Data Collection Methods - Literature review Example

DATA COLLECTION METHODS [Insert al Affiliation] Data Collection Methods Leedy and Ormrod expressly assert that the extensiveprocess of data collection in educational research uses various information sources including documents, observations, audiovisual materials, interviews, and archival records to enable the research delve deeper into the study topic. However, this study will use 3 predominant methods: observation, interviews, and surveys. The methods will enable the researcher to triangulate, what Berg (2009) and Denzin and Lincoln (2008) describe as an inquisitive mishmash of various information sources, the collected information in an effort to obtain a profound and solid understanding of the phenomenon. Interviews As a common data collection method, interviews will be used in this research. Precisely, this research will overly rely on semi-structured interviews where participants will be asked predetermined questions. Apparently, the prearranged questions used in semi-structured interviews allow the researcher to probe interviewees beyond the answers they give regarding the prearranged questions, thus clarifying on various issues that might often be belligerent or not clear to the researcher (Berg, 2009; Gall, Gall & Borg, 2007). My decision to use semi-structured interviews is informed by the ostensible fact that since each interviewee is asked the questions in a methodical and steady manner, the researcher can easily compare the responses from various respondents. Moreover, Berg (2009) affirms that its structure allows the elucidation of issues, and allows the researcher to delve into the specific issues presented by individual participants. An equally strong advantage of semi-structured interviews is that they are adapted to the specific needs of each participant making the interviewee reveal even the most sensitive information that would not have been obtained through any other data collection method (Gall, Gall & Borg, 2007). Apparently, the best time to conduct the interviews will be the academic year 2014-2015 since the RET program will have ended and instructors will have, supposedly, reaped from the program. As a way of preserving the information collected, I will take brief notes during the interview. Moreover, the entire interview sessions will be audio recorded. While Gall, Gall and Borg (2007) consider recording and note taking to be antique methods of preservation of data, I believe that they are still efficient in capturing the necessary details and provide reference when and if need arises. Additionally, the audio-recorded interview provides a comprehensive vocal record enabling a researcher to conduct a thorough study of the information as asserted by various scholars including Borg (2007) and Gall, Gall and Borg (2007). Interview Protocols Conferring to Creswell (2013) the motive for designing an interview protocol is act as a guide during an interview session. Subsequently, Gall, Gall and Borg (2007) agree with Creswell (2013) by averring that “an interview protocol server as guide in an interview session since it specifies the questions and the sequence in which they are to be asked” (p.250). For that reason, I had to create five interview protocols that I will use in this study to interview RET teachers in environmental and chemical. The five interview protocols that I had created I ensured that they will act as a guide during my interview session by composing open-ended, general, and focused questions related to the purpose of this study. Basically, the interview questions were developed taking as a base for the research questions so as to guide this study and the literature related to the topic of this study. Similarly, according to Creswell (2013) the questions in an interview protocol are often the sub-questions in the research study but expressed in a way that participants can understand them. Furthermore, I had to conduct pilot testing on my interview protocols as this process permits the researcher to refine the interview questions and procedures thus guarantee reasonably unbiased data as indicated by Gall, Gall and Borg (2007), Creswell (2013), as well as Berg (2009). According to Berg (2009), the pretest of the interview protocol involves two steps one is “should be critically examined by people familiar with the study’s subject matter –technical specialists, other canvassers, or individuals fitting the field to be studied” (p.119). And secondly, the expert on the English language will revise the grammar and syntax of the interview questions. It is through this that the pretest guarantee reasonably unbiased data since the process allow the “cross-examination of question in the interview protocol hence terminating questions revealing the researchers’ own bias, personal values, or blind spots” (Berg, 2009, p.119). Surveys Our research question will be answered through a combination of qualitative and quantitative data that will be used to evaluate the instructors’ aptitude to participate in science practices. Firstly, the instructors’ aptitude to participate in science practices will be assessed through interviews that will be conducted at commencement, in the middle and at the culmination of the program as indicated in Appendix C, D and E. Kardash (2000) who explicates on research skills assert that these surveys will be evocative and effective in monitoring participants’ progress during the study. Thus, these surveys are used with the focal purpose of uncovering instructors’ self-evaluation on their science practices. The surveys, which will be on a Likert-scale, will contain twenty-five items that deliberate on science practices and exploration abilities prerequisite in scientific studies. Teachers will be asked the extent to which they can engage in science practices and will be required to choose either ‘A great deal’, ‘Quite a bit’, ‘Somewhat’, ‘Very little’, and ‘Not at all’. They will respond to the question at the start of the program, in the mid of the program as well as towards its culmination. What’s more, instructors will be asked to reflect on their initial abilities in science practices as a way of gauging whether the experience they acquire by participating in science changes their thoughts on and abilities in science practices. This will lead to ultimate 4-data points for each instructor. On the qualitative aspect, instructors will be required to pinpoint how they acquired research skills by participating in the survey and to offer their judgment on whether the RET program led to any improvement. If the answers, obtain will be negative, implying that their abilities remained unchanged, they will be encouraged to state the possible reasons for the nonoccurrence of the anticipated change. Thus, as indicated above, through the use of quantitative and qualitative data, the survey will empower the researcher to unveil the degree to which the RET program impacted on how instructors assess their abilities to participate in science practices. This will bolster the efficient acquisition of information that can be used in improving instructors’ participation in science, and attain the overall goal of the study. Observations Moreover, in my study I have also utilized observation as a method for data collection. Observation will allow me to verifying the information obtained by other methods and, therefore, the process will help in obtaining more accurate data (Creswell, 2013; Gall, Gall & Borg, 2007). Secondly, observation will help me overcome some participants who can be “bias on the information they offer either due to their inability to recall accurately about the events or lack of the interest to the researcher” (Gall, Gall & Borg, 2007, p.263). For that reason, I decided to use observation method since, observing the participants; I have the opportunity of directly seeing their behaviors and the environments in which they participate. As a result, I will have my interpretation of what I had observed and compare and verify it with the participants (Gall, Gall & Borg, 2007). Observing RET activities. And so, my observation will include observing RET teachers in the laboratories, workshops, and their classrooms. This will allow me to observed and evaluate teachers’ science practices while they are doing the research by taking notes about each specific science practice. Subsequently, I make sure of observed each science teacher individually and at least two times in the lab and by visiting classrooms while teaching the lesson plans. Read More