Several data gathering methods were employed over the course of the ILA. 17 students participated in the ILA over 5 weeks. Data gathering methods included several questionnaires, interviews and observations. Questionnaire 1 was given to students at the start of the research assessment. This was designed to see what students understood about the their topic, how they were to gather information, what prior knowledge they had about the topic. Questionnaire 2 was given to students at the end of the research assessment after they had handed in their assignments. This was designed to see how they felt about the assignment, whether or not they gained any knowledge, how they felt about research and searching for information and if they felt confident in this.
Observations were undertaken throughout the research project, once a week for one hour over the course of a 5-week period. These were also undertaken whilst observing students and their search methods. Interviews were also conducted with several students throughout the research period to gain an understanding of how they were feeling and what areas they were struggling in. These interviews were fairly impromptu, as not all students could participate due to their workload.
At the end of the ILA, the data was gathered up including, questionnaires, transcribed interviews and observations. Questionnaires were coded for data analysis and the interviews and observations were used for the discussion of results.
A qualitative approach was applied to this research as it was deemed the most appropriate for the type of research and observations undertaken. A constructivist approach was also adopted throughout the study as the researcher was extremely interested in the views, values, beliefs, feelings, assumptions and ideologies of the individual participants rather than just gathering facts and describing acts (Charmaz, 2000 as cited in Creswell, 2012, p. 429). Charmaz (2003, p. 272) also recognises that the constructivist approach does not seek single, universal truths; rather, it addresses human realities and how people develop relations with what they do, think and feel.
At the end of the ILA, the data was gathered up including, questionnaires, transcribed interviews and observations. Questionnaires were coded for data analysis and the interviews and observations were used for the discussion of results.
A qualitative approach was applied to this research as it was deemed the most appropriate for the type of research and observations undertaken. A constructivist approach was also adopted throughout the study as the researcher was extremely interested in the views, values, beliefs, feelings, assumptions and ideologies of the individual participants rather than just gathering facts and describing acts (Charmaz, 2000 as cited in Creswell, 2012, p. 429). Charmaz (2003, p. 272) also recognises that the constructivist approach does not seek single, universal truths; rather, it addresses human realities and how people develop relations with what they do, think and feel.
References
Charmaz, K. (2003). Grounded theory (Ch 8). Strategies of qualitative inquiry. 2, 249.
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Upper Saddle River, NJ: Pearson Prentice Hall.
Charmaz, K. (2003). Grounded theory (Ch 8). Strategies of qualitative inquiry. 2, 249.
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Upper Saddle River, NJ: Pearson Prentice Hall.
