IN FIRST FILE CAN WILL READ WHAT WE HAVE TO DO AND IN LAST THERE IS ONE EXMPLE FOR TASK
YOU CAN SEE THE RUBRIC IN SECOND FILE ON 21 PAGE
HLSC464 In Task 1, you identified a topic that interested you in relation to qualitative research. You then explained why it is an important topic (significance of the issue) and then developed a qualitative research aim for the topic and an associated research question. In Task 2, you identified a suitable qualitative research methodology to address this aim and defended/justified your choice AND then identified a data collection method, including the sampling and recruitment strategy that you would use with this research aim and methodology, justified your choice and explained important aspects of the method. General feedback Task 2 Factual statements should be supported with reference to relevant literature. If you make a factual statement, ask yourself, ‘how do I know this?’, ‘where did this knowledge come from?’ Hypothesis – quantitative, not qualitative Good work those who added in assumptions and a conceptual framework. One person mentioned research paradigms Sampling and Recruitment – not always well understood If I wanted to interview a few students (but not the whole group) who are enrolled in HLSC646 to determine how they felt about the unit content, how would I select a sample from the whole group? Having identified my sample, how might I recruit them into the study? Data collection is the information collected from participants. In a qualitative study data would usually be collected through interviews or focus groups but could be collected through a content analysis of documents or other qualitative means. Good work those who included trust and building rapport with participants in relation to the interview process Data collection tools: interview guide/schedule Ethics – if data is collected from human participants, informed consent is required, and this consent is based on the information provided to participants about the study Referencing – not always compliant with APA referencing but the effort is evident among most students Mostly recent literature accessed – reflects current research evidence and thinking Task 3 Notes and example structure In Task 3, you are expanding on the work you have already completed. Look at the Task Look at the Marking Rubric Look at the Learning Outcomes Example structure Introduction This assignment aims to outline a qualitative research proposal that seeks to explore and understand XXXXXXXXXX. The assignment will articulate the research problem and its significance, providing explanations and justifications regarding the methodology proposed which includes the sampling method, recruitment strategy, data collection method and data analysis method. Ethical consideration, confidentiality and trustworthiness will also be discussed in this paper. Background – (Context/literature review) According to XXXXXXXXXXXXXX Research problem (Identified in Assessment 1) The significance of the problem (Identified in Assessment 1) The research aim and research questions (Identified in Assessment 1) This research aims to XXXX Lastly, this research hopes to explore The research questions are: 1. What is the lived experience of 2. What are the enablers and barriers contributing towards XXXX Research methodology To meet the aims of the research, a qualitative methodology is ideal to bring out the XXX In particular, the phenomenological approach developed by Husserl and Heidegger will be used to explore experiences of The sampling method (Identified in Assessment 2) Eligible participants for the study will be Recruitment strategy (Identified in Assessment 2) Ethical Consideration Ethical approval for completion of the study will be sought Data Collection Method (Identified in Assessment 2) In-depth interviews will be conducted with a sample size of X participants through a means of semi-structured interviews. According to Polit and Beck (2017), a minimal sample size of X is recommended to obtain data saturation for a phenomenological study. Prior to commencing the interview, the researcher will The following guidelines will be communicated to the participants to help them make an informed decision to participate in the study - the aims of the research, the potential risks and benefits and that participation is voluntary. Participants will also be informed that Each participant will be interviewed An interview guide will be used to guide the flow of the session. It will incorporate XX Data analysis methods Data will be analysed using Trustworthiness/Rigour Trustworthiness, also known as rigour, which is the process of Ethical Consideration Ethical approval for completion of the study will be sought Conclusion References (New page) Further notes on Assignment 3 There can be slight variations on this format, but most proposals will be something similar to this. For example, a quantitative study might include a ‘hypothesis’ section whereas a qualitative study would not typically have a hypothesis. Let’s assume then, that you have identified a topic, conducted a literature review and contextualised the study in the background section of the proposal. In addition, you have outlined a research problem that can be addressed via a research study. You are now considering the significance of the problem. A research problem that is significant is one that has importance for one reason or another. For example, a problem might be significant because of the scale of it or the difficulty of it. That is, the problem affects many people, or affects few people but in a significant way. Alternatively, the study might be significant because of the potential utility of the research findings. Researchers often talk about the ‘so what?’ question when they refer to significance. That is, they ask ‘so what?’ in relation to the study problem in order to consider the issue of significance. Funding bodies, for example, are interested in funding studies where they can easily see the importance and utility of the proposed study findings (Liamputtong, 2013). Once a significant research problem is identified then the study can be designed to address the problem, or an aspect of it. In qualitative approaches to research, the study design includes either research aims, research questions or both. A research aim is broader than a research question and outlines what it is that the researcher wants to achieve via their research. For example, a research aim might be to contribute to knowledge in a particular area, to inform either clinical practice or health policy (Walter, 2013). While the research aim illustrates your research intention, the research questions will drive your study. The questions might simply present themselves when you consider the research problem you are interested in or they may arise as you read the academic literature in order to ascertain what is already known about the research topic or problem. The research questions do not take up many words in your research proposal, but it is imperative that considerable time and attention is given to the formulation of these questions. The research questions will shape the design of the study and provide some boundary for your study, illustrating the direction and the limits of what will be investigated (Walter, 2013). The research questions will also determine the methodology that is chosen and the methods for the study (Walter, 2013). The research study must be based on a recognised methodological approach to research. This choice is predicated on the capacity of the methodology to answer the research question or research aims. That is, one chooses a particular methodology as this methodology will best allow you to identify a sample, data collection tools and data analysis methods so that you can produce an answer to your research questions. METHODOLOGY There are many qualitative research methodologies. Some of the more frequently used ones in the health and social science field are ethnography, grounded theory, phenomenology, case study and narrative (Creswell, 2009). Each of these methodologies has a rich history and particular ways that sampling, data collection and data analysis is conducted. Also, there are debates within each methodology about various issues of contention. This is to be expected within a research field, whether it is qualitative or quantitative in approach. However, the main thing at this point is to read as much as you can on the methodology that you are going to use for your study so that you have a good grasp of the various methods used for sampling, data collection and data analysis. SAMPLING The sampling method that you use for your study will be consistent with your methodology. There are some commonalities across qualitative methodologies in relation to sampling issues and methods. As with quantitative research, we consider a sample to be a set (of people or things) or a number of cases from a given potential study population (Tranter, 2013). However, the sampling methods used in qualitative research differ considerably from those used in quantitative research. Consider this by first looking at the sampling method that is frequently used in quantitative research and then contrast this with what is typically used in qualitative research. Probability sampling is typically used in quantitative research. Probability sampling is defined in this way. “Samples selected in accordance with probability theory. Probability sampling relies on the fact that researchers have a list of all the elements or cases in a population they are studying, that they are able to randomly select elements or cases from this list, and that all cases or elements have an equal chance of being selected” (Walter, 2013, p. 393). The main difference between the two approaches to sampling is that while quantitative studies tend to use probability sampling, qualitative studies tend to use non-probability sampling methods. Non-probability sampling is defined as “[a] sampling process that does not use probability sampling techniques to select a sample. Examples include convenience sampling, snowball sampling, and self-selected sampling” (Walter, 2013, p. 391). You will note that in contrast to probability sampling, non-probability sampling means that the sample does not need to be randomly selected from the population from which the sample comes. Rather it is about looking for a sample that can provide the information that is needed in order to answer the research questions. In addition, as Tranter (2013) points out, we do not always know who is in the study population in a qualitative study so it would not even be possible to use probability sampling. For example, it would be highly unlikely that you could define the entire study population so as to find a representative sample if the study was investigating and seeking to interview those who had been