Introduction
The study will use a mix of qualitative and quantitative method to allow for better analysis of the implementation of co-curricular activities in secondary school. Use of a mixed-method approach can make the results more presentable to a hostile audience or in using quantitative work to back up qualitative work. This can be useful where there are concerns about getting a qualitative proposal past a quantitative panel, or getting results of largely qualitative work published in a more traditionally quantitative journal. With the increasing interest in qualitative work in psychology, this is probably going to become less of a problem. Rather than seeking to specify the contrasting properties of qualitative and quantitative inquiry, or viewing them as clearly definable entities, these responses articulated a defensible and deserving place for qualitative research and adopted a stance of methodological pluralism. Sometimes, this stance was also proposed as a possible way of redressing efforts at disciplinary legitimation and regulation (Dunne, Pryor & Yates 2005). Quantitative and qualitative methods could just be possible choices, chosen to tackle certain psychological problems; instead they have become rather entrenched ideological or epistemological positions, also called paradigms. From the standpoint of those who choose quantitative methods, which are themselves modeled on and compatible with methods used in the natural sciences, using qualitative methods means debasing psychology as a science. From the standpoint of those using predominantly qualitative methods, modeled on and compatible with methods used in the humanities, those who adhere to the quantitative camp devaluate the human being which should be at the centre of psychology as a discipline (Darlington & Scott 2002).
Research instruments
When items are organized into instruments, there are also issues of instrument format to consider. An important dimension of instrument design is the uniformity of the formats within the instrument. An instrument can consist entirely of one item format, such as is typical in many standardized achievement tests where all are usually multiple-choice items, and in many surveys, where Likert-type items are mostly used although sometimes with different response categories for different sections of the survey (Wilson 2005). As part of the qualitative method, the researcher will look into books and journals to gather data on E-banking among UTM (University Technology Malaysia) community. The books and journals would be used to understand the concept of E-banking and its potential benefits towards the UTM community. As part of the quantitative method, the researcher will conduct a survey asking teachers and students regarding their analysis of the use of E-banking among UTM community. In this part the students and teachers will be asked on how they feel about e-banking and what they believe are the benefits of E-banking towards the UTM community.
Respondents of the study and research procedure
100 participants will be asked to fill up the survey. They will be determined by conducting a random sampling of the teachers and students of the UTM community. The researcher will make sure that everyone will be given a fair chance in being selected for the study. The researcher will ask for 10 teachers and 90 students that will give their thoughts on use of E-banking among UTM community. The teachers would represent the administration department and would focus on how e-banking makes it easy for them to collect their salaries. The students would represent the parents and would focus on how e-baking makes it easy for them to pay fees and get allowances. The researcher will email the chosen respondents narrating the study and mentioning a privacy/confidentiality clause. The respondents would include in the email the survey proper and would give them a week or two to answer the questions. After receiving the responses, the researcher will email the respondents to thank them for their participation. The response of respondents would be based on how they strongly agree, agree, disagree, strongly disagree, disagree or are undecided on a certain issue.
Data analysis
Acquired data will be analyzed through descriptive statistics. Descriptive statistics are simply summary scores for sets of data and as such characterize various aspects of the units studied. There are different ways in which descriptive analysis is conducted and presented: tabular, graphical and statistical. Tabular analysis involves presenting the results of analysis in tables. Frequently the information contained in a table can be presented as a graph. For simple analysis a graph might display patterns more readily than a table might. Statistics provide summary measures of information contained in a set of cases. These descriptive statistics are frequently a single number and do not contain as much information as a table or graph but they can provide an easily understood snapshot of a set of cases (Croon, Sijtsma and Van Der Ark 2005). In this study, the researchers will apply descriptive to compare data among the variables. In analyzing the collected data, the paper will be divided into two categories these are: some personal information from the respondents and the answers of the respondents towards the questions. The gathered data would be analyzed by putting it in graphs to better understand it
References
Croon, MA, Sijtsma, K & Van Der Ark, L (eds.) 2005, New
developments in categorical data analysis for the social and
behavioral sciences, Lawrence Erlbaum Associates, Mahwah, NJ.
Darlington, Y & Scott, D 2002, Qualitative research in practice:
Stories from the field, Allen & Unwin, Crows Nest, N.S.W.
Dunne, M, Pryor, J & Yates, P 2005, Becoming a researcher: A
companion to the research process, Open University Press,
Maidenhead, England.
Wilson, M 2005, Constructing measures: An item response modeling approach, Lawrence Erlbaum Associates, Mahwah, NJ.
0 comments:
Post a Comment