.
Prepared by
Prof. Dr. Kuldip Kaur
Centre for Graduate Studies
Open University Malaysia
April 2011

HMEF5103
Qualitative Research Methodology
This Course Guide is intended for the Open University Malaysia Master of Education course HMEF5103 Qualitative Research Methodology . It comes in THREE parts, as described below.
1) The Study Guide tells you what you need to know about achieving the learning outcomes at the end of the course. To realise these outcomes, the guide comprises a course overview and includes a list of topics and focus areas to be covered during the course. For each topic there is also a list of assigned readings that form the core reading material for the course.
2) The Learning Materials section provides details on the course content you need to study and the activities you need to carry out during the course. For this course, the learning materials comprise an assigned textbook and a number of recommended supplementary readings.
3) The Assessment Guide gives you information about the course assignment to be submitted and the examination you have to take in order to demonstrate learning of course content.
Ensure that you have all the materials in the Course Guide at the start of the course and please read through the entire Guide at the beginning of the course.
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HMEF5103
Qualitative Research Methodology
PART 1 STUDY GUIDE
General Aim of the Course
Learning Outcomes for the Course
Course Overview
Topics
1.
Foundations of Qualitative Research for Education
2.
Qualitative Research Design
3.
Fieldwork
4.
Questions and Fieldnotes
5.
Qualitative Data
6.
Data Analysis and Interpretation
7.
Writing It Up
PART 2 LEARNING MATERIALS
PART 3 ASSESSMENT GUIDE
CONCLUDING REMARKS
APPENDICES
Appendix A: Sample Assignment
Appendix B: Sample Questions for Final Examination
Appendix C: Learning Support
Appendix D: Study Paths for Success in the Course
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HMEF5103
Qualitative Research Methodology
HMEF5103
Qualitative Research
Methodology
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HMEF5103
Qualitative Research Methodology
The course HMEF5103 Qualitative
Research Methodology is one of the required courses for the OUM Master of
Education (MEd) programme under
Option II. The course is designed to help you conduct qualitative research in schools, classrooms, colleges and related environments. The course also provides in-depth knowledge of some of the tools necessary for investigating phenomena related to teaching, learning, curriculum and assessment. For these reasons, you are encouraged to read widely and examine your work environment as you study for the course. This is a 3-credit course conducted over 15-weeks .
Source: crackskullbob.squarespace.com/journal/
The course aims to provide in-depth knowledge of the conduct of qualitative research in educational settings. Using an interdisciplinary, sociology-oriented stance, the course aims to provide graduate students with an understanding of the practical uses of key aspects of qualitative research, such as, phenomenology, descriptive data, grounded theory, the use of fieldwork, observations and in-depth interviews as well as inductive analysis of data.
This course enables learners to do the following
1.
Relate the uses of qualitative research in educational settings.
2.
Discus theoretical and historical underpinnings of qualitative research.
3.
Use tools appropriate for collecting and analysing qualitative data.
4.
Integrate participants’ ideas, perspectives, understandings and ways of thinking when reporting the outcomes of qualitative research.
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HMEF5103
Qualitative Research Methodology
This course is designed primarily to provide graduate students with a background to understanding the uses of qualitative research in education. The course begins with discussion on what qualitative research is and how it relates to education. The initial parts of the course examine the theoretical and historical underpinnings of qualitative research so that you may better understand the traditions behind this genre of research. Additionally, the course introduces a number of terms commonly associated with qualitative research. You will learn more about these terms through application and direct engagement with the conduct of qualitative research.
In essence, this course provides a background on the following key aspects of qualitative research methodology:
• traditions and theoretical aspects of qualitative research;
• research design and fieldwork in qualitative research;
• qualitative or descriptive data collection as well as data analysis and interpretation;
• writing up the outcomes of qualitative research.
Using the contents of the assigned textbook
1
as a backdrop, the course will allow you to read about how qualitative research is conducted, as well as to also apply the necessary procedures in conducting research on your own. As stated in by Bogdon and Biklen (2007), a number of research strategies characteristic of this research tradition ought to be understood to conduct qualitative research appropriately. The data collected in qualitative research is rich in description; research questions are highly contextualised and framed to investigate the complexity of educational environments.
Bogdon and Biklen (2007) also perceive that in qualitative research, focus evolves from the research process itself with researchers being interested in understanding behaviour from informants’ perspectives. Data are collected through “sustained contact with people” (p. 2) with the researcher being immersed in settings that are real and indigenous to their environment. For this reason, the process of conducting research (understanding perspectives through interviews, field visits, recording observations, etc.) is as important as the product of research (research report, dissertation, communication of findings, etc.).
1
Bogdan, R. C. and Biklen, S. K. (2007). Qualitative Research for Education: An Introduction to
Theory and Methods (5th Ed.). Boston: Allyn & Bacon.
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HMEF5103
Qualitative Research Methodology
At this juncture it is important to outline the major differences between qualitative and quantitative research. Generally, quantitative research is often perceived as theory-driven or deductive in nature while qualitative research is thought of as inductive in nature. Much of the focus and research agenda in qualitative research emerges in the course of collecting and analysing data. In fact, at the initial stage, researchers often go into the ‘field’ without a list of definite questions for which they seek answers.
As discussed by Bogdon and Biklen (2007), qualitative data usually take a narrative form, representing perspectives or interaction that is naturalistic or context-driven.
Data analysis in qualitative research tends to be ongoing, and inductive in nature.
New or follow-up data may be collected at any point until the researcher decides that h/she has sufficient data to make interpretations about the phenomena being studied.
Thus, data analysis may be ongoing, with new data corroborating or strengthening emerging findings of previous data. On the other hand, quantitative data analysis tends to be deductive in nature and commonly occurs at the conclusion of a study. Of course, qualitative research may make use of statistics and quantitative forms of data; these are usually used for triangulation or to provide further insight into phenomena.
As illustrated in the figure below, this STUDY GUIDE is organised around a number of TOPICS, LEARNING OUTCOMES, FOCUS AREAS as well as ASSIGNED
READINGS AND TASKS. For each topic, sections from the assigned textbook have been carefully selected so that there is a close match between learning outcomes and focus areas, as well as between focus areas and contents of the assigned readings. For each topic, a number of tasks are also assigned to help you with the process of conducting qualitative research.
Figure 1: Organisation of the Study Guide
STUDY GUIDE
LEARNING
OUTCOMES
TOPICS
FOCUS
AREAS
ASSIGNED
READINGS AND TASKS
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HMEF5103
Qualitative Research Methodology
First, to enable you to achieve the four learning outcomes for the course, seven (7) different TOPICS are included in the Study Guide. Each of these topics is to be covered in depth, based on readings from the assigned textbook and supplementary materials for the course. You are expected to spend about 15 hours of learning time on each topic. Ideally, two or three topics should be covered during each seminar.
Second, each topic comprises a number of LEARNING OUTCOMES, FOCUS
AREAS an ASSIGNED CHAPTER and TASKS. It is important to carry out all the
TASKS under each chapter so that your research may be conducted with due diligence. Each topic is also guided by topic-related learning outcomes which essentially tell you what ought to be achieved at the end of a topic. The focus areas outline sub-topics that are to be learnt, understood, applied and evaluated through careful study. Additionally, these focus areas will be covered in the assignment and the examination for the course.
The pages that follow outline a list of topics and related learning outcomes, focus areas as well as assigned readings and tasks for the course. Throughout the duration of the course, your course facilitator will use these topics as a guide for all face-toface interaction, class participation and group or online discussion. At the end of the course, your knowledge and comprehension of these topics will be assessed.
Source: www.istockphoto.com/file_closeup/lifestyle
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HMEF5103
Qualitative Research Methodology
Learning outcome: Gain an understanding of the fundamentals of qualitative research by: describing key aspects of qualitative research; discussing differences between quantitative research and qualitative research; exploring topics in education for conducting qualitative research; and discussing ethics in qualitative research.
Focus Areas
1.1
What is qualitative research?
1.2
Characteristics, traditions and theoretical underpinnings of qualitative research
1.3
Common differences between quantitative research and qualitative research
1.4
Ethics in qualitative research
1.5
Common issues in qualitative research
Assigned Readings and Tasks
Read Chapter 1 Foundations of
Qualitative Research for Education
Tasks for Topic 1
1.
Describe a setting in which you would like to conduct qualitative research.
2.
Write briefly (1-2 pages) what you would hope to achieve by conducting qualitative research in the setting you have picked.
3.
Discuss differences between quantitative research and qualitative research
4.
Make a list of “DOs and DON’Ts” that would form a code of ethics for your research.
5.
State in your own words what you understand by the following terms/ concepts: participant observation, in-depth interviews, ethnography, fieldwork, grounded theory , observer effect, reliability, naturalistic, descriptive data process, inductive and meaning .
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HMEF5103
Qualitative Research Methodology
Learning outcome: Design a study for qualitative research by: outlining factors to be considered when choosing a study for qualitative research; discussing types of and differences among case studies and multisite studies; and writing a proposal for a study.
Focus Areas Assigned Readings and Tasks
2.1
Choosing a study in your own environment
2.2
Types of case studies and multisite studies
2.3
Analytic induction
2.4
Constant comparative method
2.5
Writing proposals for qualitative research
Read Chapter 2 Research Design
Tasks for Topic 2
1.
Discuss the many factors you would consider before determining a setting, topic or study for qualitative research.
2.
Describe your own study in terms of the type of case study it represents.
3.
Describe some possible ways of collecting data from your setting.
4.
Discuss how you would analyse the data you collect.
5.
Explain how you would use analytic induction and the constant comparative method in relation to the study you have planned or thought about for your research.
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HMEF5103
Qualitative Research Methodology
Learning outcome: Conduct initial fieldwork for a qualitative study by: visiting a research setting and writing initial observations; discussing practical and ethical issues in collecting data; examining a number of techniques for data collection.
Focus Areas
3.1
Defining fieldwork
3.2
Gaining access to informants in the selected setting and first days in the field
3.3
The participant-observer continuum
3.4
Building qualitative research skills: doing fieldwork in other cultures, researcher characteristics and building rapport, being discreet, researching in politically charged settings and taking stock of one’s feelings
3.5
Selecting and using appropriate data collection techniques:
Observing, interviewing, probing, and visual recording
3.6
The importance of triangulation
Assigned Readings and Tasks
Read Chapter 3 Fieldwork
Tasks for Topic 3
1.
In your own words, describe how you would conduct fieldwork for your study.
2.
Visit the research setting for your own study. Write your observations about your initial contact with participants in the form of a journal entry. E.g. Data Set 1: My First
Days in the Field.
3.
In your first journal entry, discuss the many issues related to how you conducted yourself in the field – from the moment you gained access to your informants till the time you left the field.
4.
In relation to your first visit, discuss the following: Where do you fall on the participant-observer continuum?
Which data collection techniques are you most likely to use next?
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HMEF5103
Qualitative Research Methodology
Learning outcome: Prepare to analyse qualitative data by: developing a list of possible interview questions; and extracting emerging themes and assigning codes to a set of sample qualitative data.
Focus Areas Assigned Readings and Tasks
8.1
Use of structured question protocols for collecting data
8.2
Eliciting themes from qualitative data
8.3
Assigning codes to qualitative data
Read Appendix A and Appendix B
Examples of Observational Questions for Educational Settings
Examples of Fieldnotes
Tasks for Topic 4
1.
Read the list of questions for each research area
2.
Develop a list of possible interview questions that you can ask participants in your study
3.
Read the sample fieldnotes entitled ‘The Fourth Grade Class in Marge’s Room.’
4.
Write down emerging themes from the sample fieldnotes.
5.
Discuss codes that you can assign to different sections of the data.
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HMEF5103
Qualitative Research Methodology
Learning outcome: Collect qualitative data for research by: writing observations or fieldnotes; and effectively using two or more data collection techniques within a selected research setting.
Focus Areas Assigned Readings and Tasks
4.1
The nature of qualitative data
4.2
Writing and using fieldnotes effectively
4.3
Transcribing taped information and analysing transcripts
4.4
Using and analysing data from documents and photographs
4.5
Collecting and analysing qualitative data
4.6
Making decisions about most appropriate data collection techniques for a study.
Read Chapter 4 Qualitative Data
Tasks for Topic 5
1.
Visit the research setting for your own study again. Write your observations or fieldnotes about what you see and hear. Be sure to make a distinction between what you observe (see, hear) and what you think (personal comments).
2.
Use one other data collection technique (e.g. interviews, audio/video recordings, document collection, official statistics, photographs) and begin collecting data for your study.
3.
Visit the research setting several times and continue data collection.
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HMEF5103
Qualitative Research Methodology
Learning outcome: Analyse data that have been collected by using appropriate qualitative data analysis techniques.
Focus Areas Assigned Readings and Tasks
5.1
Ongoing-data collection: How to analyse and interpret different forms of data as you work in the field
Read Chapter 5 Data Analysis And
Interpretation
Tasks for Topic 6
5.2
Post-data collection: Coding and analysis after all data have been collected
5.3
Techniques of mechanically working with data: organising data files, developing codes and coding categories, assigning codes to data, using computer programmes and software
1.
Organise the data you have collected thus far under a well-thought and labelled filing system. Store fieldnotes, observations, responses to interview questions and documents under specific titles. As far as possible keep ‘soft copies’ of data and do not alter or edit the master copy.
2.
Begin analysing your data using an appropriate technique, e.g. analytic induction, constant comparative method. Adopt themes and codes as necessary.
5.4
Interpreting outcomes of data collection
5.5
Validity and reliability of data and the interpretation of data
3.
Discuss preliminary or emerging outcomes with colleagues, paying attention to validity and reliability.
Make decisions about follow-up or new data to be collected, and about gaps in the data that you already have. Go back to the setting and collect data as necessary.
4.
Continue this process until you reach a point of data saturation and you are satisfied that you have understood the phenomena you are studying.
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HMEF5103
Qualitative Research Methodology
Learning outcome: Write the findings of qualitative research using an appropriate presentation format.
Focus Areas Assigned Readings and Tasks
6.1
Developing a thesis or a theme
6.2
6.4
Making key decisions about presenting findings
6.3
Drafting and building a perspective
Evaluating written findings
Read Chapter 6 Writing It Up
Tasks for Topic 7
1.
Examine research articles published in recognised journals to understand how findings from qualitative research ought to be presented.
2.
Write a draft of your research by focussing on key themes or on a thesis developed out of data analysis.
The draft should demonstrate effort put into using analytical schemes consistent with qualitative data.
Differentiate between what you found
( findings ) and what was said by participants ( raw data ) as you focus on interpretation and perspective building.
3.
Share the draft with a colleague and/or mentor and discuss possible changes. Consider if triangulation has been appropriately done.
4.
Revise the draft (based on discussion with colleague and/or mentor) and submit it for evaluation.
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HMEF5103
Qualitative Research Methodology
HMEF5103
Qualitative Research
Methodology
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HMEF5103
Qualitative Research Methodology
The materials for this course contain a Course Guide and an assigned textbook. For this course, the assigned textbook is:
Bogdan, R. C. and Biklen, S. K. (2007).
Qualitative Research for Education: An
Introduction to Theory and Methods (5th Ed.).
Boston: Allyn & Bacon.
The contents of the assigned textbook are organised under seven chapters, with each chapter outlining a number of key concepts related to qualitative research design, data collection and data analysis.
To help you manage your learning, the contents of the textbook are detailed under seven topics in the
Study Guide. Each topic and the tasks under it are related to one chapter or section of the textbook.
Note that you are expected to read all the chapters and Appendices in this assigned textbook and to carry out all tasks in the Course Guide.
As indicated by Bogdon and Biklen (2007), this textbook serves as an introduction to qualitative research methods for graduate-level students. The purpose of this introductory-level text is to provide the reader with a background for understanding the uses of qualitative research in education, to examine the theoretical and historical underpinnings of qualitative research, and to provide the "how-to's" of doing qualitative research. It is important that you read and become familiar with all the different chapters of the assigned textbook as you navigate the space between your learning and the conduct of qualitative research for this course.
Ensure that you have the right textbook and read the material for understanding and further developing your knowledge of teaching and learning. You should aim to read the assigned chapters before going to class, and use the ideas in each chapter for classroom discussion and online participation during the course.
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HMEF5103
Qualitative Research Methodology
The following supplementary texts are also recommended for the course:
•
Strauss & J. Corbin (1990). Basics of Qualitative Research: Grounded Theory
Procedures and Techniques. Newbury Park, CA: Sage Publications, Inc.
•
J. Schostak (2002). Understanding, Designing and Conducting Qualitative
Research: Framing the Project. Open University Press.
•
M. Patton (2002). Qualitative Evaluation and Research Method (3 rd
ed). Thousand
Oaks CA: Sage Publications, Inc.
•
S. Merriam (2002). Qualitative Research in Practice: Examples for Discussion and
Analysis. Jossey-Bass
•
Miles, B. M., & Huberman, A. M. (1984). Qualitative data analysis: A sourcebook of new methods. Beverly Hills, CA: Sage Publications, Inc.
•
Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks, CA: Sage.
Additionally, you would have to read research-based articles from a number of journals in education. This is to keep abreast of current developments in the field as well as to hone in your understanding of related theories and instructional models or strategies. Some of the journals you may wish to access are listed in the online sites such as http://journalseek.net/educ.htm http://www.londonmet.ac.uk/deliberations/ journals/.
Source: http://public-domain.zorger.com/more-nonsense/
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Qualitative Research Methodology
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HMEF5103
Qualitative Research Methodology
HMEF5103
Qualitative Research
Methodology
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HMEF5103
Qualitative Research Methodology
Please refer to myVLE.
In the following pages, the Assessment Guide provides details on each of these requirements for the course HMEF5103 Qualitative Research Methods.
The Guide also outlines the basis on which you will be assessed in this course during the semester.
Source: http://hagar.up.ac.za/catts/learner/rbo1999/avanrens/TEACH.gif
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HMEF5103
Qualitative Research Methodology
Commonly, the assignment for this course comprises a practical component where you will be required to conduct qualitative research using research methodology described in the Course Guide and Assigned Textbook. The assignment question or task may be accessed from OUM’s online learning management system ( myVLE ). It is your responsibility to make sure that the finished paper reaches the course facilitator before the end of the course.
The objective of an assignment is to give you practice in conducting a study using qualitative research methodology and to understand how to present the outcomes or findings emanating from your study. The assignment is guided by the contents of the textbook and is largely practical in nature.
As mentioned earlier, graduate students must demonstrate that they have read widely and researched their topic well. It is NOT suffice to rely on information in the assigned textbook or in the Course Guide to complete your assignment. Using a variety of references will give you a broader perspective on the various topics and will provide a deeper understanding of the subject.
The criteria for the assessment of this assignment cover content, structure and thinking skills. Refer to Appendix A for a Sample Assignment for HMEF5103
Qualitative Research Methododology and for the criteria for assessing a paper submitted for this requirement.
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HMEF5103
Qualitative Research Methodology
The examination covers the list of topics contained in the Study Guide and assesses understanding of the focus areas and readings listed under the learning outcomes for the list of topics. Students should demonstrate in the examination that they have achieved these learning outcomes. All areas of the course will be assessed. Hence you may find it useful to review all the activities in the assigned textbook and in the supplementary texts in preparation for the examination.
Refer to Appendix B for Final Examination Sample Questions for HMEF5103
Qualitative Research Methods.
Source: http://www.discover.tased.edu.au/sose/images/essay4.jpg
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HMEF5103
Qualitative Research Methodology
As a graduate student, remember that your own thinking and the knowledge you construct as a participant in a course is integral to learning. To succeed in the course, you should never resort to plagiarism or copying at any level whatsoever. Plagiarism refers to any form of deception in a written paper (such as assignments or essays) by a student. It is intended to deceive the instructor about the student’s abilities or knowledge or the amount of work that is actually contributed by the student. Here are some examples sourced from a local site ( www.ppl.upm.edu.my).
1.
Copying large sections of a paper from the internet or print sources and not acknowledging these sections as quotations.
2.
Paraphrasing or restating someone’s argument without acknowledging the author.
Remember that detailed arguments from clearly identifiable sources must always be acknowledged.
3.
Purchasing or buying essays or papers written by other students.
4.
Taking credit for work produced by someone else. This includes photographs, charts, graphs, drawings, statistics, video-clips, audio-clips, verbal exchanges such as interviews or lectures, performances on television and texts printed on the web.
5.
Taking double credit by submitting the same essay for two or more courses.
Here are some ideas from www.ppl.upm.edu.my
for avoiding plagiarism in your assignments and essays.
1.
Insert quotation marks around ‘copy and paste’ clauses, phrases, sentences or paragraphs and cite the original source
2.
Paraphrase clauses, phrases, sentences or paragraphs in your own words and cite your source.
3.
Adhere to the APA (American Psychological Association) stylistic format, when citing a source and when writing out the bibliography or reference page
4.
Write independently without being overly dependent of information from another’s original work. Read a text, put it away and then write about what your have read in your own words.
5.
Educate yourself on what may be considered common knowledge (no copyright necessary), public domain (copyright has expired or not protected under copyright law), or copyright (legally protected).
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HMEF5103
Qualitative Research Methodology
Remember that when you quote, paraphrase, summarise or refer to someone’s work you are required to cite the source . Here are some of the most commonly cited forms of material (See www.jfklibrary.org, library.duke.edu/research/citing and www.ppl
.
upm.edu.my).
Direct citation using quotation marks
Simply having a list of thinking skills is no assurance that children will use it.
In order for such skills to become part of day-to-day behaviour, they must be cultivated in an environment that value and sustains them. “ Just as children’s musical skills will likely lay fallow in an environment that doesn’t encourage music, learner’s thinking skills tend to languish in a culture that doesn’t encourage thinking ” (Tishman, Perkins and Jay, 1995, p.5).
Indirect Citation using referential
According to Wurman (1988), the new disease of the 21 st
century will be information anxiety, which has been defined as the ever-widening gap between what one understands and what one thinks one should understand.
All sources that you cite in your paper should be listed in the REFERENCE section at the end of your paper. Below are some suggestions, as listed in library.fayschool.org/
Pages/Citation_Guide.htm
From a Journal
From an Online
Journal
Brown, E. (1996). The lake of seduction: Silence, hysteria, and the space of
feminist JTD: Journal of Theatre and Drama , 2 , 175-200.
Evnine, S. J. (2001). The universality of logic: On the connection between rationality and logical ability [Electronic version]. Mind , 110 , 335-
367.
From a Webpage
From a Book
National Park Service. (2003, February 11). Abraham Lincoln Birthplace
http://www.nps.gov/abli/
Fleming, T. (1997). Liberty! The American Revolution . New York: Viking.
From an Article in a Book
From a Printed
Newspaper
Cassel, J., & Zambella, B. (1996). Without a net: Supporting ourselves in a remulous atmosphere. In T. W. Leonhardt (Ed.), "LOEX" of the West: Teaching and learning in a climate of constant change (pp.
75-92). Greenwich, CT: JAI Press Inc.
Holden, S. (1998, May 16). Frank Sinatra dies at 82: Matchless stylist of pop.
The New York Times , pp. A1, A22-A23.
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HMEF5103
Qualitative Research Methodology
The course HMEF5103 Qualitative Research Methodology serves as an important component of the Master of Education programme. As you go through the course you will find that qualitative research takes many forms and may be conducted in many different settings. However, in large part, qualitative research employs the techniques of in-depth interviewing and participant observation to get to know the world of the participants, as well as to systematically keep detailed written records of what is heard, seen and observed. Although a large part of this form of research may seem
“unstructured” or “open-ended,” the researcher pursues his field in order to get indepth understanding of how people view their world and how, as indicated by Bogdon and Biklen (2007), they developed the perspectives that they hold.
As you participate in the course, you will use and learn more about a number of data collection and data analysis techniques. As far as possible, you should attempt to use these techniques as they are described in the assigned textbook so that you learn about the traditions adopted by qualitative researchers. Of course, is no singular way to approach qualitative research; the recommended supplementary readings for this course will give you an idea of what is done by other researchers, and how paradigms differ between schools of thought. The important thing to realise is that you should carry out research that contributes to the knowledge already available in the field and, in so doing, work on ways to capture participants’ own interpretations of their thoughts and actions.
Source: http://www.eriding.net/images/thinkers_cartoon.jpg
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HMEF5103
Qualitative Research Methodology
HMEF5103 Qualitative Research Methodology
INSTRUCTIONS: Each student has to carry out a study using qualitative research methodology during the semester. Students are not allowed to work in groups or pairs.
I.
THE TASK
Submit a written paper based on qualitative research that you have personally conducted. For this, you should select a setting and carry out the study using data collection and data analysis techniques as outlined in this course guide. Your paper should not exceed 20 pages; it should be typed in double spacing, using Times Roman
12-point font.
II.
CRITERIA FOR EVALUATION OF PAPER
Your paper will be evaluated based upon the following criteria:
(1) Clear description of setting, demonstrating your knowledge of its environment and participants’ background, in relation to the topic of study.
(2) Credible rationale for conducting the study, and showing awareness of at least one theoretical aspect of teaching and learning.
(3) Detailed description of data collection techniques used in the study. Any technique used should be backed by a strong rationale for its usefulness and appropriateness.
(4) Detailed description of data analysis and how interpretations were made. Provide a strong argument for why themes or codes are reliable and that findings are valid and reliable.
(5) Detailed presentation of findings of the study, consistent with qualitative research, with adequate use of data to support categories, themes and findings.
(6) Appropriate referencing for all material taken from print and online sources. Note that plagiarism in any form will be severely dealt with and will render your portfolio a ‘Fail’ Grade.
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HMEF5103
Qualitative Research Methodology
HMEF5103 Qualitative Research Methodology
Question 1
There are many factors to consider when choosing a setting in which to conduct qualitative research. With the use of appropriate examples, discuss THREE of these factors.
(12 marks)
Question 2
Below is a transcript of a mathematics lesson in a Malaysian Form One classroom.
Analyse the transcript given and answer the following questions.
(Transcript)
(a) Two categories have emerged from an initial analysis of the transcript: Questions for Clarification and Questions for Seeking Opinion . Find TWO examples of data from the transcript for each category.
(b) Describe in detail a theme that has emerged from the transcript, using appropriate examples from the data.
(12 marks)
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HMEF5103
Qualitative Research Methodology
HMEF5103 Qualitative Research Methodology
Seminars
There are 15 hours of face-to-face facilitation provided for the course. There will be FIVE seminars of 3 hours each. You will be notified of the dates, times and location of these seminars, together with the name and e-mail address of your facilitator, as soon as you are allocated a group.
Discussion and Participation
Besides the face-to-face seminars, you have the support of online discussions in myVLE with your facilitator and your coursemates. Your contributions to the online discussion will greatly enhance your understanding of course content, and help you do the assignment and prepare for the examination.
Feedback and Input from Facilitator
As you work on the activities and the assigned text, your course facilitator will provide assistance to you throughout the duration of the course. The facilitator will also mark your assignment and give you feedback on your performance. At any time that you need assistance, do not hesitate to discuss your problems with your facilitator. The seminars and the online forum can also be used for any of the following situations:
•
When you have difficulty with the contents of the textbook or if you do not understand the assigned readings.
•
When you have a question or problem with the assignment.
Bear in mind that communication is important for you to be able to get the most out of this course. Therefore you should, at all times, be in touch with your facilitator and coursemates, and be aware of all the requirements for successful completion of a course.
The Digital Library
For the purpose of referencing materials and doing library-based research, OUM has a comprehensive digital library. For this course you may use the following databases: infotrac, proquest and ebsco . From time to time, materials from these databases will be assigned for additional reading and activities.
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HMEF5103
Qualitative Research Methodology
HMEF5103 Qualitative Research Methodology
Time Commitments for Study
You should plan to spend about 15 hours of study time on each topic, which includes the time spent doing all assigned readings and activities. You must schedule your time to discuss the work online and spend enough time on each topic for this course. It is often more effective to distribute the study hours over a number of days rather than spending the whole day studying one topic. You have some flexibility as there are 8 topics spread over a period of 15 weeks.
Study Strategy
The following is a proposed strategy for working through the course. If you have difficulty following the strategy, discuss your problems with your facilitator either through the online forum or during the seminars.
(i) The most important step is to read the contents of this Course Guide thoroughly.
(ii) Organise a study schedule. Take note of the amount of time you spend on each topic, as well as the dates for submission of the assignment, seminars and examination.
(iii) Once you have created a study schedule, make every effort to ‘stick to it.’ One reason students are unable to cope with post-graduate courses is that they delay their course work.
(iv) To understand the various dimensions of the course, do the following:
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Study the Course Overview and the entire list of topics. Then examine the relationship of a topic to other topics.
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Complete all assigned readings and go through the supplementary texts to get a broad understanding of course content.
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Do all activities and read the Scenarios in the assigned textbook to understand the various concepts and facts presented in a topic.
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Draw ideas from a large number of readings as you prepare for the assignment.
Work on the assignment as the semester progresses so that you are able to systematically produce a commendable portfolio or paper.
(v) When you have completed a topic, review the Learning Outcomes for the topic to confirm that you have achieved them and are able to do what is required.
(vi) After completing all topics, review the course content to prepare for the final examination. Review the Learning Outcomes of the course to see if you have covered all the relevant parts of the course.
END OF COURSE GUIDE
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