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Unit 10 - Data Presentation and Ethical Considerations

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Unit 10 - Data Presentation and Ethical Considerations

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I’ll start this week’s reflection by saying I’ve truly learnt a lot.  I hope I’m able to reflect that in the exam :)
Firstly let me thank both the etutor and Course Coordinator for everything, the guidance, y'all patience, the continued messages to encourage and motivate us to the finish, they  were all appreciated.

Reflections was new to me.  As you live, you learn.  Must say at first I was a bit hesitant, it seems as just additional work but I get it, I understand now.
To reflect one had to read, one had to do, you had to understand in order to write and by writing it, meant that I was learning.  Great approach.  It’s a method I will try to continue with my other courses to help cement what I read in the units.

With regards to this week’s unit, the question was asked, How far do we probe to get the data needed for a research paper?  From the questionnaire to compiling and disseminating the information to the public, there are some ethical issues that one needs to adhere to.

I’ve learnt from inception that is, the questionnaire, participants should be advised of the confidentiality clause which will ensure that all that is said will be kept in the strictest of confidence and also anonymity when the paper is finalized and presented.  In doing this, participants may feel a lot more confident to share and relax to give consent to be interviewed and share personal information.

In my research, questions were formulated that dealt with whether the participant was a victim of crime and how it impacted their life or family.  If I was the one being interviewed having been a victim of crime, I know it would have brought back hurtful memories as it still do when I have flashback.  The memory of that day still lingers in my mind.  I was so afraid not only for myself but my children, so recanting that episode oozes hatred but thanks be to the Almighty, I will overcome. So in acquiring data, where do one draw the line so as not to cause one to feel hurt or cause harm and discomfort when recanting bad events.  It just means that one has to be sensitive to these areas of vulnerability and take care not to conduct the research in a manner that will cause undue discomfort or hurt.   Simply, one has to sense when to know when to draw the line, when to stop.  Do not compromise the research in any way.  Maintain high professional ethics at all times.

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This week, the final part of the research paper was done, it was however a lot of work for me, it took me all week. It was a bit complex however reviewing the notes submitted by Miss on the two drafts (TMA I and TMA II) helped a lot though, just that I recognized I had a lot more work to do.  It was time consuming, had sleepless nights but it was completed and submitted.  I must say that the approach used by the Etutor and Course Coordinator to help us with it must be applauded.  Without the information given, I don't think I could done it, seriously, but I did.  It is now hoped that all this hard work pays off, very good grade.

I must confess doing the research paper in addition to reading and properly understanding the unit reading was not possible.  After submission of the paper, I went over the unit reading and realized that I didn’t fully grasp what the variables were.  Uni of course will refer to one, Bi is two and Multi means multiple so I think I answered the second part of the discussion question incorrectly, it should be two variables - bivariate and not multivariate that is, youth unemployment and crime.

Thus far I’ve also learnt the purpose of analyzing data - qualitative or quantitative is to obtain usable and useful information.  Qualitative data refers to all non-numeric data and Quantitative data derived from numbers.  Other differences between the two are, in quantitative, collection results are in standardized data whereas qualitative collection results are in non standardized data.

The data analysis that can be done therefore depends on the data gathering that was done.  Presentation of the findings however should not overstate the evidence.

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This week I learnt how to process the data collected for analysis.  Two operations were looked at, editing and coding.

Editing is basically a quality control process that ensures computer readiness of the data. It ensures that data is complete, error free, readable and is intended to prepare the data for coding.

Editing helps clear up inconsistencies, highlight invalid entries and identify critical missing data.

Three stages of editing - field editing, manual editing and computer editing. I honestly don’t mind using all three.  With field editing, I’m able to pick up errors while collecting data and correct them.  This will help minimize the amount of work that would have to be done at the office. Taking into consideration that we are not perfect beings, errors may occur  while doing the manual editing but the computer editing process can clear up things.   For me,  all three of them can work together for accuracy and readiness of the data, depending on the volume of work.

With regard to coding, it is where the data is classified and transformed into a frame that can be used at the final stages of the survey. Much of it can be done when doing the questionnaire, creating categories and codes for responses to the open ended questions.  It is a bit difficult though, extensive and time consuming as well.  I’ve experienced this while constructing my questionnaire for the research paper.

All in all, the information learnt is really good and can be beneficial.  It will be used in the future.

This unit was one of the easiest to understand.  I think working on the research paper and putting what was learnt into perspective, made it possible.  I’ll definitely put the information garnered into practice when doing assignments.

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Unit 7 - Survey Data Collection and Related Procedures

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Unit 7 - Survey Data Collection and Related Procedures

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This week went well.  Data collection was easy to understand For me the mode of data collection that’s best is interviewing.  Don't too like the questionnaire part of it, lots of work. I like meeting people and by the one on one interaction, you learn a lot, either from what they say, the gestures or other body languages – the unspoken words.  I understand that structured question can keep both interviewer and interviewee focus on the particular topic and also minimize the time spent with one participants but I think the unstructured questions can also yield better responses as it is left open or follow up questions based on responses.

I’ve had my experiences with interviews in particular for jobs.  I’ve also sat on interviewing panels, so I somewhat get the methods and more importantly the challenges encountered when doing an interview.   I learnt a lot from this unit though, added knowledge I will indeed explore in my future interviews.

The best practice strategies I would say in conducting interviews are be prepared that is planning and preparation, building rapport, guide the conversation and silence which can be negative but more so can yield positive results.  The data collection phase of survey research is an operational process that has to be carefully managed to sustain high quality data.

This unit has really helped and offered useful insights into operations and how to manage challenges that either impact and/or emerge out of the data collection phase.  I know I spoke more on interviews but I have to agree, interviewing is an integral part of the data collection phase.

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The debate week had its challenges as I would have outlined to my etutor and course coordinator.  Notwithstanding them, the work was done.  I had a really good and cooperative teammate and we worked well together to get the job done as frustrating as it was as first.

With regards to the debate, it’s my first attempt in my entire life in doing a debate like this. The only experience close to it that I can relate to is within the family, the same principles are basically applied with rebuttal.

However, this new experience will surely help when going forward.  Firstly because we were rebutting, I learnt the various comeback lines as to making the position more forceful, sticking to the facts while making the points clear and understandable as to why one position should be taken over the other.

The time allocated for the rebuttal for me was a bit too short as you had to read the opponents contribution, in some cases do research on some of the points highlighted and getting your own information so as to have a good comeback.

I must say the method we, my teammate and I worked to our advantage so we were able to submit on time.

But overall, the knowledge and experience is noteworthy.  Learnt something new.

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Unit 6 – Sampling Design for survey Research

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Unit 6 – Sampling Design for survey Research

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Sometimes when you think you know, there is still much to be learnt or understand.

I recognize from the knowledge gained in this Unit, I have been using sampling methods a lot in my everyday life and did not put much emphasis on it especially simple random sampling (SRS).  Simply purchasing foodstuff in the grocery or market for instance a bunch of chennet, trying one to see if it’s sweet before choosing.  As the reading states, “In everyday life we adapt our sampling procedure to the situation”.   The other types of sampling we may have been using in different situations are listed as systematic sampling, stratified sampling, cluster sampling and multi-stage sampling.  I think I would have used cluster sampling as well.  I would think gathering information with regards to designing my kitchen and choosing the right paint colours for the house.  We would have been looking at designs on the internet, in books asking qualified persons in the field until after peeling away all the unwanted stuff, finally decided on a particular design.  Choosing the colour as well.  Started with many, learning of the benefits of using one over the other until the better one is chosen.  I think this might be the closet I came to personally using cluster sampling, if my example is correct.

However I thought simple random sampling was simplier.  Just look at the choices before you and randomly choose the better of the lot. In the case of doing a study, just do a questionnaire, hand out to anyone and collect and compile the information from responses, come to a consensus.

Now I’ve learnt the method of selecting the data is far more than that so as to basically allow for accuracy, validity and the capturing of the variability that exists in the parent population.

I must say overall, this reading was very interesting, in-depth knowledge was gained. The thought of the different types of sampling that can be used and one has to recognize that in some cases, a more sophisticated sampling procedure is needed.  Who would have thought.  Seems tedious just reflecting now.

Sampling designs, sampling techniques are all new information. As said before, I may have used it but didn’t know that’s what I was doing.

The factors however affecting the choice of sample design is interesting.  Time, money, materials and personnel of course as with other things of life are factors that can impact the choice of sampling design.  The purpose of the study is stated as the most important factor.
I must say here that this part of the unit helped me a lot in choosing my sample design.  From the time I read "in seeking out and answering ‘what’, ‘who’ and ‘how’ questions", I literally felt a smile emerging on my face, here is something that brings clarity.   I also was delighted when I read about descriptive research and how it involves probability sampling.  I thought then, this is what I need to use to answer my research question. This particular information helped me in choosing whether I would use probability sampling or non-probability sampling as my research is conducted to answer “How has Youth Unemployment impacted Crime in the Community of Signal Hill/Lambeau”  This aims at fleshing out as much detail as possible of the phenomena being studied.

With regards to non-probability sampling, the three main types described by Williamson et al. (1977) are accidental, quota and purposive. These I can relate to.  Having done a course in radio broadcasting.  During training I would have done accidental sampling. I’ve also seen it done and participated as an interviewee.  Of course you would get more information that was not intended to gain as most people don't really think before they respond.  The responses may not be on knowledge but basically what first come to their minds. Some responses may shock you and others may just leave you in awe.  This is mainly used by news reporters to solicit the news of members of the public who are selected by ‘accident’.  We also see this happening on social media, a somewhat talk show/gameshow not sure which category it falls in but its basically for 'jokes' but persons are randomly selected on the streets or at parties and are asked questions which may include social issues, the government, to spell a word or even simple mathematical problems.  Quota sampling and purposive on the other hand would have been done at my workplace with regards to making certain decisions that may affect the staff. Depending on the decisions to be made or study to be conducted, staff members were selected accordingly to be part of the decision making process.

Newman (2000) rule of thumb is a great help in selecting a sample.  Where we have a small populations (under 1,000), he says sampling ratio should be large (about 30%); for moderately large populations (about 10,000), a smaller sampling ratio (about 10%) would yield an equal level of accuracy as the 30% ratio for the smaller population size and for large populations (over 150,000) a 1% sampling ratio is possible.

In drawing a sample, one must also keep in mind that great importance must be given to the amount of resources available.

This new information has allow me to view things differently, maybe I will notice more when I am using some of these techniques in my day to day activities moreover, I will be using the knowledge gained to do things differently especially where the information is of great importance whether it be at work, Church or home.

I must agree with the statement that understanding is truly deeper than knowledge.

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This week wasn’t too bad.  Not much to say, basically it helped in choosing the method/type of sample I decided to use for my research paper.  The readings focused on the difference between population and sampling, also sampling and non-sampling error were   I’ve learnt that sampling error arises because samples differ from their populations, they are supposed to be representative of the total population.  Also, several potential sources of error can affect survey research design. A good research design basically attempts to control the various sources of error.

With respect to my research paper, the readings made it a lot easier for me to identify/define the population that I was collecting the information on.  The population being the group I’m studying whereas the sample a part thereof.  Representatives of a sample was also noted.  This is when a small number of people accurately reflect the members of an entire population.  It is unethical however to use a survey’s results to make inferences about a population when the sample employed was not representative of the population characteristics.

Random sampling, one of the simplest strategies which allows a researcher to generalize about the population that he/she is interested in was used for my research.  It is hoped that I am able to translate all I’ve learnt in producing a good research paper.

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Unit 3 - From Abstract oncept to Measurement

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Unit 3 - From Abstract oncept to Measurement

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My reflections this week.

Firstly Miss, I must say thank you for the feedback for Unit 2.  It really lifted my spirits. Thanks for all the encouragement.

Sometimes I feel like all is well, then I get an overwhelming feeling where I just want to scream.  I had that feeling recently but now I think I’m getting back on track…sigh.

Unit 3 for me really was not as easy to understand as Unit 2.  I found myself reading some areas over and over.  To be honest, I still haven’t fully understand this unit.  I guess it’s because I couldn’t relate much.  I tried searching out examples to bring clarity to some of the terms but it’s all still a blur.   Nevertheless, highlighted is some of the areas read in the sessions. They are conceptualization, definition and measurement.  Also, the different levels/scales of measurement were noted; the circumstances surrounding the use of each as well as, reliability and validity.

Conceptualization was noted as the process of development and clarification of concepts. It is the process of specifying what we mean when we use particular terms. It also entails definition. Through definition the researcher seeks to make the link between the concept and its indicators, that is, to identify those observable entities that embody the essential attributes of the concept.

When it comes to measurement however, we are talking about variables and indicators.  Measurement is the assignment of numbers or labels to units of analysis to represent variable categories.  There are four levels of measurement - nominal, ordinal, interval and ratio measurement. Nominal is the most simple, and ratio the most sophisticated.  Levels of measurement are at times referred to as scales.

Nominal scales are used for labeling variables, without any quantitative value.  They could simply be called labels.

Ordinal scales are typically measures of non-numeric concepts like satisfaction, happiness, discomfort etc.  It is easy to remember because it sounds like “order” and that’s the key to remember, it’s the order that matters.

Like the others, you can remember the key points of an interval scale pretty easily.  Interval means space in between, which is important to remember.  Interval scales not only tell us about order, but also about the value between each item.  It is characterized by an arbitrary zero.

Ratio scales however have a clear definition of zero.  Good examples of ratio variables include height and weight. It tell us about order and the exact value between units.

Of the measures used to obtain data, reliability and validity both have a direct bearing on the quality.  Basically, the quality of the data that emerge out of the measurement process is evaluated in terms of their reliability and validity.
Reliability measures the extent to which there is stability and consistency between observations associated with a particular variable whereas the validity of a measure is a function of systematic errors that are primarily due to observation and measurement processes that bias responses.

The main threat however to reliability takes the form of random errors due mainly to chance factors whereas systematic errors pose the greatest threat to validity.
Also, while the reliability of measures and their associated observations can be assessed directly, assessments of the validity of measures are, at best, based on empirical judgments.

Reliability and Validity comes into focus in the processes of conceptualization, definition and measurement since the processes impact on the quality of data collected in the course of survey research.

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This unit introduced the idea of a survey instrument and its importance to data-gathering processes. It also emphasized the link between the survey instrument and the reliability and validity of data outcomes.

Before reading Unit 4, I did not know questionnaires, interviews, observations and reading were considered as survey instruments. I understood though that they were used to find the facts. As mentioned in Unit 2, I would have helped my daughter designed a questionnaire to find the facts on a particular topic they had for an assignment.  I too have done it for school assignments.  I’ve also participated in researches whereby I was interviewed and questionnaires done.

In a nutshell I’ve learnt that survey instrumentation entails the design and development of instruments for collection of data, which can then be evaluated and measured. The instruments or tools are questionnaire, interview, observation and reading.  Questionnaires and interviews however are considered as the two broad categories of surveys.

A questionnaire is a data collection instrument consistent of a series of questions and other prompts for the purpose of gathering information from respondents and is considered the most important measurement instruments people use to grasp the phenomena to be measured.  They constitute the basis of every survey-based statistical measurement. On the other hand, interviews consist of collecting data by asking questions. Oral questions are posed by the interviewer to the interviewer to elicit oral responses.  They become necessary when the researcher feel the need to meet face to face with individuals to interact and generate ideas.    They can also interact over the phone or via computers.

In constructing a questionnaire, one must only ask questions that they will use, write the purpose of the study, make a list of what you want to know, check to see if information is already available, view questions through the lens of the respondent and consider how each piece of information will be used.  The questions can be open-ended or close-ended questions.  Open ended questions are those without a predetermined set of responses whereas closed ended take the form of a multiple-choice question, they are those questions that which ordered responses.  The questions must also be clear in that, they have the same meaning for all

With interviews, the data can be collected by listening to individuals, recording, filming their responses, or a combination of methods.  The questions asked by the interviewee must be sensitive so as to avoid embarrassing the respondents.  Four types of interviews are structured interview, semi-structured interview, in-depth interview and focused group discussion.

In comparison to a questionnaire, interviews are more personal allowing higher response rates.  During the interview, changes may be introduced based on the responses.  Of course this is not possible in the case of a questionnaire.

This new information has given me a deeper understanding of the background work done and how important is the information gathered.  Going forward, I would take these approaches more seriously when asked to participate in a study or research.  Sometimes I did them because I was asked not really interested in the topic being discussed or really concerned as to why the survey is being done.

Going forward, I intend to implement what I’ve learnt. In considering what data collection instrument that will be used, much thought will be given as to what the information gathered will be used for, its validity and reliability as well.

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The Unit this week was not too bad, I am getting the hang of things slowly but surely. I have a fair idea as to what is to be done but I haven't totally grasped it all yet especially what is necessary when doing my reflections.  Hope this week contribution is better than the last.

Unit 2 reading as the other was informative. I’ve learnt that there is a wide variety of methods a researcher can use to collect information.  They are:

1.  Entailing the use of data previously collected and collated such as census data and crime statistics.

2. Obtaining information from the person about and from whom the study is conducted – doing a survey.

In doing this exercise, I remembered helping my daughter with a school assignment in which she had to do a survey on water pollution.

Unit 2 reading as the other was informative. I’ve learnt that there is a wide variety of methods a researcher can use to collect information.  They are:

er pollution.  We would have constructed questionnaires to acquire the information for the study. I think we copied about fifty questionnaires.

Her high school colleagues and members of the community (fishermen) were approached in conducting the survey.  The students did the questionnaire and interviews were done with the fishermen as getting them to settle down to write or answer a questionnaire was a bit difficult.   The questions were constructed based on the information she wanted to receive for the paper. There were a few problems encountered during the process in that not everyone was willing to participate, even getting individuals to take it seriously and be honest with their responses was a problem, others were reluctant, not interested when approached.  However, all the questionnaires were issued but not all returned and some were also incomplete.  The results however were surprising and shocking because mainly the students were more educated and knew more about the study (water pollution).  It was believed that this was possible as they had access to information previously collected and collated via the internet whereas the fishermen had hands-on information, taking their job into consideration.

Overall, the survey went well and the necessary information was gathered.  The experience was a good one for me, enjoyable as well as there were a lot of visits to the beaches, rivers during the time of the research either to take pictures and/or do more interviews.

In comparing that experience then  with what I’ve learnt this week, I recognize that some of the points highlighted were employed.  In collecting the data, multiple measures to increase validity was considered.  The instruments used were the questionnaires, interviews and also observations to obtain a more complete picture of the phenomenon of interest (Qualitative methods).  Some of the key characteristics were also involved such as the sampling from the population/community; the collecting of the data through questionnaires and interviews and designing instruments for collecting of the data.  Prior to all this knowledge, we did a survey research design.

According to the etutor powerpoint presentations, “survey research designs are procedures in quantitative research in which investigators administer a survey to a sample or to the entire population of people in order to describe the attitudes, opinions, behaviours, or characteristics of the population.”

However we did not do follow up work especially with those who did not respond so as to reduce errors in our survey research.
The time allotted would have been a key factor though.  With this new knowledge however maybe, just maybe, the quality and result of the data would have been different.

Nevertheless, I’ve learnt overall from the Unit reading that a survey research is used to answer questions that have been raised, to solve problems that have been posed or observed and to assess needs and set goals.
There are also some key properties that must be considered when doing the survey research and that includes obtaining a sample from a population; collection of data using multiple measures to increase validity, pairing qualitative and quantitative methods to obtain a more complete picture of the phenomenon of interest; the design of instruments to collect worthwhile data and acquire a high response, do follow up work.

The methods used will however vary according to the purposes of the survey and the results will vary according to the methods used.

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Firstly, I must say setting up padlet was challenging for me.  This was new for me, hope I did it correctly. I'm eager to learn and practice more as we go along. Hope my contribution is what is expected.

In Unit I, the nature and scope of research was examined.  I learnt about the main purposes of research, the research process and research design.

Research simply defined is the process whereby knowledge is gathered to satisfy human beings curiosity.  There are three main purposes why research is undertaken exploration, description and explanation.

The research process has five main stages - Ask the research question, Formulate the hypothesis, Collect data, Analyse the data and Evaluate the hypothesis.  The overall aim however is to adopt research processes that are scientific rather than non-scientific.  The scientific method has its origin in the natural sciences such as physics, chemistry and biology whereas non-scientific method which one can say has actually been used more than the scientific research model derive from tradition, personal experience, intuition and logic.

The research design focuses attention on the planning of research undertaking.  According to Kothari (2004), it is the heart of any study.  Research design specifies what the researcher wants to find out and provide direction to the best approach to finding it out.  It is a plan, a roadmap and blueprint strategy of investigation conceived so as to obtain answers to research questions. Quantitative research focuses on gathering numerical data and generalizing it across groups of people or to explain a particular phenomenon. Qualitative research on the other hand, does not introduce treatments or manipulate variables, rather, it lets the meaning emerge from the participants.  It is used to uncover trends in thought and opinions, and dive deeper into the problem. Qualitative data collection methods vary using unstructured or semi-structured techniques.

Quantitative data collection methods are much more structured than Qualitative data collection method.  Qualitative Methods and Quantitative Methods include focus groups, in-depth interviews, and reviews of documents for types of themes. Surveys, structured interviews & observations, and reviews of records or documents for numeric information.