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What factors are most important in determining a research design in the field of education?
When doing research in the education sector, there are various factors to consider in determining the type of research design. One of them is the availability of funds for the research. The reason is that for the research to be successful, funds are needed to finance the research activities. If there are adequate funds for the research, then the researchers may choose a research design that is comprehensive; that is, a research design that focuses on the collection of data mainly from primary sources. However, if the funds are inadequate, then the researchers may choose a design that focuses on secondary sources of data. The reason for opting for secondary sources is because the researchers are able to analyze information that has already been collected and documented by other researchers and get answers to the research questions (Mitchell & Jolley, 2010).
The other factor to consider when determining the research design is the availability of data for the research. Researchers must, therefore, make sure that they choose a design that may enable them to get the required data. If it is not easy to get the data, the researchers may opt for a participant observation research design. If, on the other hand, the data is readily available, a survey design may be applicable (Mitchell & Jolley, 2010).
The other factor to consider is time. If the research precedes an imminent intervention to address a serious problem, then the design should be simple. If, on the other hand, the research aims at developing a long-term solution to a certain problem, then the design may be complex, or it may include a combination of various research designs such as qualitative, quantitative, and mixed designs (Mitchell & Jolley, 2010).
What are the pros and cons of selecting an established theoretical or conceptual model or framework? What are the pros and cons of developing a theoretical or conceptual model or framework individually?
Researchers in the field of education may use either an established conceptual framework or develop their own. The choice of conceptual framework depends on the nature of the study, availability of time, the skills and knowledge of the researchers, and the aim of the study. The advantage of selecting an established conceptual framework is that it saves time because the researchers do not spend time and resources developing the conceptual framework.
The other advantage is that the researchers have the assurance that the framework has already been tested and proven to work. The assurance increases the validity and reliability of the framework and the research. Selecting an established framework also enables the researchers to learn from the challenges faced by previous researchers and come up with strategies of filling the gaps in the framework, thus increasing the credibility of the research findings (Carpenter, 2008).
However, selecting an established conceptual framework has some disadvantages. One of them is that the researchers do not connect with the framework directly, and this may compromise the results since they may not fully understand the philosophy behind the framework. The other disadvantage is that an established conceptual framework has the possibility of backfiring, especially if the researchers are unable to identify the gaps in the framework.
Developing an individual conceptual framework has the advantage of giving the researchers the ability to own the framework, which enables them to carry out the study without many challenges. It also enables them to make the necessary changes to the framework since they understand it well. The disadvantage is that it consumes time and resources, which sometimes may not be adequate. It is, therefore, advisable to develop an individual conceptual framework only when the researchers have adequate time and resources to do so (Carpenter, 2008).
What are ethical concerns that are important at the implementation and reporting stages of a study?
One ethical concern that is important during the implementation stage of a study is the seeking of informed consent from all the participants of the study. They should be informed that their participation is voluntary. There is also the need to explain to them the purpose of the study and what they stand to lose or gain when they participate in the study. It is also important to inform them whether the information they give may be published or shared with the press and seek their consent on the same. It is not ethical to give false information to participants with the aim of securing their consent to participate in the study.
If the researchers intend to publish the names of the participants, then the participants need to be aware and decide whether to remain anonymous or not. Participants must also be informed that their confidentiality is guaranteed, especially when giving personal views about the topic of study. If this is not guaranteed, the participants may withhold some information that may be useful for the study. The recording of participants using tape recorders and taking their photographs should also be accompanied by their consent, which may be done by having them append their signatures on the relevant documents (Gates, 2008).
During the reporting stage, the ethical concern, which is important, is ensuring that the report does not contain names, photographs, and contacts of the participants without their consent. Researchers must also refrain from tampering with the collected data to skew the findings towards a particular area of interest to them. On the contrary, they must only report the actual findings of the study. It is also important to acknowledge all the stakeholders of the study during the reporting stage. Lastly, the researchers must make sure that the report of the study is handed over to the relevant authorities or stakeholders for the necessary action to be taken in a timely manner (Gates, 2008).
References
Carpenter, H.W. (2008).The development of a conceptual framework to understand statewide articulation system design. Arizona: Proquest.
Gates, K.E. (2008). A correlational study of professional development and implementation of character education in elementary schools. Capella: Proquest.
Mitchell, M.L., & Jolley, J.M. (2010). Research design explained. Belmont, CA : Wadsworth.
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