For this Application, complete the following for each scenario:
Identify the type of research method that would best be used to answer the question.
Provide a rationale for why you selected that particular method.
Scenario 1: Peer mediation has become widely used in many schools. The feelings of those involved in the process are little known—either from those doing the mediation or those receiving it. The ZASK-R Acceptance Preference Survey will be given as pre- and post-tests to 40 students participating in mediation. Follow-up interviews will be conducted on a bi-monthly basis.
Type of Research: Mixed-Method Research Design--Triangulation
Rationale: The scenario made it clear that there is a set number of students taking part in the survey process. Once the researcher has an opportunity to look at the data, much like scenario 3, the results of the survey will determine the questions that will be asked while interviewing the students. Following the quantitate research students are observed and interviewed. In a triangulation research design the qualitative and quantitative proves/disproves, supports/tears down, etc. McMillan and Schumacher (2008) state, “A quantitative survey...could be used in conjunction with focus groups of students...The more the survey results match the focus groups results, the greater the validity of the conclusion...” (p. 28). Then, the data collected from the small groups and/or interviews, can be applied to the bi-monthly interviews or perhaps the researchers could again gather data using a questionnaire to continue the collection and modifications of interview questions.
Scenario 2: Two classrooms of students are selected. There are 30 students in each class; each group will have similar demographics—age, sex, race, socio-economic background, etc. Classes will be randomly divided into two groups of 15 students. Of these two groups, one randomly selected group will get training on peer mediation and the other group will not. Thus in each classroom there will be one group that is trained in peer mediation and one that is not. Analysis will occur on which groups have the fewest office referrals.
Type of Research: Qualitative Research Design: Interactive Method--Case Study
Rationale: As in the previous scenario, this situation would also be best researched using qualitative data. However, in this example, it is important that the researcher observe and note how each of the different groups work through classroom issues, what methods are employed to solve conflict, etc. As defined by McMillan and Schumacher (2008) state, “A case study examines a bounded system, or a case, over time in detail, employing multiple sources of data found in the setting. The case may be a program, event, an activity, or a set of individuals bounded in time and place” (2008, pp. 27-28).
In addition to finding out which group has the fewest referrals, the researcher is also given the opportunity to observe the “how” and the “why” behind the peer mediation process. He/she can use observational notes or as stated previously other forms of data to compare/contrast the students’ actions, choices, etc., to the group of students that were not trained in conflict mediation. As Dr. Canipe described case studies, he explained that one must look at key issues that have relevance, as well as, how things change over time. In this scenario the researcher may pay attention to how student attitudes change as they get used to the implementation of the conflict mediation skills, students’ reactions to the use of conflict mediation in the classroom, and when and/or why students apply the conflict mediation skills in specific situations (Laureate Education, Inc., 2009).
Scenario 3: A school counselor is interested in knowing how student attitudes affect the value of peer mediation to decrease the number of office referrals that are being filed for inappropriate interactions.
Type of Research: Mixed-Method Research Design: Explanatory
Rationale: In this situation the most beneficial way for the counselor to gain the overall student attitude of the mediation program would be to begin gathering quantitative data. The best way to gain a vast amount of knowledge and collect greatest number of opinions would be to begin by surveying students. When beginning with a questionnaire or survey, the researcher has a better idea of where to go next with the research process (McMillan & Schumacher, 2008). After evaluating student responses, the researcher will then be able to target specific areas when beginning the qualitative portion of the mixed-method research design.
The next step in the collection of data in this research process would be to evaluate student responses, tabulate results, and look critically at the information available through the statistics. The insight gained from analyzing the data may help the researcher to move to a phenomenological study of certain students. Another option would be to move into the noninteractive qualitative methods search as concept analysis in order to get a better hold on to apply the theories behind conflict mediation or how to better apply said theory (McMillan & Schumacher, 2008).
Scenario 4: Peer mediation has become widely used in many schools. The feelings of those involved in the process are little known—either from those doing the mediation or those receiving it. The ZASK-R Acceptance Preference Survey will be given as pre- and post-tests to 40 students participating in mediation. Follow-up interviews will be conducted on a bi-monthly basis.
Type of Research: Mixed-Method Research Design--Triangulation
Rationale: The scenario made it clear that there is a set number of students taking part in the survey process. Once the researcher has an opportunity to look at the data, much like scenario 3, the results of the survey will determine the questions that will be asked while interviewing the students. Following the quantitate research students are observed and interviewed. In a triangulation research design the qualitative and quantitative proves/disproves, supports/tears down, etc. McMillan and Schumacher (2008) state, “A quantitative survey...could be used in conjunction with focus groups of students...The more the survey results match the focus groups results, the greater the validity of the conclusion...” (p. 28). Then, the data collected from the small groups and/or interviews, can be applied to the bi-monthly interviews or perhaps the researchers could again gather data using a questionnaire to continue the collection and modifications of interview questions.
References:
Laureate Education, Inc. (Producer). (2008). Program six. Qualitative Research Methods [Motion picture]. Introduction to educational research. Baltimore: Author.
McMillan, J. H., & Schumacher, S. (2008). Research in education: Evidence-based inquiry (Laureate custom edition). Boston: Pearson.
