Writing
Data Collection Plan Exercise

Question Description

Develop a basic research question surrounding the doctoral/graduate student research experience. During week 6, use a “simultaneous” or “sequential mixed methods” design with a dominant qualitative paradigm or a dominant quantitative paradigm to develop a data collection plan based on the data generated by the class. You must include in your data collection plan from one quantitative and one available qualitative data stream generated in this course (e.g., photo elicitation, focus group interview questions, research experiences scale, research methods test, etc.), and you must weight the interpretation of these data types to enhance the qualitative results. Explain the rationale for selecting your data sources and how these data sources will answer your research question.

The following data sources may be used for this paper:

Data #ToolType of ToolBlackboard locationModule
1Journal promptQUALWiki 1
2Photo elicitationQUALDiscussion Forum #11
3Focus group interview questionsQUALWiki 1
4Philosophical beliefs scaleQUANTGoogle Doc 2
5Researcher self-efficacy scaleQUANTGoogle Doc 2
6Post graduate researcher experiences scaleQUANTGoogle Doc 2
7Research methods examQUANTData shared with you3

Identify the following in this paper:
  1. Research question(s)
  2. mixed methods research design
  3. Data collection tools
  4. Rationale for selecting the design and the tools to answer your research question(s)
  5. Strengths and limitations of the data collection plan

Describe your data collection plan in a 3page paper. Make certain that your paper includes an appropriate research question (or set of questions), a brief description of the design, and a brief discussion of the mixed method data collection plan and cautions/limitations. You are required to use course materials to justify each aspect of your plan.

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Running Head: RESEARCH DESIGN Mixed Methods Research Data Collection Plan Concordia University-Chicago RESEARCH DESIGN 1 Introduction to the Data Collection Plan Teddlie and Tashakkori (2009) define Mixed Methods (MM) as a “type of research design in which Qualitative (QUAL) and Quantitative (QUAN) approaches are used in types of questions, research methods, data collection and analysis procedures, and/or inferences” (p. 7). This paper will lay out a MM research design seeking to answer questions about graduate students experience in graduate school, and their perceptions of research. This research design paper will outline the importance of the study, the specific research questions looking to be answered, the design of the study, collection of data, rationale of the study, and strengths and limitations of the study. This research study is important to present and future graduate students and their experiences within their graduate program, and how those experiences have impacted their opinions and thoughts on research. With the integration of the research questions, data provided can help future students, teachers, and program leaders to develop better program experiences with higher outcomes. The study will utilize students enrolled in a Mixed Methods Research course at an Illinois based University. Research Questions 1) What are the perceptions of graduate students’ regarding how their professors have prepared them to perform research? 2) What are students’ beliefs and perceptions about educational research? RESEARCH DESIGN 2 Mixed Methods Research Design Teddlie and Tashakkori (2009) describe an explanatory research study as one that involves follow-up explanations and participant selection. This study is explanatory in design with two distinct methodologies being used (as inherently defined within a MM study) with the first phase being the quantitative phase which seeks to answer what the experience of graduate students have been in their doctoral pursuits. The second phase of the study is qualitative and seeks to understand students’ experiences and beliefs about educational research. The format of QUAN → qual is an explanatory sequential study, as a sequential design occurs when one methodology is used before moving to the next phase (vs. simultaneous when both QUAN and QUAL are performed at the same time). The identification of participants within the study helps with selection of individuals who provide the best opportunity to answer the research questions being asked. Thus, providing conclusions that will provide future assistance to graduate students and professors, as mentioned earlier. Data Collection As mentioned, the design of the study is QUAN → qual; the quantitative data will be collected first, followed by the qualitative portion. The quantitative data consists of data acquired through graduate students’ responses to a post graduate research experience survey asking them to rate their experiences in their program of study. The qualitative phase, which follows the quantitative phase, collects data using photo elicitation in which participants select an image that best represents their experiences and beliefs about educational research. The photo produces a response from the selection of the image, identifying specifically why they chose the image and what it means to them accordingly. The quantitative portion of the study (QUAN → RESEARCH DESIGN 3 qual) utilizes responses from 62 participants and the qualitative portion of the study utilizes responses from 13 participants who are enrolled in one Mixed Methods class and are current graduate student researchers. Survey The 62 participants will be asked as part of course requirements to respond to a survey asking them to respond to each of the 14 questions utilizing a Likert type scale with ratings from 1-5 (Strongly Agree to Strongly Disagree). The survey represents a purposive sampling technique; purposive sampling usually involves respondents being utilized for a specific purpose rather than random sampling (Teddlie & Tashakkori, 2009). Further, purposive sampling “addresses specific purposes related to research questions; therefore, the researcher selects cases that are information rich in regard to those questions” (Teddlie & Tashakkori, 2009, p. 173). Photo Elicitation “A photo elicitation study allows the researcher to use participant generated images to better understand participants' beliefs and experiences with a situation. By locating a photo online (i.e., Google image) or take a photo of an image that represents your belief about and/or experience with educational research” (Epstein, Stevens, McKeever, & Baruchel, 2006). Each of the 13 participants will be asked to select an image that helps them identify their beliefs and feelings about educational research, and then described why they chose that particular picture. Rationale The guiding premise of the study is to determine post graduate researchers’ beliefs and experiences about educational research in order to help not only their experience, but the future experiences of other post graduate students, professors, and directors of the post graduate RESEARCH DESIGN 4 program. Their opinions, thoughts and experiences will help shape and provide for opportunities for growth and application of the results of the study. The post graduate researcher experiences survey will be utilized to fulfill the quantitative portion of the study utilizing a Likert type scale to determine the depth and extent of beliefs answering each question. The second phase will utilize photo elicitation to fulfill the qualitative portion of the study. The photo elicitation phase provides thick rich and deep information from respondents (Teddlie & Tashakkori, 2009) which is the objective of utilizing a qualitative methodology. The goal is to answer the research questions initially presented utilizing the aforementioned methodologies to provide a valid and reliable study. The study will use a sequential explanatory design utilizing a QUAN → qual phase of data collection. Strengths and Limitations One of the strengths of the study is the design of the study, utilizing a mixed methods approach to the study, as Creswell (2012) put it, the goal of a mixed method study and integration of data is to utilize both strengths of a quantitative study and qualitative study and integrate the findings. The integration of numeric responses (quantitative) responses with thick rich deep information to best answer the research questions and provide results on students’ opinions and experiences about their research experience. One limitation of the study may be the small number of respondents involved with the study. Sixty-two responses may not be sufficient to effectively generate quantitative results that are generalizable to the experience of other graduate research students. Further, the 13 students that will be sampled for the qualitative data are all from the same class and the same professor. Thus, the respondents may be similar in their background and experience with this particular RESEARCH DESIGN study. While the study will be performed on students with several years of post-graduate work accomplished, the time frame of the actual study is limited, in that responses took place within two weeks, from beginning to end of the study. 5 RESEARCH DESIGN 6 References Creswell, J.W. (2012). Achieving integration in mixed methods design: An overview. Presentation for the NIH-OBSSR Workshop, “Using Mixed Methods to Optimize Dissemination and Implementation of Health Interventions ”Natcher Conference Center NIH Health Interventions, Natcher Conference Center, NIH Campus, Bethesda, MD. Epstein, I., Stevens, B., McKeever, P., & Baruchel, S. (2006). Photo elicitation interview (PEI): Using photos to elicit children's perspectives. International journal of qualitative methods, 5(3), 1-11. Teddlie, C., & Tashakkori, A. (2009). Foundations of mixed methods research: Integrating quantitative and qualitative approaches in the social and behavioral sciences. Thousand Oaks, CA: Sage. Username 1 2 3 4 5 6 7 8 Question 1 Answer 1 Auto Score 1 Price of a college credit, Ratiomeasured in US dollars. Price of a college credit, Nominal measured in US dollars. Price of a college credit, Ratiomeasured in US dollars. Price of a college credit, Nominal measured in US dollars. Price of a college credit, Ratiomeasured in US dollars. Price of a college credit, Nominal measured in US dollars. Price of a college credit, Interval measured in US dollars. Price of a college credit, Nominal measured in US dollars. 1 0 1 0 1 0 0 0 Question 2 Approval for a newly established university po Approval for a newly established university po Approval for a newly established university po Approval for a newly established university po Approval for a newly established university po Approval for a newly established university po Approval for a newly established university po Approval for a newly established university po Answer 2 Ordinal Ordinal Interval  Ordinal Ordinal Ordinal Ordinal Ordinal Auto Score 2 Question 3 1 A measure that is ________ is also necessarily ___________ 1 A measure that is ________ is also necessarily ___________ 0 A measure that is ________ is also necessarily ___________ 1 A measure that is ________ is also necessarily ___________ 1 A measure that is ________ is also necessarily ___________ 1 A measure that is ________ is also necessarily ___________ 1 A measure that is ________ is also necessarily ___________ 1 A measure that is ________ is also necessarily ___________ Answer 3 Reliable, valid Reliable, valid Valid, reliable Reliable, valid Reliable, valid Reliable, valid Reliable, valid Reliable, valid Auto Score 3 Question 4 0 Grounded theory analysis begins with 0 Grounded theory analysis begins with 1 Grounded theory analysis begins with 0 Grounded theory analysis begins with 0 Grounded theory analysis begins with 0 Grounded theory analysis begins with 0 Grounded theory analysis begins with 0 Grounded theory analysis begins with Answer 4 Common categories Data collection Data collection Data collection Data collection Data collection Data collection Data collection Auto Score 4 Question 5 Answer 5 Auto Score 5 Question 6 0 According to some survey researchers, 60 the minimum level1 for Questions an adequate 6 through response 8 arerate based for on analysis the following and repoi 1 According to some survey researchers, 40 the minimum level0 for Questions an adequate 6 through response 8 arerate based for on analysis the following and repoi 1 According to some survey researchers, 30 the minimum level0 for Questions an adequate 6 through response 8 arerate based for on analysis the following and repoi 1 According to some survey researchers, 40 the minimum level0 for Questions an adequate 6 through response 8 arerate based for on analysis the following and repoi 1 According to some survey researchers, 50 the minimum level0 for Questions an adequate 6 through response 8 arerate based for on analysis the following and repoi 1 According to some survey researchers, 40 the minimum level0 for Questions an adequate 6 through response 8 arerate based for on analysis the following and repoi 1 According to some survey researchers, 30 the minimum level0 for Questions an adequate 6 through response 8 arerate based for on analysis the following and repoi 1 According to some survey researchers, 40 the minimum level0 for Questions an adequate 6 through response 8 arerate based for on analysis the following and repoi Answer 6 Auto Score 6 dependent variable moderating variable dependent variable moderating variable moderating variable moderating variable dependent variable moderating variable 1 0 1 0 0 0 1 0 Question 7 SES is the: SES is the: SES is the: SES is the: SES is the: SES is the: SES is the: SES is the: Answer 7 Auto Score 7 independent variable intervening variable independent variable intervening variable dependent variable intervening variable independent variable intervening variable 1 0 1 0 0 0 1 0 Question 8 Answer 8 Auto Score 8 Question 9 Answer 9 Which inferential statistical Pearson’s test correlation should the researcher use? 0 Suppose the researcher reject conducts the null an hypothesis inferential statistical test and Which inferential statistical T-test test should the researcher use? 1 Suppose the researcher claimconducts hypothesis an inferential is true statistical test and Which inferential statistical T-test test should the researcher use? 1 Suppose the researcher retain conducts the nullan hypothesis inferential statistical test and Which inferential statistical T-test test should the researcher use? 1 Suppose the researcher claimconducts hypothesis an inferential is true statistical test and Which inferential statistical Frequency testdistribution should the researcher use? 0 Suppose the researcher claimconducts hypothesis an inferential is true statistical test and Which inferential statistical T-test test should the researcher use? 1 Suppose the researcher claimconducts hypothesis an inferential is true statistical test and Which inferential statistical Pearson’s test correlation should the researcher use? 0 Suppose the researcher claimconducts support an forinferential hypothesisstatistical test and Which inferential statistical T-test test should the researcher use? 1 Suppose the researcher claimconducts hypothesis an inferential is true statistical test and Auto Score 9 0 0 1 0 0 0 0 0 Question 10 Answer 10 Auto Score 10 Question 11 In an _______________, experiment, the _______________ independent variable is manipulated. 1 Consider the following survey item, which wou In an _______________, experiment, the _______________ independent variable is manipulated. 1 Consider the following survey item, which wou In an _______________, experiment, the _______________ independent variable is manipulated. 1 Consider the following survey item, which wou In an _______________, experiment, the _______________ independent variable is manipulated. 1 Consider the following survey item, which wou In an _______________, experiment, the _______________ dependent variable is manipulated. 0 Consider the following survey item, which wou In an _______________, experiment, the _______________ independent variable is manipulated. 1 Consider the following survey item, which wou In an _______________, experiment, the _______________ dependent variable is manipulated. 0 Consider the following survey item, which wou In an _______________, experiment, the _______________ independent variable is manipulated. 1 Consider the following survey item, which wou Answer 11 Auto Score 11 biased question open-ended question double-barreled question open-ended question open-ended question open-ended question open-ended question open-ended question 0 0 1 0 0 0 0 0 Question 12 Answer 12 Auto Score 12 Which of the following ethnography describes a qualitative research design 0 approach that focuses Which of the following casedescribes study a qualitative research design 0 approach that focuses Which of the following ethnography describes a qualitative research design 0 approach that focuses Which of the following casedescribes study a qualitative research design 0 approach that focuses Which of the following casedescribes study a qualitative research design 0 approach that focuses Which of the following casedescribes study a qualitative research design 0 approach that focuses Which of the following ethnography describes a qualitative research design 0 approach that focuses Which of the following casedescribes study a qualitative research design 0 approach that focuses Question 13 Answer 13 Auto Score 13 Question 14 Answer 14 Which of the following To select best describes a set of people the main with purpose the same of1 sampling? Which characteristics of the following as the Closed population type of question from which would they likely areyield chosen. the sho Which of the following To enhance best describes the reliability the main ofpurpose measurements. of0 sampling? Which of the following Closed type of question would likely yield the sho Which of the following To select best describes a set of people the main with purpose the same of1 sampling? Which characteristics of the following as the Closed population type of question from which would they likely areyield chosen. the sho Which of the following To enhance best describes the reliability the main ofpurpose measurements. of0 sampling? Which of the following Closed type of question would likely yield the sho Which of the following To validate best describes the theoretical the mainconcepts purpose used of0 sampling? Which in a study of the following Reflective type of question would likely yield the sho Which of the following To enhance best describes the reliability the main ofpurpose measurements. of0 sampling? Which of the following Closed type of question would likely yield the sho Which of the following To enhance best describes the validity the main of measurements. purpose of0 sampling? Which of the following Closed type of question would likely yield the sho Which of the following To enhance best describes the reliability the main ofpurpose measurements. of0 sampling? Which of the following Closed type of question would likely yield the sho Auto Score 14 1 1 1 1 0 1 1 1 Question 15 Answer 15 Auto Score 15 Question 16 Models or frameworks Paradigms for observation and understanding1 inWhich research, of the which following shapeiswhat NOT we a characteristic study, how w Models or frameworks Theories for observation and understanding0 inWhich research, of the which following shapeiswhat NOT we a characteristic study, how w Models or frameworks Paradigms for observation and understanding1 inWhich research, of the which following shapeiswhat NOT we a characteristic study, how w Models or frameworks Theories for observation and understanding0 inWhich research, of the which following shapeiswhat NOT we a characteristic study, how w Models or frameworks Hypotheses for observation and understanding0 inWhich research, of the which following shapeiswhat NOT we a characteristic study, how w Models or frameworks Theories for observation and understanding0 inWhich research, of the which following shapeiswhat NOT we a characteristic study, how w Models or frameworks Paradigms for observation and understanding1 inWhich research, of the which following shapeiswhat NOT we a characteristic study, how w Models or frameworks Theories for observation and understanding0 inWhich research, of the which following shapeiswhat NOT we a characteristic study, how w Answer 16 Auto Score 16 Question 17 Answer 17 Auto Score 17 Usually takes place in a laboratory setting  1 Which philosophicalOntology  term refers to the study of “how we 0know what we know”? Iterative and historical  0 Which philosophicalEpistemology  term refers to the study of “how we 1know what we know”? Usually takes place in a laboratory setting  1 Which philosophicalEpistemology  term refers to the study of “how we 1know what we know”? Iterative and historical  0 Which philosophicalEpistemology  term refers to the study of “how we 1know what we know”? Usually takes place in a laboratory setting  1 Which philosophicalEmpiricism  term refers to the study of “how we 0know what we know”? Iterative and historical  0 Which philosophicalEpistemology  term refers to the study of “how we 1know what we know”? Usually takes place in a laboratory setting  1 Which philosophicalEpistemology  term refers to the study of “how we 1know what we know”? Iterative and historical  0 Which philosophicalEpistemology  term refers to the study of “how we 1know what we ...
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