Introduction
Welcome to Module 4 – Tactics: Methods of data collection.
Having decided the overall strategy that is appropriate for
your project it is now time for you to consider how to collect
your data.
This is a lengthy Module with a number of chapters to read.
The temptation is to skip some chapters because they do not
seem appropriate to the overall strategy you have chosen.
It is important that you have a broad overview of the methods
available. By all means spend more time on chapters that are
of particular relevance (Eg. Robson, Chapter 12) but it is
worth investing some time in all of the chapters so you can
make informed choices about methodology.
Selecting the method(s) of data collection
The collection of data is an indispensable part of your project.
As Robson (2002) states
No data - no project (p385)
He uses a detective metaphor to help us think about the tactics
of data collection. To investigate a case a detective would
make enquiries by watching and interviewing suspects
and witnesses as well as collecting forensic evidence. In
carrying out real world research the options available are
very similar to those of the detective. You can watch people
to try to work out what is going on; you can ask people about
what they are doing and what they are thinking; and you can
look for evidence that they leave behind. For the detective
this might be fingerprints, for the researcher it might be
artefacts such as the minutes of a meeting or a teacher’s
program of work.
Robson (2002) suggests considering three factors when selecting
the method(s).
- A rational approach – given your research questions
and preferred research strategy what are the most suitable
methods available? Robson suggests, and it is good advice,
that when you are beginning to learn the procedures and
practices of research it is a good idea to get grounding
in all strategies and in a broad range of methods. It is
not uncommon for researchers to choose their preferred method
and then go searching for a problem. This can sometimes
be problematic when the problem is presented to you.
- What methods are available? – Robson (2002) provides
us with a simple and useful rule of thumb.
- To find out what people do in public use direct observation
- To find out what the do in private, use interviews
and questionnaires
- To find out what they think, feel and/or believe, use
interviews, questionnaires or attitude
scales
- To determine their abilities, or measure their intelligence
or personality, use standardized tests.
- Consider practicalities – a bit of common sense
here. Anything you propose to do must be feasible within
the constraints of time and resources. You also need to
consider the ethics of the project and the difficulties
of dealing with people who may just be a little jaded about
yet another survey
Remember there is no one general best method. Your choice
should be driven by the nature of your research questions
and moderated by the time and resources that are available
as well as your skill and expertise, and using multiple methods
is acceptable (see Robson 2002 p370). Data collection needs
to be done properly and systematically and you need to be
committed (see Robson 2002 p385-6)
Preparatory tasks
To help prepare you for the assessment activity and to increase
your understanding of the different methods/tactics that are
available to help you collect data you now need to read the
following chapters in your textbook (Robson)
- Chapter 8 - Surveys and Questionnaires
- Chapter 9 - Interviews
- Chapter 10 - Tests and Scales
- Chapter 11 - Observational Methods
- Chapter 12 - Additional Methods of Collection (essential)
Assessment activities
Activity 4.1 – Exploring tactics
Please note: This activity is individual, assessable
and should take you about 1 hour. It has a word limit of 450
words and is part of your folio of activities, which is worth
40% of your total mark. It should be emailed to your teacher
on or before week 10 of semester.
You now need to
- List and briefly describe the method(s)/tactic(s) you
will use to collect data for your project
- Explain why you have chosen this method / these tactics
in particular.
References
- Robson, C., 2002, Real World Research, 2nd Ed,
Blackwell, Oxford
Further resources
If you are interested to find about more about this area
then you can
- Read the following books
Surveys and Questionnaires
- Ronald C. & J. Blair, 1996, Designing surveys:
a guide to decisions and procedures, Thousand Oaks,
CA, Pine Forge Press
- D.A.de Vaus, 2002, Surveys in social research,
5th Ed, Allen & Unwin
- D. A. Dillman, 2000, Mail and Internet surveys:
the tailored design method, New York, Chichester
- C.Hakim, 1987, Research design: strategies and
choices in the design of social research, London,
Routledge
Interviews
- Aldridge, M. & Wood, J. 1988, Interviewing
children: a guide for child care and forensic practitioners,
Chichester, New York
- Kvale, S., 1996, Interviews: an introduction to
qualitative research interviewing, Thousand Oaks,
Sage Publications
- Mishler, E.G., Research interviewing: context and
narrative , Harvard University Press
Tests and Scales
- Bellack A.S & Hersen, M., Eds, 1997, Behavioural
assessment: a practical handbook, 4th Ed., Boston,
Allyn and Bacon
- Kline, P., 2000, The handbook of psychological
testing, Routledge
- Loewenthal, K.M., 2001, An introduction to psychological
tests and scales, 2nd ed., Psychology Press
- Rust, J. & Golombok, S., 1999, Modern psychometrics:
the science of psychological assessment, 2nd ed.,
Routledge, New York
Observational Methods
- Adler, P. & Adler, P., 1987, Membership roles
in field research, Sage Publications
- Emerson, R.M, Fretz, R.I & Shaw, L.L., 1995, Writing
ethnographic field notes, University of Chicago
Press
- Lofland, J. & Lofland, L., 1995, Analyzing
social settings: a guide to qualitative observation
and analysis, 3rd ed., Wadsworth
- Whyte, W.F., 1984, Learning from the field: a guide
from experience, Sage Publications
Additional Methods of Data Collection
- Brannen, J., Ed, 1992, Mixing methods: qualitative
and quantitative research, Avebury
- Greene, J.C & Caracelli, V.J., eds, 1997, Advances
in mixed-method evaluation: the challenges and benefits
of integrating diverse paradigms, Jossey-Bass
- Hakim, C., 1982, Secondary analysis in social research:
a guide to data sources and methods with examples,
Allen & Unwin
- Krippendorff, K., 1980, Content analysis: an introduction
to its methodology, Sage Publications
You can also look at the extensive "Further Reading"
sections at the end of each chapter in your textbook.
- Visit the following websites
Action research
Case study
Ethnography
Grounded theory
Other
Qualitative research
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