Research Design Qualitative Quantitative and Mixed Method Approaches - Essay Example

Methodology Research Design The research design used by the study was the mixed method approach, with the survey as the method of data collection. The mixed method approach combining qualitative and quantitative research was seen to be most appropriate for this inquiry, where the convergence of the two approaches provides a comprehensive analysis of the study's research problem (Creswell, 2003). The quantitative approach measures attitudes and rates behaviors in close-ended questions while the qualitative approach accommodates open-ended questions, gathering both statistical data and text results and opening up more possibilities for analysis (Creswell, 2003). The use of social networking by students is quantifiable and was covered by close-ended questions in the survey. On the other hand, the effects of the use of social networking on students is not entirely quantifiable and, although also partly covered by quantitative questions, still needed to be explored further with the use of open-ended questions to gather qualitative data. The synergy of the quantitative and qualitative approaches in the mixed method approach was necessary to address the research problem in its totality. Target Population The target population of the study consisted of the students of the Warrington campus of the University of Chester. The main consideration for this choice was accessibility, aiding in economy of time, effort and resources for the study. The fact that the entire sample would be coming from the same university also ensured consistency in the measurement of one of the variables, which was the respondents' academic standing. This variable relates to the effects of the use of social networking on students. Sampling Procedure The study used the nonprobability sampling technique since it would not be practical and feasible to do scientific random sampling (Trochim, 2006) from the entire student population of the University of Chester's Warrington campus given the scope and limitations of the study. From among the nonprobability sampling techniques, purposive sampling (Trochim, 2006) was used, targeting undergraduate students of the university. This enabled the researcher to have quick access to the target sample since undergraduates make up the majority of the student population. Under purposive sampling, nonproportional quota sampling (Trochim, 2006) was then used to ensure that male and female students were represented, although not necessarily according to their actual distribution in the target population. Since the distribution of male and female students in general is not a fixed proportion in all schools, proportion was not deemed to be a relevant factor and representation of both genders was ensured instead. Of the 50 respondents for the study, the target was to have no less than 20 male students and no less than 20 female students. The respondents were then chosen from among volunteers who fit the criteria, on a first-come-first-serve basis, ensuring that the minimum number of male and female students was met. Discussion of Variables Quantitative variables (Quantitative data analysis, n.d.) covered by the study are the age of the respondents, number of male and female respondents, number of respondents who participate in social networking, the number of social networking sites joined by the respondent, the number of hours per day spent by the respondent on social networking sites, the number of hours per day spent by the respondent online, the number of hours per day spent by the respondent in recreational activities outside social networking sites, the number of hours per day spent by the respondent in class, the number of hours per day spent by the respondent studying outside class and the quality point average (QPA) of the respondent in the previous term. The QPA of the respondent for the previous term is the closest most accurate measure possible for the respondent's academic standing. This measure was meant to be used to correlate the effect of the respondent's level of participation in social networking sites to that respondent's studies. Qualitative variables (Quantitative data analysis, n.d.) covered by the study are the respondent's gender, course and year level, as well as social networking sites participated in by the respondent and open-ended questions on why the respondent participates in social networking sites and the respondent's perceived effect of participation in social networking sites on his or her personal life, social life, studies, emotional state, physical state and finances. The open-ended questions were also given the categories of positive, negative and neutral, which could be quantified by category. Description of Data Sources Primary data sources were the respondents of the study. Their responses to the survey questionnaire comprised the main bulk of data to be analyzed. Secondary sources were the social networking sites on the Web. These were surveyed and used in designing the research instrument. The most popular social networking sites were listed by the researcher on the questionnaire. Another secondary source was the University of Chester where the researcher gathered data on the grading system of the students for use in the questionnaire. Data Collection Methods The survey was the data collection method chosen in order to be able to infer the characteristics, attitudes and behavior of students in general from the sample (Creswell, 2003). In this case, the inquiry was on the use of social networking and its effect on students. With the mixed method approach used by the study, data was collected simultaneously in one phase through the survey, once again ensuring economy in time, effort and other resources (Creswell, 2003). Instrument The questionnaire was chosen as the survey instrument in order to identify, report and interpret the characteristics, attitudes and behavior of the respondents from the sample (Method and Research Design, n.d.). The questionnaire was also chosen as the most inexpensive and time-saving way to conduct the survey (Questionnaire Design, n.d.). For further economy, the questionnaires were self-administered by the respondents (Creswell, 2003). The respondents' anonymity and the confidentiality of their responses were ensured by not asking for their names in the questionnaire (Frary, 2005). This encouraged full honesty in their responses. The survey questionnaire was designed to gather the necessary demographic data (Questionnaire Design, n.d.) from the respondents, specifically, age, gender, course and year level. These variables were chosen to determine whether there is any variance (Questionnaire Design, n.d.) in the use of social networking and its effects among students of different sexes, age groups, years in university and types of courses taken. The year level was chosen as a variable to determine whether having a more challenging academic load has a correlation to the use of social networking among students. The assumption is that higher year levels present more challenging academic loads. After the demographic data gathering, the respondent is asked for his or her quality point average (QPA) in the previous term. This is necessary as a measure of the respondent's academic standing. The guaranteed anonymity (Frary, 2005) strongly favors the respondent's willingness to divulge this information. A filter question (Questionnaire Design, n.d.) follows, asking whether or not the respondent participates in social networking. The choices given for the response are yes or no. The respondent is then given a list of the most popular social networking sites online and asked to check the sites he or she participates in. The respondent is also asked to list other social networking sites he or she participates in that are not on the list. The following questions were designed to measure the extent of the respondent's use of social networking and correlate this to his or her other activities online and offline: In every 24 hours, how many hours do you spend online _____ In every 24 hours, how many hours do you spend in social networking sites _____ In every 24 hours, how many hours do you spend in recreational activities offline _____ In every 24 hours, how many hours do you spend in class _____ In every 24 hours, how many hours do you spend studying outside class _____ The open-ended questions are positioned at the second half of the questionnaire. This allows the respondent more time for thoughtful responses. The open-ended questions are as follows: Why do you participate in social networking What is the effect of your participation in social networking on your personal life Please check one and give your reasons: Positive _____ Neutral _____ Negative _____ Why ____________________________________________________________ What is the effect of your participation in social networking on your social life Please check one and give your reasons: Positive _____ Neutral _____ Negative _____ Why ____________________________________________________________ What is the effect of your participation in social networking on your studies Please check one and give your reasons: Positive _____ Neutral _____ Negative _____ Why ____________________________________________________________ What is the effect of your participation in social networking on your physical state Please check one and give your reasons: Positive _____ Neutral _____ Negative _____ Why ____________________________________________________________ What is the effect of your participation in social networking on your emotional state Please check one and give your reasons: Positive _____ Neutral _____ Negative _____ Why ____________________________________________________________ What is the effect of your participation in social networking on your finances Please check one and give your reasons: Positive _____ Neutral _____ Negative _____ Why ____________________________________________________________ Please note that in the actual questionnaire ample space is allotted for the responses to the open-ended questions so as not to limit the respondents' responses. The categories of positive, neutral and negative were included to provide a measurable dimension to the open-ended questions. At the end of the questionnaire, the respondents are thanked for their participation. Procedures After the questionnaire was designed, a pretest was conducted to check whether the questionnaire and the survey procedure work under real conditions (Fowler, 2002). The researcher went to the University of Chester's Warrington campus and asked for two volunteers - a male and a female undergraduate student - who were willing to accomplish the questionnaire. Results confirmed the viability of both the questionnaire and the procedure. The actual survey was held in one undertaking at the Broomhead Library of the University of Chester's Warrington campus. Once again, volunteers were invited from among the undergraduate students. The number of male and female students was closely monitored to ensure that no less than 20 male students and no less than 20 female students were included. The researcher checked each questionnaire submitted to ensure that the respondents filled out all the fields. Data Analysis Techniques The study used the concurrent triangulation strategy of the mixed method approach as its data analysis technique, using the results of both quantitative and qualitative data collection to cross-validate and confirm as well as correlate findings (Creswell, 2003). The statistical data gathered from the quantitative questions in the survey were compared with and correlated to the text responses gathered from the open-ended qualitative questions from the same instrument (Creswell, 2003). The quantitative methods of frequency tabulation and percentages tabulation were also utilized to summarize the quantitative data gathered according to the various variables. The qualitative data were organized into categories, where applicable, specifically in the open-ended questions with the categories of positive, neutral and negative. This aided in the correlation between qualitative and quantitative data. References Creswell, John W. (2003). Research design: qualitative, quantitative, and mixed method approaches (2nd ed.). Sage. Frary, Robert B. (2005). A brief guide to questionnaire development. Retrieved April 2, 2009 from the Clearinghouse on Assessment and Evaluation Web site: http://ericae.net/ft/tamu/vpiques3.htm Fowler, Floyd J. (2002). Survey research methods (3rd ed.). Sage. Quantitative data analysis (n.d.). Retrieved April 2, 2009 from http://brent.tvu.ac.uk/dissguide/hm1u4/hm1u4text4.htm Method and Research Design (n.d.). Retrieved April 2, 2009 from the Language Center Web site of the Asian Institute of Technology: http://www.languages.ait.ac.th/el21meth.htm Questionnaire Design (n.d.) Retrieved April 2, 2009 from http://www.cc.gatech.edu/classes/cs6751_97_winter/Topics/quest-design/ Trochim, William M.K. (2006). Nonprobability sampling.. Retrieved April 2, 2009 from The Research Methods Knowledge Base Web site: http://www.socialresearchmethods.net/kb/sampnon.php Read More