Humanities Homework Help
Humanities Homework Help. Post University Sampling Procedures Ethical Dilemmas Discussion
Jasmine J
RE: Unit 6.1 DB: Sampling Procedures
In this discussion, this writer will be discussing the sampling procedure for qualitative research, quantitative research, and action research as well as including how this writer can implement it into her current profession. Pyrczak and Tcherni-Buzzeo (2019) express how quantitative researchers reduce information to statistics such as averages, percentages, etc. while qualitative researchers identify their research as qualitative in the introductions and throughout the report.
Those who conduct quantitative research should have a specific hypothesis and/or purpose, select random sampling, use a large sample or participants, make observations with measurements, and describe results using statistics and/or graphs (Pyrczak & Tcherni-Buzzeo, 2019). On the other hand, those who conduct qualitative research should begin with a general question or problem, select a purposive sample rather than a random one, use relatively small samples, and make observations with unstructured measures such as interviews, surveys, or open-ended questions (Pyrczak & Tcherni-Buzzeo, 2019).
Action research enables stakeholders to participate in identifying questions, answering and making decisions about action, gather data about their own questions, work in a collaborative less hierarchical way, that shares power with all stakeholders, take responsibility for their own critical analysis, evaluation and management, and learn progressively and publicly by testing ideas as well as making mistakes along the way (Crane, 2006).
Furthermore, there are some researchers who prefer to study purposive samples which means the researcher has a special interest because the individuals in a sample have characteristics that make them rich sources of information (Pyrczak & Tcherni-Buzzeo, 2019). This writer could implement these methods in her current profession by having sessions on mental illness and self-esteem (qualitative research through direct interviews), mental illness and substance abuse (quantitative research using a case study). Stringer (2013) states it is important to be aware of the difference between more passive (static) and more active (dynamic) actions.
References:
Crane, P. R. (2006) Action research in social programs. Proceedings Action Learning, Action Research and Process Management Conversation, pp. 1-16.
Pyrczak, F. & Tcherni-Buzzeo, M. (2019). Evaluating research in academic journals: A practical guide to realistic evaluation (7th ed.). Pyrczak Publishing.
Stringer, E. T. (2013). Action research (4th ed.). Sage Publication.
Sheila H
RE: Unit 6.1 DB: Sampling Procedures
The sampling procedures used in an action research design are significantly different from those used in quantitative research design. Quantitative research design often uses random selection of participants or subjects (Stringer, 2013). Significance testing is also used to evaluate the part of chance errors due to sampling errors (Pyrczak & Tcherni-Buzzeo, 2019). If an entire population is tested, then there is no need for significance testing because there can be no sampling errors as there can be in random samples (Pyrczak & Tcherni-Buzzeo, 2019). It’s important to note the absolute size (substantive significance) of any differences, as well as the practical significance of the results when evaluating research (Pyrczak & Tcherni-Buzzeo, 2019).
Qualitative research and action research frequently use purposeful sampling, which is when researchers consciously select participants based on a particular set of attributes (Stringer, 2013). Action researchers select a group or individual based on how they are affected by or influence the problem or issue being researched (Stringer, 2013). Oftentimes a case study will be performed that investigates an individual, group, event or problem, and the case is chosen specifically because it is of interest to the researchers (Ridder, 2017). For within-case and across-case analyses, the emphasis in data collection is on interviews, archives, and participant observation (Ridder, 2017).
One professional experience of action research implemented in my current profession as a teacher was a contract position through Hunter College, CUNY, that dealt with social justice engagement and creativity for students in New York City, as part of the Gear Up Project (About MGI/GEAR UP, 2009). I helped create action-based research projects in the form of workshops; I designed workshops for high school youth in after-school programs such as Writing From Life and Yoga and the Creative Process. The Arts have always been an effective learning tool for public education (Hanley, 2011). The use of creative arts in counseling and public education can also be used to spread social justice ideals through public workshops and seminars offered in local communities; the possibilities are unlimited to what methods, presentations and messages can be focused on and to every population imaginable.
After designing the workshops, the student sample was recruited through guidance counselors, teachers, and staff from a select group of high schools. We taught them the following semester and conducted action research during the teaching by observing, taking notes, and having the students fill out questionnaires at the beginning and end of the workshop series to learn what their experience was like and how improvements could be made. Part of our sampling procedure also included inviting feedback from the students’ teachers on what they observed in their students in regular classes. It was during the teaching of the workshops that I conducted this action research and had the opportunity to rewrite and refine the curriculum I had created.
For my project titled, Writing from Life: The Personal Essay/Poetry, participant selection was: Students will be recruited in classes and on lunchtime. Students will demonstrate a sincere interest and curiosity in writing and a desire to create and revise work. Students will be expected to have a desire to commit to seeing the project through. An initial interview will be done to gauge the students’ interest and dedication.
A quantitative research design example of participant selection using probability sampling techniques for a similar arts-related project is an investigation into the extent to which arts engagement is perceived to be linked with feelings of social connectedness and how (Perkins et al., 2021). Randomness is important in the selection of people for quantitative study because randomness ensures that people within the study group are truly representative of the population form which they are drawn and helps eliminate selection bias (Ellis, 2020). The participants for this current study were recruited through an online data collection platform, Qualtrics, over 6 months, for a total of 11,861 respondents who started the survey. 1623 did not consent to participate in the survey, and a further 3219 respondents were excluded for sociodemographic quotas being met, and 969 were excluded because they sped through the survey or gave abusive answers. From the remaining 6050 participants, the 5892 who answered the following question became the randomized sample: Does your engagement with the arts and cultural activities you have told us about today help you to feel connected with other people? (Ellis, 2020). The large sample matched to key demographic characteristics of the UK population, which allowed this study’s results to be generalizable, unlike the action research arts-based research I performed with Gear Up (Ellis, 2020).
References
About MGI/GEAR UP. (2009). MGI/GEAR UP @ Hunter College. https://mgihunter.wordpress.com/
Ellis, P. (2020). Sampling in quantitative research (1). Wounds UK, 16(2), 102–103.
Hanley, M. S. (2011). You better recognize!: The arts as social justice for African American students. Equity & Excellence in Education, 44(3), 420–444. https://doi-org.postu.idm.oclc.org/10.1080/10665684.2011.589763
Perkins, R., Mason-Bertrand, A., Tymoszuk, U., Spiro, N., Gee, K., & Williamon, A. (2021). Arts engagement supports social connectedness in adulthood: Findings from the HEartS Survey. BMC Public Health, 21(1), 1–15. https://doi-org.postu.idm.oclc.org/10.1186/s12889-…
Pyrczak, F. & Tcherni-Buzzeo, M. (2019). Evaluating research in academic journals: A practical guide to realistic evaluation (7th ed.). Pyrczak Publishing.
Ridder, H.-G. (2017). The theory contribution of case study research designs. Business Research, 10(2), 281–305. https://doi-org.postu.idm.oclc.org/10.1007/s40685-…
Stringer, E. T. (2013). Action research (4th ed.). Sage Publication.
Rebecca G
RE: Unit 6.2 DB: Data Collection Methods
Qualitative research uses non-measurable sources of data and relies mostly on observation techniques to gain insights. It is mostly used to answer questions beginning with “why?” and how?”. Examples of qualitative data collection methods include focus groups, observation, written records, and individual interviews. Quantitative data tells us what respondents’ choices are and qualitative tells us why they made those choices (Paradis, O’Brien, Nimmon, & Martimianakis, 2016). As quantitative observation uses numerical measurement, its results are more accurate than qualitative observation methods, which cannot be measured. Researchers use methods such as experiments, observations recorded in number values, and surveys with closed ended questions (Paradis, O’Brien, Nimmon, & Martimianakis, 2016). To ensure accuracy and consistency, an appropriate sample size needs to be determined for quantitative research. A sample should include enough respondents to make general observations that are most reflective of the whole population. The more credible the sample size, the more meaningful the insights that the market researcher can draw during the analysis process (Paradis, O’Brien, Nimmon, & Martimianakis, 2016).
In this week’s first discussion post, this writer explained how she would conduct a quantitative research study to find out what percentage of marijuana users belong to minority groups. This writer used a survey with closed-ended questions that allowed her to gain to statistical analysis in order to establish results that could be explained in numerical values. If this writer were to perform the same study as qualitative data, she would oversee a survey with open-ended questions that would allow her to explain the research using words.
This writer found a research study conducted by Department of Psychiatry and Behavioral Sciences, Duke University Medical Center (2016) that used quantitative data to show the differences in marijuana use among the different ethnic groups. The researchers found that report showed that cannabis was the most commonly identified primary illicit drug for treatment among blacks (29%), Hispanics (22%), and Asians/Pacific Islanders (21%);while the most commonly identified drug other than alcohol among whites was opiates (34%), followed by cannabis (12%) (Wu, HeZhu, & MarvinS.Swartz, 2016).
Also according this study it was found that mixed-race population, especially children/adolescents, is the fastest growing population in the United States; and it is projected to increase from 8 million (2.5%) to 26 million (6.2% of the U.S. population)between 2014 and 2060, reflecting an increase of 228% compared with an increase of 26% for the single-race population (Paradis, O’Brien, Nimmon, & Martimianakis, 2016).
References
Paradis, E., O’Brien, B., Nimmon, L., & Martimianakis, G. B. (2016). Design: Selection of Data Collection Methods. Paradis, E., O’Brien, B., Nimmon, L., Bandiera, G., & Martimianakis, M. A. (2016). Design: Selection of Data Collection Methods. Journal of graduate medical education, 8(20, 263–264. https://doi.org/10.4300/JGME-D-16-00098.1.
Wu, L.-T., HeZhu, & MarvinS.Swartz. (2016). Trends in cannabis use disorders among racial/ethnic populationgroups in the United States. Drug and Alcohol Dependence, 181-190.
Jasmine J
RE: Unit 6.2 DB: Data Collection Methods
Allen-Meares and Lane (1990) states recent debates over quantitative and qualitative paradigms of research and whether newer designs to evaluate clinical practice compromise quality too much further magnify this problem for practitioners. Quantitative and qualitative scientific inquiry both have roles to play in theorizing and can be used in supplementary or complementary forms (Elswick, 2016). There are several methods that can be used to collect data. When applying qualitative research, the goal is to explore the idea. Some qualitative methods are surveys, interviews, open-ended questions, discussion and debate, etc.; however, questionnaires appear to be the most receptive and popular method. Although surveys are like questionnaires, they don’t not provide an in-depth capture for researchers. According to Phillips and Stawarski (2008), questionnaires are much more flexible, capturing a wide range of data from attitudes to specific improvement statistics.
The quantitative paradigm influence many social workers to view research as only empirical, objective data collection associated with experimental and quasi experimental knowledge (Allen-Meares & Lane, 1990). The goal of a quantitative research is to test the theory, hypothesis, question, etc. to gather results to allow researchers and its audience to have a better understanding of its purpose. Some quantitative methods are direct observations, tests, routine records, statistical analysis, etc.
As addressed in the initial discussion post for this week, this writer discussed how she would conduct a research on mental illness and self-esteem for a qualitative research and mental illness and substance abuse for a quantitative research. Using skills and knowledge as well as methods such as questionnaires, open-ended questions, graphs, and tables will enable readers to get a better understanding of the detailed and precise information this writer is discussing. The participants this writer would like to use would be a population of adults varying between the age of 18 to 50 to grasp a full effect on how the present is compared to his or her past.
References:
Allen-Meares, P., & Lane, B. A. (1990). Social Work Practice: Integrating Qualitative and Quantitative Data Collection Techniques. Social Work, 35(5), 452–458.
Elswick, S. E. (2016). Data Collection: Methods, Ethical Issues and Future Directions. Nova Science Publishers, Inc.
Phillips, P. P., & Stawarski, C. A. (2008). Data Collection: Planning for and Collecting All Types of Data. Pfeiffer.
Jasmine J
RE: Unit 6.3 DB: Ethical Framework
Parsons et al. (2008) explains to its audience action research (AR) is social research carried out by a team encompassing a professional action researcher and members of an organization or community seeking to improve their situation. In addition, AR promotes broad participation in the research process and supports action leading to a more just or satisfying situation for the stakeholders (Parsons et al., 2008). Doing research with and for people rather than on people requires articulation of a model that is more inclusive (Campbell, 2016). Together, the professional researcher and the stakeholders define the problems to be examined, cogenerate relevant knowledge about them, learn and execute social research techniques, take actions, and interpret the results of actions based on what they have learned (Parsons et al., 2008).
Focusing specifically on ethics, codifying norms and expectations for right and wrong conduct into an ethical framework is done through a variety of mechanisms (Campbell, 2016). Stringer (2013) states ethical procedures are an important part of all research along with rules and regulations covering the conduct of research. Campbell (2016) reminds human services professionals should be mindful of sticky situations in community psychology will invoke matters of morals, ethics, and values—these are certainly interrelated concepts, but they are distinct, and that distinctiveness matters. It is ethical to avoid overstepping and mislabeling a person. Therefore, specific steps must be taken to ensure participants come to no harm as a result in the research project (Stringer, 2013).
References:
Campbell, R. (2016). “It’s the Way That You Do It”: Developing an Ethical Framework for Community Psychology Research and Action. American Journal of Community Psychology, 58(3–4), 294–302. https://doi-org.postu.idm.oclc.org/10.1002/ajcp.12…
Parsons, M. L., Robichaux C., & Warner-Robbins C. (2008). Empowered caring: an ethical framework for participatory action research. International Journal for Human Caring, 12(3), 74–78.
Stringer, E. T. (2013). Action research (4th ed.). Sage Publication.
Rebecca G
RE: Unit 6.3 DB: Ethical Framework
Research ethics involve requirements on daily work, the protection of dignity of subjects and the publication of the information in the research. According to Stringer (2013) ethical procedures are an important part of research and all agencies and organizations have rules and procedures defining ethical frameworks for performing research. Respecting a participant’s autonomy and ensuring their welfare requires that researchers protect the participants confidentiality. Since action research is used by teachers on children confidentiality is extremely important and must follow ethical guidelines within their research design (Zeni, 1998).
Action researchers should introduce themselves in a way to avoid harming or threatening the social space of those they will be observing before starting their research (Stringer, 2013). Unlike qualitive data, where researchers are working with and observing in their natural setting like a classroom, it’s not as much as a concern in quantitative research because data is often gathered from anonymous participants through surveys and questionnaires. This possess an ethical dilemma because the children that are being observed in their natural setting yet do not sign a waiver to be researcher or observed. Therefore, the information obtained in the research needs to be protected by ethical frameworks. An action research project must conform to local school policy (Zeni, 1998). Researchers must get informed consent from those they will be researching. This way participants know that the purpose of the study is and that they can withdraw from the study at any time, and can refuse their permission to participate, thus protecting their personal privacy (Stringer, 2013).
Researchers also work to minimize potential conflicts of interest and make sure a study is ethically acceptable before it even starts, an independent review panel with no vested interest in the particular study should review the proposal and ask important questions, such as, are those conducting the trial sufficiently free of bias? Is the study doing all it can to protect research volunteers? Has the trial been ethically designed and is the risk–benefit ratio favorable? (Stringer, 2013).
Ethical dilemmas are an intrinsic part of action research, precisely on account of its collaborative nature and of the diverse motivations, perspectives, and institutional roles held by its participants.
References
Stringer, E. T. (2013). Action Research (4th) ed.SAGE Publications.
Zeni, J. (1998). A Guide to Ethical Issues. Educational Action Research, 9-19.
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