The Educational Research Framework - Case Study Example

The Educational Research Framework Part A Chandra, V. And Fisher, D. L. (2009). Students’ perceptions of a blended web-based learning environment. Learning Environ Res, 12, 31–44. Chandler and Fisher (2009) present the effectiveness of a teacher-designed website, Getsmart, adapted to science and physics lessons from the perspective of students (p. 31). It employs a post-positivist paradigm, which is objectivist in nature. Mixed methodology was used that allows for both qualitative and quantitative analyses. Methodology The main objective of the study is “to assess the effectiveness of an innovative website as a teaching model in a blended learning environment by using the WEBLEI in addition to qualitative methods” (p. 36). In meeting this objective, the authors used mixed methodology that enabled them to acquire both quantitative and qualitative data in a post-positivist paradigm, which is objectivist in nature (Greene, 2007, p. 33; O’Connor and Netting, 2010, p. 78). Post-positivism exhibits the original positivist thought that “the social world exists independent of our knowledge of it” (Greene, 2007, p. 33). However, it veers away from traditional positivism in that it more fully recognizes that human beings and the methods they create are prone to imperfections and fallibilities (p. 33). In this sense, studies created in a post-positivist paradigm are subjected to peer reviews and other tests of validity through time (pp. 33-34). These are done in order to maintain objectivity in the presentation of data collection, analyses and results. Because of the objectivist nature of employing a post-positivist paradigm, studies working under this approach use methods that were designed to specifically achieve the most objective of results. Hence, “post-positivist methods grow ever more sophisticated with each advance in knowledge and technology” (p. 34). Due to the fact that the study involves an evaluation of students’ perceptions of a blended web-based learning environment, which in itself is a technological advancement in learning, it is only appropriate that the post-positivist paradigm be used. To be more specific, Chandra and Fisher (2009) used a quantitative instrument, WEBLEI, which was specifically “designed to capture students’ perceptions of a web-based learning environment,” through the use of four scales: Access, Interaction, Response and Results (p. 36; Chang and Fisher, 1999, p. 2). The WEBLEI (Web-Based Learning Environment Inventory) was modified in order to fit the blended web-based learning environment and all four scales used the Likert scale of measurement. It was followed by an open-ended questionnaire and a follow-up email to gather more meaningful qualitative data. Research Methods The study used a mixed methodology that incorporates the acquisition of both quantitative and qualitative data. The WEBLEI in itself is a closed questionnaire wherein it “limit[s] the respondent to the set of alternatives being offered” (Reja et al., 2003, p. 162). In this case, the answers are limited to the Likert scale of 1 (Strongly Disagree), 2 (Disagree), 3 (Neither Agree nor Disagree), 4 (Agree) and 5 (Strongly Agree) (Chandra and Fisher, 2009, p. 37). After each phase of using the modified WEBLEI, which corresponds to the four scales, the students were immediately given a set of questions that pertain to their experience (p. 36). WEBLEI data were coded and scored using the aforementioned scaling system (p. 37). Statistical Package for the Social Sciences (SPSS) and Microsoft Excel were used to calculate, analyze and present the quantitative data gathered (p. 37). One of the strengths of employing the closed questionnaire in WEBLAI and coupling it with highly quantitative instruments of computation, such as SPSS, is being able to gather data that can be numerically entered and computed using a quantitative instrument—which is advantageous for post-positivist paradigms. Another advantage of employing this research method is that it gathers and computes for very specific results (Colorado State University, 2010). In this case, each phase of the experience of the blended web-based learning environment is surveyed in a more particular manner, which allows for the study to present accurate results. However, applying this kind of method also has its limitations. For one, the answers are limited in such a way that they can be leading and/or misleading (Reja et al., 2003, p. 161). The items and answers are very limited that further exploration of each item is impossible, which restricts the examination of an experience or perception (p. 161). \ The limitations of the closed questionnaire are compensated by the open-ended questionnaire that follows the WEBLAI. The students were asked to write down their opinions. Microsoft Access database was used to record the data and qualitative coding, which groups the answers into meaningful categories, was used for data analysis (Chandra and Fisher, 2009, p. 37). This research method increases the validity and reliability of the study as it compensates for the probability of the data being laced with bias by obtaining the students’ spontaneous and untainted opinions (Reja et al., 2003, p. 161). Furthermore, “open-ended questions can be used to explore deviant responses to the close-ended questions” (p. 162). However, a disadvantage to using this method may lie in the coding process as the categorization of the data relies on the researcher’s discretion and difficult decisions need to be made regarding conflicting answers. Moloney, J. (2009, June). Engaging in action research: a personal and professional journey towards an inquiry into teacher morale in a senior secondary college. Educational Action Research, 17(2), 181-195. Moloney (2009) describes in detail her personal and professional journey in an effort to explore and shed some light as to how a study-group format can improve teacher morale. The article is written in the first person point of view, as is characteristic of an action research methodology that is subjective in nature. The study revolves around a critical theory paradigm that aims to dissect “institutional structures and arrangements that produce oppressive ideologies and social inequalities;” in this case, the traditional formal meetings for teachers (Voce, 2004, p. 2). The study is still “a work in progress” so only preliminary results are included (Moloney, 2009, p. 190). Research Methodology Practical philosophy has been replaced by action research in the exploration of cultural and societal experiences that create norms that may lead to perceptions of inequality (Carr, 2006, p. 432). Because action research involves actively collaborating with participants and/or team members to seek out solutions to existing problems, it is the most appropriate methodology for this study as it explores teacher morale in a senior secondary college. Written from a subjective point of view, as how an action research should be written due to its reflective nature, the researcher employed inductive reasoning in that it derived a general conclusion from the sum of his experiences. This methodology, which is inherently subjective, was used in order for the researcher to immerse herself in the problem in order to better understand it and derive a solution based on the proposed action plan, which is whether or not a study-group format, instead of a formal meeting arrangement, will increase teacher morale (O’Connor and Netting, 2010, p. 55). Research Methods Because action research as a methodology does not involve a set of research methods, but instead relies on the process of planning, acting, observing and reflecting, it is much like a mixed methodology but very much subjective in nature (O'Brien, 2001). Hence, observation is a key method that is used for this paradigm as the researcher records pertinent information that will serve as building blocks in constructing reality (O’Connor and Netting, 2010, p. 55). Observation notes were collected, recorded and analysed through a method consistent with previous investigations done on study groups (Moloney, 2009, p. 190). Credibility, reliability and validity were measured through qualitative procedures, such as triangulation of data. Although the observation method perfectly fits into the methodology in that it is ideal for gathering data for studying real life situations, it is limited by ethical considerations—such as the question of the transparency and visibility of the direction of the study—that plague a subjective method (O'Brien, 2001). In order to balance the limitations of the observational method, Moloney also employed the open-ended questionnaire, which was geared towards eliciting reflective answers from the participants. The questionnaire was given on a voluntary basis, limiting the number of the respondents, as well as the data gathered. As stated earlier, the strength of using this method is being able to get spontaneous and untainted—meaning not stained by leading questions—answers from the respondents. On the other hand, coding the data into meaningful categories may limit the interpretation and reliability of the results. A Comparison of the Two Papers The two papers discussed here are on opposite ends when it comes to both the nature of the studies and the methodologies used. While Chandra and Fisher (2009)’s study is objectivist, Moloney’s (2009) was subjective. Although totally different studies, both were able to show how their methodologies fit their aims and objectives. Because Moloney’s study is still incomplete, it cannot yet be stated if she was able to fully answer the research questions she proposed. However, the preliminary results were positive in that the study even made way for expansion. This increased my confidence in the research conducted. Furthermore, although I did not believe in the study as much in the beginning as in the end due to the very subjective nature of the methodology, the fact that Moloney was able to incorporate quantitative measures into a very personal research paradigm gave the study more credibility and validity. Towards the end, I even felt that Moloney undermined the ramifications of her study in making disclaimers that show her fear of the limitations of the study. This fear magnified the limitations, instead of addressing them, which the wide range of research methods used should have. In this case, the multitudinous research methods were used to validate the very subjective nature of the study, which from the beginning was told like a narrative reflection. The various methods lend validity and reliability to the study. Chandra and Fisher’s study, on the other hand, show results that more than adequately answered the research questions. Because the data and results were presented in a quantitative manner which was explained thoroughly, I saw myself being convinced of the study’s results. The explanation and discussion of the results made me understand the computations presented in the study. However, the wording of the conclusion does not show certainty; and so I was convinced in the fact that the probability that the results apply in real life is high, instead of being convinced that the results can truly and practically be applied in real life. While reading both studies, what struck me as a weakness was that I do not believe that I could replicate the study due to the fact that I found the description and explanation of the methodologies used to be lacking. For instance, in the case of Chandra and Fisher’s study, it was unclear whether the emails contained follow-up questions or whether they were the same as the open-ended questionnaire that was given to the participants after the WEBLAI. In Moloney’s case, on the other hand, I think that she was not able to completely and clearly explain the methods and the chronology they were executed because she used so many methods and scales. As a recommendation, I suggest for these authors to make their description and explanation of their methodologies to be clearer in order for the readers, especially those unaccustomed to methodological terms, to better understand what their study is all about and how they arrived at the results. Part B The Future Role of Technology in Secondary Science Education in Saudi Arabia Research Problem The education system in Saudi Arabia is just beginning to catch up to the 20th and 21st centuries. Where compulsory education has become public and accessible to all children in the United States as early as the year 1900, in Saudi Arabia, “it was not until 1951 that an extensive program of publicly funded secondary schools was initiated” (Metz, 1992, p. 132). Although education has been encouraged and propagated since the late 18th century, its primary goal was to educate children in the ways of Islam (p. 131). Religious studies have since then dominated education in Saudi Arabia, especially primary and intermediate education (p. 133). Until now, although units devoted to studying Islam has been decreased in secondary education and subjects have become more focused on the sciences, practical studies, technology, the arts and medicine, religious studies have certainly not dwindled—as evidenced by the increasing number of higher institutions for Islamic studies (p. 136). Because of the intense focus on Islamic studies that tended to neglect other subjects and the disregard for educating women, the literacy rate of Saudi Arabia is comparatively low, making it dependent on foreign workers for skilled and technical jobs (Cordesman, 2003, pp. 21-22; Metz, 1999, p. 134). Although spending on education throughout the decades have increased tremendously, statistics still show low literacy rates, high unemployment rates, and a high percentage of foreign workers in the labour force (Cordesman, 2003, p. 22). This is set to change, with the reign of King Abdullah bin Abdul Aziz spending billions on developing “a knowledge-based society” that is built on “research and fact-based learning” (Murphy, 2010). In order to accomplish this, technology will need to be introduced and given more attention in primary, intermediate and secondary education levels. Most important of all, secondary education needs to implement a more technology-friendly classroom, as opposed to the traditional way of teaching that is still being employed today. For instance, using the internet in classrooms can lead to many benefits for both the students and teachers because it revolutionizes education in all levels and offers increased interaction and effectiveness in learning (Al-Sadan, 2000). More importantly, science education can be better facilitated through the use of hi-tech laboratory equipment. Hence, technology should have a greater role in secondary education in Saudi Arabia, especially with King Abdullah’s promise of a more innovative and technologically savvy society. Research Questions 1. How do secondary science teachers and students in Saudi Arabia perceive the usefulness of technology in learning science? 2. What technology do teachers and students think would be most useful to add to the teaching of science in Saudi Arabia? Methodology The goal of this study is to improve secondary science education in Saudi Arabia through the use of technology in the classroom. This type of pedagogical study is constructivist in nature in that it is “a way of thinking about knowing, a referent for building models for learning, teaching, and curriculum” (Tobin, 1993, p. xv). Because it is proposed in this paper that technology can enhance science learning and because the concept of learning is both grounded in individual and social constructs, a mixed methodology that integrates different methods that compliment the objective of the study will be used (Tobin and Tippins, 1993, p. 6; Moon, 2004, p. 3). To answer the first and second questions, a phenomenological type of research that examines the experience—as it relates to perception—of teachers and students of the use of technology in learning science both in and out of the classroom is required. This is because the research questions “emphasise the importance of personal perspective and interpretation” (Lester, 1999, p. 1). For this part, I will use the method of intensive interview, wherein I will handpick at least five teachers and 10 students to personally ask questions that have been prepared beforehand. For this type of qualitative method, it is unavoidable for follow-up questions to be added to the set of interview questions, depending on the course and direction of the interview. The follow-up questions will serve to clarify the interviewees’ answers in order to obtain more accurate data. Because the second question, although subjective in nature in that it asks for the participants’ opinion on what technology they think should be incorporated into the classroom, asks a “what” question, a quantitative survey will be created for teachers and students to answer. The target population for the survey is at least ten teachers and 50 students. The survey will use a Likert scale. I will create a list of technologies that can be used in the classroom and identify how it can be specifically used to study science. The participants will then indicate whether they strongly agree, agree, neither, disagree, and strongly disagree (Page-Bucci, 2003). This is appropriate for answering the second question as the participants “will not be assessing the factual accuracy of each item, but will be responding to the feelings which the statement triggers in them” (Dyer, 1995 as cited in Page-Bucci, 2003). Page-Bucci (2003) further states that “the number of choices on the scale should be evenly balanced to retain a continuum of positive and negative statements with which the respondent is likely to agree or disagree although the actual number of choices can be increased.” I will employ this principle in order to reduce bias and to ensure that those who answer “agree” all the time will be easily noticeable and tagged as invalid. The data collected and the computed results will then be compared and applied to a review of existing literature about the topic. Recommendations will also be based on an integration of the review of related literature and the results. Strengths The Likert scale is simple to create and easy for the respondents to read and answer (Page-Bucci, 2003). The Likert Scale has been proven to be reliable when measuring respondents’ feelings and ascertaining opinions (Page-Bucci, 2003). Intensive interviews provide a more in-depth look at the problem. A mixed methodology allows for the research methods to be designed specifically for each of the research questions, as opposed to just using one method and making it fit into the entire study. Quantitative and qualitative methods provide data that are compatible (Howe, 1988 as cited in Moon, 2004, p. 7). Limitations Dealing with both quantitative and qualitative data may prove to be difficult. Triangulation of data may be difficult to accomplish as my resources are limited. Quality Standards In order to maintain the quality of the research, I will ensure that the data that will be gathered will be triangulated and validated, as much as what my resources can do. I will also ensure that I will double check the results of my calculations and analyses in order to maintain their accuracy. Personal interviews will be recorded and transcribed in order to preserve the data being gathered. Surveys will be copied and the original stored in a safe location in order to ensure that a copy is always available to validate the claims of the study. References Carr, W. (2006). Philosophy, methodology and action research. Journal of Philosophy of Education, 40(4), 421-435. Chang, V. And Fisher, D. (1999, July). Students’ perceptions of the efficacy of Web-based learning environment: the emergence of a new learning instrument. Paper presented at the HERDSA Annual International Conference. Retrieved from http://www.herdsa.org.au/branches/vic/Cornerstones/pdf/Chang.PDF Colorado State University. (2010). Advantages of close-ended questions. Retrieved from http://writing.colostate.edu/guides/research/survey/com4a2a1.cfm Cordesman, A. H. (2003). Saudi Arabia enters the twenty-first century: The political, foreign policy, economic, and energy dimensions. Westport, CT: Praeger. Greene, J. C. (2007). Mixed methods in social inquiry. San Francisco, CA: John Wiley & Sons, Inc. Lester, S. (1999). An introduction to phenomenological research. Retrieved from http://www.sld.demon.co.uk/resmethy.pdf Metz, H. C. (2004). Saudi Arabia: A country study. Washington, USA: The Federal Research Division, Kissinger Publishing. Moon, J. (2004, June). The case for mixed methodology research: A review of literature and methods. Retrieved from http://www.e-mel.co.uk/Mixed%20methodology.pdf Murphy, C. (2010, October 12). Saudi Arabia maps genome and educational future. Global Post. Retrieved from http://www.globalpost.com/dispatch/education/101011/saudi-arabia-science O'Brien, R. (2001). An overview of the methodological approach of action research. Retrieved from http://www.web.ca/robrien/papers/arfinal.html#_Toc26184655 O’Connor, M. K. And Netting, F. E. (2010). Analyzing social policy: Multiple perspectives for critically understanding and evaluating policy. Hoboken, NJ: John Wiley & Sons, Inc. Page-Bucci, H. (2003, February). The value of Likert scales in measuring attitudes of online learners. Retrieved from http://www.hkadesigns.co.uk/websites/msc/reme/likert.htm Reja, U., Manfreda, K. J., Hlebec, V. and Vehovar, V. (2003). Open-ended vs. close-ended questions in web questionnaires. Developments in Applied Statistics. Retrieved from http://mrvar.fdv.uni-lj.si/pub/mz/mz19/reja.pdf Tobin, K. G. (1993). Preface: Constructivism, a paradigm for the practice of science education. In Author (Ed.). The practice of constructivism in science education. Hillsdale, NJ: Lawrence Earlbaum Associates, Inc. Tobin, K. G. And Tippins, D. (1993). Constructivism as a referent for teaching and learning. In K. G. Tobin (Ed.). The practice of constructivism in science education, pp. 3-22. Hillsdale, NJ: Lawrence Earlbaum Associates, Inc. Voce. A. (2004, November). Introduction to research paradigms. Retrieved from http://www.google.com/url?sa=t&source=web&cd=7&ved=0CEkQFjAG&url=http%3A%2F%2Ffamilymedicine.ukzn.ac.za%2FUploads%2F131e81cf-f876-4e8d-9016-69ec7d6598b8%2FIntroduction%2520to%2520research%2520paradigms.doc&ei=Qc7iTI6vNYm8cPL07J0M&usg=AFQjCNHFsZ7yDCqOmCMG278V7JBLdI5-cQ Read More