Arthur A. Berger, 2000). In any other research, take ethnological or experimental, for example, the cost of conducting research or living with the subjects might become overwhelming. Weaknesses – While the research methodology is, indeed, effective, there are a few weaknesses that render the questionnaire-based research inept in cases where deep or detailed research work is required. The questionnaire here only serves to provide direct opinion of the people not looking into the reasons behind them holding such opinions. As A. N. Oppenheim (2001) puts it, this kind of research involves lesser flexibility, meaning that the responses are straight and there is no further scope of dwelling in on the subject matter any more. Opportunities – While it generates huge database, it also involves less technicalities and skill on the part of the one giving out or collecting the questionnaires. The author collected the opinions of 37 respondents, while any other research methodologies would have conjured only one opinion, that of the author himself. Therefore, this research is less prone to the biased opinion. Then again, this method is less time consuming for the researcher and offers answers from more respondents from varying backgrounds (Jayant Tatke, 2007). Unlike the other research methodologies, the author did not have to spend a week with the subject or in setting up the background. Simply mailing the questionnaires did the research on his part. Threats – In this kind of research, the response may be limited, just as there is a lack of personal touch in the whole research (Jayant Tatke, 2007 and Arthur A. Berger, 2000). The author does not hold his own opinion in the research, not meeting the subjects personally or judging him. Secondly, the answers do not offer any explanation. Therefore, the research might fall short of explanations and solid reasons in the end. Experimental Research Just as James A. Schellenberg (1970) states, experimentation is “The observation of a phenomenon under controlled conditions.” The main aim of experiments is to “demonstrate that something is true,” “examine the validity of a hypothesis or a theory” or “attempts to discover new information” (Arthur A. Berger, 2000). As understood fro above, there are a few factors that need controlling for the most effective results. Some of these factors that need checking and controlling in the process of the experimentation are (Arthur A. Berger, 2000; James P. Key, 1997): Who are the subjects of study or under observation? Why were these subjects selected? How many subjects and if they will be under the experimental group or the control group What is the dependent variable and how will it be measured? What are the measurement scales on the basis of which the results will be measured? Steps to be taken in the experiment What are the threats for the experiment? Once all of the above mentioned questions are answered, one is ready for the experiment. The author decided to take into account eight subjects. Since the whole purpose of study is to analyze the problem solving ability of the post graduates and graduates, four out of the eight subjects were undergraduates, while the remaining four were post graduates. Two undergraduates and two post graduates were recent pass-outs, with ages 22 and 25 respectively. Meanwhile, the remaining two undergraduate and post graduates respectively were of the same ages, namely 27 years old. The author divided the eight participants or subjects into two groups – Group A was of the recent pass outs, with four people, two undergraduates and two post graduates. This group was further divided into – Pa (2 post graduates) and Ua (2 Undergraduates). Group B was the similarly aged people, again with two post graduates and two undergraduates. This group too was further divided into Pb (2 Post Graduates) and Ub (2 Undergraduates). While group A had only the education as the constant variable, Group B had education, age and the time set for the problem to be solved as the constants. Both the groups were under constant observation. Each group, Group A and Group B, was assigned with a separate problem. The sub-groups had to solve the problem on their own, without discussing or referring to each other in any way. The members of each group were to function separately. At the end, the results of each member of each group were assimilated and compared, helping the author reach to a conclusion. Both the groups were assigned different problems. Group A was assigned the problem of chalking out the complete strategy in case of fire in a building. Group B was assigned the problem of determining how to handle the factory staff gone on a holiday, with a deadline of a sample object waiting on by the customer. Group A submitted their reports in about three hours time, while Group B was asked to submit the reports within 1 hour. With the reports in hand, the analysis began. For Group B, it was noticed that all the members had different strategies. However, Pb and Ub, both, were able to chalk out a decent strategy plan for the managing of the factory. In case of Group A, Pa showcased a better understanding of the situation and presented with better plans than Ua. The conclusion came as follows: Post graduates are indeed better problem solvers than under-graduates. However, with the comparisons between people with similar IQ and experience, the results would show that it did not matter if the person was a post graduate or not. Analyzing the process and results of the experimental research used to reach a conclusion to our research topic, let us now analyze the whole process in general using the SWOT analysis. Strengths – One of the biggest strengths of this research is that it depends not on the responses of people, but rather their behavioral responses. For example, unlike the questionnaire based research methodology where the people simply respond to questions, here the author observes the subjects in a closely monitored environment, studying the behaviors and conditions. Secondly, all the constants and variables (time, education, and ages being the constants here) are under complete control of the researcher; hence, no distortion of any form in terms of variables can occur from an outside source unlike the case in questionnaire based or ethnological research methodologies where the author picks people at random irrespective of their ages, experience and so on. Therefore, better research can be conducted, as the whole experiment offers authentic data collection based on neutral, controlled results. Weaknesses – Experimentation is based on looking into the problems of the present and the future. It cannot be employed as a research methodology when looking at a problem of the past to be solved. For example, the author could not have experimented on the difference between post graduates and graduates in 1500 century. However, he can employ ways to collect data on the post graduates and graduates in the present century, while if allowing longer duration for research methodology, even the future interpretations can be made. Opportunities – This experiment conducted above can be redone in case of failure or can be cross checked by other sources. Secondly, since this experiment leads to the conclusion in an average, even the change of subjects will not deter the observations made during one session. Hence, when trying to reach an overall conclusion, the experiment conducted above would be best able to determine with accurate results the answer to our project theme. Threats – Since, here, it is the behavioral research that that is being discussed instead of the laboratory research; the people used as subjects might get awkward with the sense of being observed. For example, a post graduate, generally used to solving problems quickly might get nervous when being observed under this experiment, affecting the whole result. CONCLUSION From the above research work, we realize that while the three research methodologies involved reaped almost the same result, that is “post graduates are better problem solvers than undergraduates,” it was also to be noticed that all three methodologies reaped different counter-arguments and situations. While ethnological research concluded that post graduates were better than graduates, but IQ also mattered, Questionnaire based research proved that a majority of respondents went with the thought that post graduates were indeed better problem solvers than graduates. However, it should also be noted that while a majority of respondents agreed with the topic, there was another (almost) half of the respondents who were of the mind that graduates and undergraduates were equal in stature and could solve the problems equally well. Then again, experimental research proved that post graduates were better, but only when they were more experienced than under graduates. However, when the experience was kept as constant, there was no difference to be found. Therefore, we can successfully cite that “undergraduates are as good as postgraduates, if we compare them in accordance of similar experience and ages.” However, if we are looking at the post graduate and a graduate, in general as fresh pass-outs, a post graduate will always have the tendency to perform better at solving problems than the undergraduate. REFERENCES: 1) A. N. Oppenheim (2001). Questionnaire Design, Interviewing and Attitude Measurement.: Continuum International Publishing Group.. 2) Arthur A. Berger (2000). Media and Communication Research Methods: An Introduction to Qualitative and Quantitative Approaches.: SAGE.. 3) Braingle ‘Shoes Galore’ Brain Teaser. Extracted from: http://www.braingle.com/brainteasers/teaser.php?op=2;id=38410;comm=0 4) Colorado State University (1993-2000). Overview: Experimental and Quasi-Experimental Research. Extracted from: http://writing.colostate.edu/guides/research/experiment/ 5) G. David Garson (2006). Ethnographic Research. Extracted from: http://faculty.chass.ncsu.edu/garson/PA765/ethno.htm 6) James P. Key (1997). Experimental Research and Design. Module 13 from Research Design in Occupational Education. Extracted from: http://www.okstate.edu/ag/agedcm4h/academic/aged5980a/5980/newpage2.htm. 7) James A. Schellenberg (1970). An Introduction to Social Psychology. New York: Random House. 8) Jayant Tatke (2007). Research Methodology. Pune: Symbiosis Centre for Distance Learning. 9) John T. E. Richardson (2005). Methodological Issues in Questionnaire-Based Research on Student Learning in Higher Education: Springer Netherlands. Journal. 10) K. Srinagesh (2005). The Principles of Experimental Research: Butterworth-Heinemann. 11) Martyn Hammersley, Paul Atkinson (1995). Ethnography: Principles in Practice: Routledge. 12) Michael Genzuk (1999). A Synthesis of Ethnographic Research. Los Angeles: Center for Multilingual, Multicultural Research University of Southern California. Occasional Papers Series. Extracted from: http://www-rcf.usc.edu/~genzuk/Ethnographic_Research.html 13) North Central Regional Educational Laboratory. Ethnographic Research. Extracted from: http://www.ncrel.org/sdrs/areas/issues/educatrs/profdevl/pd5lk2.htm 14) 4 Types of Research Methods. Extracted from: http://www6.svsu.edu/~sherlock/Module1/Methods/index.html Read More