Topic 5 - RESEARCH METHODS: QUANTITATIVE AND QUALITATIVE ANALYSIS

Need for Quantitative and Qualitative Analysis in Research Methods:

Quantitative and Qualitative analysis play a major role in Research Methods by means of providing different ways to measure the practical concepts and theoretical concepts accordingly. Quantitative analysis in depth provides statistical power and accurate measurement at a higher lever whereas Qualitative analysis in depth provides wider knowledge about the information in specific research surroundings.

Based on the theoretical and substantive interests of the researcher, skills and preferences, case being studied and the research questions, the researcher chooses either quantitative or qualitative approach.

What is Quantitative Analysis?

Quantitative research is “explaining phenomena by collecting numerical data that are analysed using mathematically based methods (in particular statistics).”

(Source - http://www.skillsyouneed.com/learn/quantitative-and-qualitative.html ) 

• Mathematical formulas are used to define the relationships
• By setting up necessary conditions and determining whether the output contains the desired values, we can test this quantitative approach
• Major sources of quantitative analysis includes Making Observations, Conducting Surveys and any form of Secondary data

What is Qualitative Analysis?

Qualitative research seeks to answer questions about why and how people behave in the way that they do. It provides in-depth information about human behaviour.

(Source - http://www.skillsyouneed.com/learn/quantitative-and-qualitative.html )

• Verbal methods are used to state the approach rather than using mathematical formulas
• Variables that are important along with their interactions are also stated in this analysis
• Major sources of qualitative analysis includes Making Observations, Conducting Interviews, Post cards, Focus Groups and any form of Secondary data

VIDEO 1:

The above video takes us through the world of Quantitative and Qualitative analysis. It has characterised both the approaches based on their Purpose, Research questions / Hypothesis, Data, Analysis and the Final outcome. 

VIDEO 2:

The above video begins with the differentiation of quantitative and qualitative data. It states that the quantitative data can be counted whereas qualitative data cannot be counted. Two types of quantitative data in further are discrete and continuous data. Though quantitative data are more valuable they come out with few limitations like just identifying the problems but don’t help in addressing or finding a solution for the problem. On the other hand, qualitative data generates new ideas to find solutions and thereby follows quantitative approach. Finally the video ends by summarising the differences between the both.

VIDEO 3:

From the above video, we assume that Quantitative and Qualitative approaches are like two children of research methods born with the same head. Hence, one can’t live without the other. Thus, no Quantitative analysis exists without Qualitative analysis and no Qualitative analysis exists without Quantitative analysis.

Topic 4 - Research Processes & Data Collection Methods

RESEARCH PROCESS:

Following a process to do research would lead to a good research paper. We have a step by step processes to do a research such as,

• Developing research idea & hypothesis
• Choosing research design
• Choosing Participants
• Conducting Study
• Analyzing the results
• Reporting the results

The below picture describes the research processes used.

Researches are obviously done to arrive at some qualitative and/or quantitative results that can be used to depict something new to this world. In the below picture, the researcher announces with excitement that they have found something.

Its great fun to play a research game as shown below. It takes us through the various research processes in sequence.

DATA COLLECTION METHODS:

This is the methods that you choose for conducting your research study contributes major role towards the accuracy and validity of your study. Inaccurate data collection can impact the results of a study and ultimately lead to invalid results.

Conducting Pencil-Paper or online web-based survey is one of the data collection methods used by researchers for analyzing people's opinion or feedback about a particular event/system.

A good survey questionnaire should be constructed such that people can answer it without anyone’s help. While answering the question people shouldn’t get confused in which category they belong, so options provided should not overlap and cover full range of possible choices.

The below cartoon depicts the confusion while choosing an option 

Survey questionnaires even help to gather the user experience by quantifying them using scale options. The below cartoon depicts the same.

Topic 3 - Information Technology : Web 2.0 Technologies in Higher Education

Still Classroom Learning is boring???

Time to change...

Web 2.0 is an online communication platform that helps to share information and interact via online. Message Boards, Podcasts, Blogs, Napster, Bit-Torrent, Flickr and etc are few tools which act as a platform for online communication.

Web 2.0 works based on technologies such as JavaScript and Ajax. It came into existence surpassing Web 1.0 as it provided the users with creating, storing information and dissemination capabilities that were absent in Web 1.0.

Research Paper 1: 

Thiele, A. K., et al. (2014). "The Student-Centered Classroom of the 21st Century: Integrating Web 2.0 Applications and Other Technology to Actively Engage Students." Journal of Physical Therapy Education 28(1): 80-93 14p.

Objective:

The main objective of this research paper is to build a student-centred classroom of 21st-century style by implementing interactive web applications (Web 2.0) for enhancing student engagement in the classrooms.

The methodologies implemented to integrate the web applications with the student-centred classrooms are as follows

• Moodle Learning Management System
• Raptivity
• Camtasia Studio
• Jing
• Triptico

Methodologies:

1. Moodle Learning Management System:

A variety of Learning Management System (LMS) which is used to provide a open source web application for providing courses via the internet.

• For circulating the information, collecting documentation, meeting the notes and for holding the discussions for the departmental topics, “own classes” can be created by these departments
• For discussing the functions and sharing the function, “own classes” can be created by the campus clubs
• Prior to lectures, online quizzes can be carried out
• Instructional learning modes and web-based tutorials can be introduced

2. Raptivity:

The method of offering an interactive learning scenario between a student and an instructor.

• With the help of a software program, the instructor creates learning objects
• The instructor integrates these learning objects with the course LMS to promote class presentation and independent student reviews
• The instructor can use the LMS tracking system to monitor the students for knowing whether the interactive learning objects have been used up or not

3. Camtasia Studio:

It is a tool which helps the instructor to edit and create learning modules. It also helps to create video recordings in instructor’s voice

• Adobe Flash Player has to be installed so as to run the Camtasia Studio in a continuous manner so that rich web content is delivered with a higher impact
• Along with this application, a table of contents can be generated which helps the students to access specific areas

4. Jing:

It is a tool which enables the instructor to capture screenshots and videos.

• Images captured can be pasted into the documents and other e-mails for easy explanation of text
• Areas of importance can be highlighted or a process can be demonstrated or necessary text can be narrated with the help of recording videos

5. Triptico:

A technology that allows different tools such as timers, group selection, text analysis, image spinners and etc for class based interactions.

• “Team Scorer” option can be used game conductions inside classrooms
• “Student Selector” option can be used for answering impromptu question
• “Student Grouping” option can be used created unbiased groups to carry out discussions and projects

Research Survey:

Survey Results From “Active Use of the Web” Questions

Survey Results From “Effects of Educational Technology” Questions

Survey Results From “Digital Distraction” Questions

Research Paper 2:

Karvounidis, T., et al. (2014). "Evaluating Web 2.0 technologies in higher education using students' perceptions and performance." Journal of Computer Assisted Learning 30(6): 577-596 520p.

Objective:

To reveal the effect of specific Web 2.0 tools in higher education driven by a specific framework, the i-SERF (Integrated Self-Evaluated and Regulated Framework). Here, the i-SERF is a two layered framework. The first layer is a partnership of Web 2.0 pedagogy and content. The second layer offers self-evaluating and regulating mechanism.

Research Questions:

It investigates the following:

• What are the lead factors, derived from students' behaviour, perceptions and satisfaction that may be taken into consideration in the incorporation of a Web 2.0 learning environment in the educational process?
• How do these factors correlate to each other and also their effect on students' performance?
• How do the students' activities on the online platform impact their performance?

Pilot Implementation:

To assess the impact of particular Web 2.0 Technologies driven by the i-SERF framework on the university students'  learning process and the effectiveness of the i-SERF itself in adding value to the students' learning process, pilot implementation has been carried out within a course lifetime.

Here the i-SERF Framework has two layers, the first layer is designed to embrace the Web 2.0 tools within this scope of work which includes

• blogs
• wikis
• podcast technologies

The second layer of i-SERF framework implies behaviourist practices that observe over the Web 2.0 platform to adjust their practices both at an individual level as well as on a class level.

Pilot Implementation

Methodology:

Random sampling is sampling method followed. According to this, the participants are students of the course "Computer Networks" were randomly selected. The following steps are taken

• Splitting the audience into two groups A and B
• Group A- attends lectures in the classroom and uses all the conventional information and materials
• Group B attends ‘web-based’ lectures via Unibook where the post their ideas and proposals. They discuss, seek help from fellow classmates and download audio visual materials of lectures
• Perception and performance of both groups A and B observed and assessed in between and after the completion of course

The pilot implementation was carried out in two phases:

• First phase: lectures are performed in the classroom for both Groups A and B (chapters 1 and 2). Conducting first midterm (first test), accessing grades in this midterm indicated that both groups had similar average performance
• Second phase: Group A remained in the classroom while Group B members attended the lectures over a terminal device connected to Unibook (chapters 3 and 4). Like the first phase, conducting and accessing grades from the second midterm
• Lectures continued with Group A in the classroom and Group B over Unibook until chapters 5, 6 and 7 are completed. Similarly, examine the grades from the third term
• Examination of different viewpoints: the first viewpoint is to examine and compare performance that relates to perceptions and satisfaction for two groups
• The second viewpoint of the experiment which is the subject of this paper focuses on perceptions, satisfaction, performance and behaviour exclusively of Group B students
• This study aims for a fuller understanding of the impact of Web 2.0 technologies driven by the i-SERF framework

Correlation among platforms, factors and performance.

Platform Parameters

Observation:

Blog:

Belief or Judgement Derived from the use of Blog

Podcasting Technology:

Belief or Judgement Derived from the use of the Podcasting

Summary of Pilot Implementation result:

Summary of Parameters Captured Over the Platform during the Pilot Implementation

Research Paper 3:

Song, D. and J. Lee (2014). "Has Web 2.0 revitalized informal learning? The relationship between Web 2.0 and informal learning." Journal of Computer Assisted Learning 30(6): 511-533 523p.

Summary:

Web technology improvements had made learning an informal. Nowadays making the schools and other formal educational settings obsolete. This paper is a study to investigate the relationship between Web 2.0 levels and the evaluation of informal learning websites. The preliminary study was conducted to validate the rating processes and evaluate the feasibility of the study. Web 2.0 levels of 287 informal learning websites were rated using a 5-point Likert scale based on the various criteria identified from the literature and was reviewed by three experts. Previously examined evaluation results were also employed. The perceptions of the raters were also analyzed. The results showed positive involvement and relationship of the features of Web 2.0 with the current informal learning websites.

Research Questions:

• How have informal learning websites adopted Web 2.0 characteristics?
• What is the relationship between the levels of Web 2.0 and the evaluation of informal learning websites?
• In informal learning websites, what is the relationship between the level of Web 2.0 and the learning content?

Methodology:

• Preliminary study was conducted to validate the rating processes and evaluate the feasibility of the study
• 287 informal learning websites were selected randomly for evaluation purpose.
• Eight Criteria shown below were designed based on the literature review, to rate Web 2.0 levels of the chosen websites

Web 2.0 Evaluation Criteria Based on Literatre Review

• Similarly, Eight Criteria as shown below were designed based on the literature review, to evaluate the perceptions of the raters

Informal Learning Website Evaluation Criteria based on Literature Review

• A Professor and two doctoral students reviewed the rating scale, the validated rating scale was then used to evaluate the performance of informal learning websites
• Two doctoral students with expertise in Web technologies and Internet environments were hired to rate the websites using a 5-point Likert scale without the awareness of the informal learning
• Intra rater analysis were carried out with Cohen’s kappa reliability index
• With the awareness of the informal learning Web 2.0 level, second round of rating and intra rater analysis were conducted
• Descriptive and correlation analysis were conducted finally with Spearman’s correlation coefficient

Topic 2 - Scrutinizing the Low Quality Research Paper

Research Paper 1:

Seegmiller, J. G., Nasypany, A., Kahanov, L., Seegmiller, J. A., & Baker, R. (2015). Trends in Doctoral Education among Healthcare Professions: An Integrative Research Review. Athletic Training Education Journal, 10(1), 47-56.

Problem statement:

To investigate the trends/models in doctoral education among healthcare professions in the United States.

The research question and objectives:

• What kind of doctoral education models are currently utilized among health care professional education programs in the United States?
• How do entry-level clinical doctorates in health care professions impact post-professional training, productivity, and practice opportunities?
• How do clinical doctorates among health professions influence salary?

Summary of Paper:

This paper investigated the trends in the doctoral higher education to understand the current educational models among healthcare professionals in the United States and how does their salary get influenced by their doctoral degree. Interview questions have been formulated by studying various academic articles related to the field and 14 healthcare professionals were interviewed. Data collected from professional lead to findings that most of them preferred an entry-to-practice doctoral education mode. Less than one-third of surveyed professions reserved doctoral-level education for advanced practice and profession maintains both entry-level and advanced practice doctorates.

Critically discussing how well the paper covers the following sections: 

Introduction:

This introduction hasn’t contributed well for the reason behind the objective i.e. what is the need for conducting this trends analysis in doctoral higher education. History of first doctoral program in the early centuries of the decades can we avoided and recent history could have been mentioned to know how it has evolved in recent years.

Literature Review:

• To formulate interview questions they studied various articles associated with different medical departments, but they haven’t mentioned any of their understanding or learning in the paper.
• Literature review hasn’t been done to study the previous research methods employed in this kind of trends analyzes in the doctoral higher education.
• They have mentioned the database names and search results for the keywords they entered which are not all necessary to be mentioned in the literature review.
• Overall the quality of literature review or background work they have done for this study is below average. 

Methods:

Instead of listing the website URL pertaining to each medical department in they would have demonstrated the pattern learned from data collected in those websites.

Only 14 healthcare professionals were interviewed this will definitely lead to poor population validity. With data collected from 14 professionals, findings cannot be generalized to the whole US healthcare professionals.

Findings:

The direct responses of from 14 health care professionals were mentioned in the tabular column 2 and 3 as such, we couldn’t draw any conclusions from those table until we read the explanations. Their responses in the table should be categorized according to the findings.

These tabular columns published under results weren’t self- explanatory nor helped the readers well in eliciting the findings.

Discussion:

In the discussion point of view, they went out of the findings which are examined from the survey of 14 health professionals, because they have cited and explained other people work in their discussion. The discussion must analyze their result and explain the implication from that findings, not from others.

Conclusion:

More scope has been given to discussion of trends in a particular profession among healthcare i.e. athletic training education.

Research paper 2:

Chia-Yi Liu, Ph. D., and Chia-Ping Yu, Ph. D., (2013) Cyberpsychology, Behavior And Social Networking [Cyberpsychol Behav Soc Netw] 2013 Sep; Vol. 16 (9), pp. 674-8. Can Facebook Use Induce Well - Being?

Problem Statement

To analyze and study if the social networking site specifically Facebook can induce psychological well-being of an individual.

The hypotheses proposed:

• A positive relationship exists between using Facebook and online social support.
• A positive relationship exists between online social support and general social support.
• A positive relationship exists between general social support and well-being.
• A positive relationship exists between online social support and well-being.

The Summary of Paper:

A study is primarily focussed on Facebook and proposes a research model to examine the relationships among Facebook usage, online social support, general social support and psychological well-being. The participants considered for the analysis included 400 college students in Taiwan ranging in age between 18-23 years. The research model and hypotheses proposed is as follows:

Research Model and Proposed Hypothesis

Four variables were measured for analysis: Intensity of Facebook use, the level of general support, the level of online social support and well-being. The findings show that using Facebook can enable people to maintain online social support and that online social support can enhance social support for college students. In addition, the relationship between online social support and well-being is mediated through general social support.

The findings have several relevant implications. First, features of Facebook online games that emphasize cooperation and interaction, such as send virtual gifts and virtual favors connect the students with new friends. Thus, this phenomenon helps student extend their social networks. Second, Facebook not only helps college students interact through the internet but also increases mutual interactions in real life.

Conversely, students can use Facebook to share real life events. Such reciprocity can lead to deeper relationships in time. The student cannot become isolated from the physical world because Facebook is an extension of an actual relationship. Students experience a strong sense of well-being when they effectively integrate online social support with general social support.

Critically discussing how well the paper covers the following sections:

Abstract

It is mentioned in the abstract that the paper analyses a study which focuses specifically on Facebook and proposes a research model that examines the relationships among Facebook usage, online social support, general social support and psychological well-being.

However that the results show that  Facebook helped college students to obtain online social support and that online social support is an extension of general social support through which well-being is attained. Emphasis is not provided on the research model and relationships.

Introduction

The paper mentions about positive psychology being a vital line of research, but sufficient information have not been provided about positive psychology with respect to Facebook users. It is mentioned that among 500 million active users of Facebook, people of college age constitute the largest age group. Proper validation and evidence have not been cited for this statement.

Also, it is stated that online interpersonal relationships can provide many benefits, such as fulfilling social needs, thereby increasing user's well-being. Again, there is no proper evidence that supports the statement. There is no mention about what kind of social needs bring out positive feel on the users.  

Participants

A convenience sampling consisting of 400 college students in Taiwan was considered for this study. The participants ranged in age from 18-23 years. When a worldwide popular networking site such as Facebook is considered restricted population might give results which could not be integrated as the result of millions of users perspective.

The sampling could have been ranged widely and random all over the world. As well as this study had restricted to the age group 18-23 years which might lead to partial and unreliable results.

Measures

Four variables were measured for the analysis: 

The intensity of using Facebook, the level of general support, the level of online social support and well-being. However, no explanation was provided on these generalized variables. Specific attributes could define the variables and has been scaled in the report.

Conclusion

The results showed that the relationship between online social support and well-being is mediated through general support. The findings proposed in this paper mainly emphasizes the feel and impact of the students. The emotional and psychological well-being of students is well discussed. The objective of the paper which proposes a research model lacks a confirmation at the conclusion of the paper.

Overall the paper discusses the positive impact of Facebook on a specific group of college students which is out of the scope of the mentioned objective.