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Theme 3: Action research design data-collection-methods-for-research,…
Theme 3: Action research design
strengths
Observation Method
It happens in the natural setting of the participant
Simple to collect data
Allows for a detailed description of events, behaviors and intentions
Greater accuracy and data quality
Doesn’t depend on people’s willingness to report
Survey
They are used to ask respondents a set of questions, open- and closed-ended questions
Ease of data collection an online survey with a hundred or more respondents can be conducted fast
Online surveys are easily accessible and can be deployed via many online channels like web, mobile, email, etc
Low price
Easy to analyze and present with different data visualization types
A wide range of data types can be collected such as attitudes, opinions, values, etc.
Interview
Can take place face to face or by video conferencing tools
Interviewers can ask follow-up questions
Conducted by peers
Collect information from participants over time about their experience
Accurate screening
The interviewee can’t provide false information such as gender, age, or race.
The interviewer can capture raw emotions
Definition of data Collection methods
Interviews
Structured, semi-structured or
unstructured
Tools
Questionnaires
Attitude scales
According to Rubin and Babbie (2016), "interviews involve direct, face-to-face contact with respondents and follow a predetermined set of questions or topics" (p. 204).
Observation
Implies
Reality Behaviors
Interactions
Perform analysis
Covert or overt observation
According to Neuman (2014), "observation involves gathering data by watching and recording behavior, events, or other phenomena in their natural settings, without any attempt to manipulate or control them" (p. 98).
Surveys
Consists
Open questions
Apply
Likert scale
Closed questions
Provide
Data
Complete
Significant
According to Babbie (2016), a "survey" is defined as "a method of data collection involving structured and standardized questions to gather information from a representative sample of a target population" (p. 123).
Main characteristics of:
Reflexivity and Triangulation
The researcher reflects on their own role and biases, and may use multiple sources of data and complementary methods to validate and enrich findings (Hammersley & Atkinson, 2007).
Non-Intrusive Observation
The researcher seeks to minimize their influence on the environment and participants to obtain more genuine and natural data (Angrosino, 2007).
Detailed Recording
Observations are meticulously documented, including descriptions of actions, interactions, body language, and other relevant aspects (Merriam, 2009).
Participant Observation
The researcher actively engages in the environment and becomes part of the situation being observed, allowing for a deeper understanding of the participants and the context (Denzin, 2017).
Large Sample Size
Surveys often aim to collect data from a relatively large number of participants to ensure statistical representativeness and enhance the reliability of findings (Fink, 2019).
Standardized Data Collection
Surveys involve a set of structured questions that are administered consistently to all participants, allowing for comparability and generalizability of results (Babbie, 2016).
Self-Reported Data
Surveys rely on participants' self-reported responses, which can provide insights into attitudes, opinions, behaviors, and demographic information (Groves et al., 2009).
Quantitative Data Analysis
Survey data is typically analyzed using statistical methods to identify patterns, correlations, and relationships between variables (Dillman, Smyth, & Christian, 2014).
Interviewing
In-depth information exchange
Interviews seek to gather detailed and contextualized information about participants' experiences, perspectives, and meanings (Rubin & Rubin, 2012).
Dynamic interaction
The interview process involves active interaction between the interviewer and interviewee, encouraging clarification, follow-up, and further exploration of discussed topics (Seidman, 2006).
Semi-structured interviews
Interviews typically follow a pre-defined question guide but allow flexibility to explore emerging topics during the conversation (Fontana & Frey, 2005).
Interpretative analysis
Interviews generate data that requires qualitative analysis, where patterns, recurring themes, and underlying meanings are sought (Kvale, 2007).
Challenges
Observation Method
Environment
Be aware of and able to adapt to external and internal factors that are part of the environment.
The influence of the observer can alter the environment, which must be adapted to the sample.
Data Codification
Reliability of all information
Validity
Good conclusion drawing, organization and data collection skills.
Design questions based on the research topic and not on unnecessary ones.
Survey
Design
Organizational skills and design questions are absolutely necessary.
Representative sample
Be able to meet the size required for the research to be valid.
Answers
Provide confidence for people to complete the questionnaire conscientiously
Attracting people to complete the entire questionnaire
Analysis
Have the ability to draw conclusions to the number of answers for each question
Interview
Trust
It is important to gain the trust of the participants so that they give better answers and agree to the interview.
Assertive communication.
It is necessary to manage a good dialogue and communication skills.
Accurate information
Be able to identify the validity of the answers and be accurate in their analysis.
Resources
Represents the timing and correct use of the elements that make up an interview.
Bibliography
Groves, R. M., Fowler, F. J., Couper, M. P., Lepkowski, J. M., Singer, E., y Tourangeau, R. (2009). Survey Methodology (2nd ed.). John Wiley & Sons.
Rubin, H. J., y Rubin, I. S. (2012). Qualitative interviewing: The art of hearing data (3rd ed.). Sage.
Kvale, S. (2007). Doing interviews. Sage.
Angrosino, M. V. (2007). Doing Ethnographic and Observational Research. Sage
Denzin, N. K. (2017). The SAGE Handbook of Qualitative Research (5th ed.). Sage.
Fontana, A., y Frey, J. H. (2005). The interview: From structured questions to negotiated text. En N. K. Denzin y Y. S. Lincoln (Eds.), The SAGE Handbook of Qualitative Research (3ra ed., pp. 695-727). Sage.
Hammersley, M., y Atkinson, P. (2007). Ethnography: Principles in Practice (3rd ed.). Routledge.
Babbie, E. (2016). The Practice of Social Research (14th ed.). Cengage Learning.
Merriam, S. B. (2009). Qualitative Research: A Guide to Design and Implementation. Jossey-Bass.
Seidman, I. (2006). Interviewing as qualitative research: A guide for researchers in education and the social sciences (3rd ed.). Teachers College Press.
Fink, A. (2019). Survey Research Methods (5th ed.). SAGE Publications.
Dillman, D. A., Smyth, J. D., & Christian, L. M. (2014). Internet, Phone, Mail, and Mixed-Mode Surveys: The Tailored Design Method (4th ed.). John Wiley & Sons.
Brydon-Miller, M., Greenwood, D., & Maguire, P. (2003). Why action research?. Action research, 1(1), 9-28.
Creswell, J. W., & Poth, C. N. (2017). Qualitative inquiry and research design: Choosing among five approaches. Sage publications.
Rubin, A., & Babbie, E. R. (2016). Research Methods for Social Work (9th ed.). Cengage Learning.
Neuman, W. L. (2014). Social Research Methods: Qualitative and Quantitative Approaches (7th ed.). Pearson.
Babbie, E. R. (2016). The Practice of Social Research (14th ed.). Cengage Learning.
