Lecturer: Anne Saliu

Campus: Wentworth Houses - Gants Hill

Student name: .......... Corina Popa


Corina Popa Page 1
Index
Social media or Social Menace3
Task1
P1.1. Assess different research methods ...............................................3
P1.1.1. Experimental Research..3
P.1.1.2. Survey Research...
P.1.1.3. Evaluative Research..!
P.1.1.. "#servational Research... !
P.1.1.$. %evelopmental Research..... &
P1.1.!. 'pplied versus (undamental Research...)
P.1.2. Justification for the use of a research methodology.....................9
P.1.3. The importance of qualitatie and quantitatie data in research..9
P.1.!.The pro"lems that can arise #hen underta$ing research..............11
Task 2
P.2.1.The use of research sources.............................................................12
P.2.2.The importance of using primary information sources..................13
P.2.3. %escri"e a recogni&ed system of referencing................................1'
Task 3
P.3.1 Presentation of a research proposal to a defned audience...........16
P.3.2.The role of ethics in research............................................................1(
*i#lio+raphy.....................................................................................................1&
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Social media or Social Menace
Millions o, people around the -orld -ith access to the .nternet are mem#ers o,
one or more social net-orks. They have a permanent online presence -here they
create pro,iles/ share photos/ share their thou+hts -ith ,riends and spend hours 0ust
catchin+ up -ith -hat hundreds o, ,riends are doin+ -ith their li,e #ut its dark side is still
#ein+ measured.
There arises the need to examine the e,,ects o, social media on individuals and
,amilies.
1ou are re2uired to prepare your process o, investi+atin+ the ,actors that
determine these individuals3 ,ascination -ith social media and the e,,ects it has on their
,amilies.

P1.1 Assess different research methodologies
P.1.1.1 )xperimental research
Experimental research is #ased on a methodolo+y that meets three criteria4 random
assi+nment4 the su#0ects are randomly assi+ned to treatment +roups/ experimental
control4 all ,eatures o, the treatments are identical except ,or the independent varia#les/
and appropriate measures4 the dependent measures are appropriate ,or testin+ the
research hypothesis.
Experimental research/ o,ten called true experimentation/ uses the scienti,ic method
to esta#lish the cause5e,,ect relationship amon+ a +roup o, varia#les that make up a
study. The true experiment is o,ten thou+ht o, as a la#oratory study/ #ut this is not
al-ays the case6 a la#oratory settin+ has nothin+ to do -ith it. ' true experiment is any
study -here an e,,ort is made to identi,y and impose control over all other varia#les
except one. 'n independent varia#le is manipulated to determine the e,,ects on the
dependent varia#les. .t is +enerally reco+ni7ed as the most appropriate method ,or
dra-in+ causal conclusions a#out instructional interventions. 'lthou+h experiments are
-idely reco+ni7ed as methods o, choice ,or determinin+ the e,,ects o, an instructional
intervention/ they are su#0ect to limitations involvin+ method and theory. (irst/
concernin+ method/ the re2uirements ,or random assi+nment/ experiment control and
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appropriate measures can impose arti,iciality on the situation. Per,ectly controlled
conditions are +enerally not possi#le in authentic educational environments such as
schools.
Three common research desi+ns used in experimental research are4 #et-een su#0ects/
-ithin su#0ects and ,actorial desi+ns. .n #et-een5su#0ects desi+ns/ su#0ects are
assi+ned to one o, t-o 8or more9 +roups -ith each +roup constitutin+ a speci,ic
treatment. Each participant per,orms under only one level o, the independent varia#le in
a #et-een5su#0ects experiment/ -e can collect more data at that level durin+ a sin+le
experimental session. *ecause participants are likely to +et tired or lose interest in -hat
they are doin+/ it is easier to keep the total experimental time short ,or each o, them.
Random assi+nment o, participants ,or #et-een 5 su#0ect experiments is actually 2uite
e,,ective in removin+ potential #ias amon+ +roups. (or/ althou+h randomness may
seem like the ultimate in lack o, orderliness/ it is at least un#iased. .n -ithin5su#0ects
desi+ns/ the same su#0ect receives t-o 8or more9 treatments. (or example/ students
may #e assi+ned to a small class ,or one year and a lar+e class ,or the next year/ or
vice versa. :ithin5su#0ects desi+ns are pro#lematic -hen experience -ith one
treatment may spill over and a,,ect the su#0ect;s experience in the ,ollo-in+ treatment/
as -ould likely #e the case -ith the class si7e example. .n ,actorial desi+ns/ +roups are
#ased on t-o 8or more9 ,actors/ ,or example one ,actor #ein+ lar+e or small class si7e
and another ,actor #ein+ -hether the su#0ect is a #oy or +irl/ -hich yields ,our cells
8correspondin+ to ,our +roups9.
:hile #et-een su#0ects experiments re2uire more participants and have increased
varia#ility due to individual di,,erences/ they do o,,er the advanta+e o, allo-in+ shorter
experimental sessions and makin+ count5#alancin+ unnecessary. .ndividual di,,erences
amon+ the participants assi+ned to each +roup representin+ a level o, the independent
varia#le can #e reduced usin+ a matched5+roups procedure.
P.1.1.2. Survey Research
' survey is a data collection tool used to +ather in,ormation a#out individuals. ' survey
may ,ocus on ,actual in,ormation a#out individuals/ or it mi+ht aim to collect the opinions
o, the survey takers. The survey is a non5experimental/ descriptive research method.
Surveys can #e use,ul -hen a researcher -ants to collect data on phenomena that
cannot #e directly o#served. .t is a method o, sociolo+ical investi+ation that uses
2uestion #ased or statistical surveys to collect in,ormation a#out ho- people think or
act.
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' survey can #e administered in a couple o, di,,erent -ays. .n one method/ kno-n as a
structured intervie-/ the researcher asks each participant the 2uestions. .n the other
method/ kno-n as a 2uestionnaire/ the participant ,ills out the survey on his or her o-n.
Surveys are +enerally standardi7ed to ensure that they have relia#ility and validity.
Standardi7ation is also important so that the results can #e +enerali7ed to the lar+er
population.
*urey methods4
.ntervie-s < Structured/ semi5structured/ unstructured6
=uestionnaire
There are three types o, intervie-s that can #e conducted -hen carryin+ out research
pro0ects. Those are structured/ semi5structured/ and unstructured.
Structured intervie-s re2uire adherence to a very particular set o, rules. Each 2uestion
that is outlined should #e read -ord #y -ord #y the researcher -ithout any deviation
,rom the protocol. .n some cases/ the intervie-er is also re2uired to sho- consistency in
#ehavior across all intervie-s. This includes #odily posture/ ,acial expressions/ and
emotional a,,ect. Reactions to participant responses should #e kept to a minimum or
avoided entirely.
Semi5structured intervie-s are a #it more relaxed than structured intervie-s. :hile
researchers usin+ this type are still expected to cover every 2uestion in the protocol/
they have some -i++le room to explore participants3 responses #y askin+ ,or
clari,ication or additional in,ormation. .ntervie-ers also have the ,reedom to #e more
,riendly and socia#le.
>nstructured intervie-s are most o,ten used in ethno+raphies and case studies 8types
o, 2ualitative studies9. They are #est used -hen researchers -ant to ,ind as much
in,ormation as possi#le a#out their topic. The #ene,it is that unstructured intervie-s
o,ten uncover in,ormation that -ould not have #een exposed usin+ structured or semi5
structured intervie-s. The researcher and participant are not limited #y the protocol.
%ata sets collected usin+ unstructured intervie-s -ill #e lar+er than the rest.
+uestionnaires are a prede,ined series o, 2uestions used to collect in,ormation
,rom individuals. The t-o most common types o, survey 2uestions are closed5ended
2uestions and open5ended 2uestions. ?losed5ended 8or @closed 2uestionA9 is a 2uestion
,or -hich a researcher provides a suita#le list o, responses 8e.+. 1es B Co9. This
produces mainly 2uantitative data. "pen5ended 8or @open 2uestionA9 is a 2uestion the
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researcher doesn3t provide the respondent -ith a set ans-er ,rom -hich to choose.
Rather/ the respondent is asked to ans-er Din their o-n -ordsD. This produces mainly
2ualitative data.
P.1.1.3. Evaluative Research
Evaluation research seeks to provide o#0ective assessments o, past/ present/ or
proposed pro+rams o, action. Thou+h seekin+ to #e o#0ective/ most evaluation research
is sponsored #y actors in the environment o, the pro+ram/ -hether superordinate
or+ani7ations/ auditin+ or+ani7ations/ peer or+ani7ations/ donor or+ani7ations/ or
others. The methodolo+y o, evaluation research may #e mana+erial/ oriented to
providin+ mana+ement -ith needs assessments/ impact studies/ cost5#ene,it
in,ormation/ or critical path analysis ,or plannin+ purposes6 experimental or 2uasi5
experimental/ oriented to-ard identi,yin+ causal processes6 or intersu#0ective/ oriented
to-ard providin+ ethno+raphic/ phenomenolo+ical/ or other su#0ectively understood
in,ormation/ o,ten employin+ a D#ottom upD or D+rounded theoryD approach/ thou+h
participant o#servation may #e used as -ell.
P.1.1.. "#servational Research
"#servational research is type o, correlational 8i.e./ non,experimental9 research in
-hich a researcher o#serves on+oin+ #ehavior. There are a variety o, types o,
o#servational research/ each o, -hich has #oth stren+ths and -eaknesses. These
types are or+ani7ed #elo- on the extent to -hich an experimenter intrudes upon or
controls the environment.
-aturalistic o"seration/ also kno-n as nonparticipant o"seration/ has no
intervention #y a researcher. .t is simply studyin+ #ehaviors that occur naturally in
natural contexts/ unlike the arti,icial environment o, a controlled la#oratory settin+.
.mportantly/ in naturalistic o#servation/ there is no attempt to manipulate varia#les.
Stren+th4 :e can measure -hat #ehavior is really like. ',ter all/ the researcher is
o#servin+ real5li,e. This type o, research/ then/ has hi+h ecological alidity 8the extent
to -hich a situation +enerali7es to real5li,e circumstances9.
:eakness4 :e don;t kno- the cause o, #ehaviors/ nor do -e kno- i, any o#servation is
representative o, -hat normally occurs.
Participant ."seration
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Eere/ unlike naturalistic o#servation/ the researcher inter,eres in the environment.
*asically/ this re,ers to insertin+ yoursel, as a mem#er o, a +roup in order to o#serve
#ehavior you -ouldn;t other-ise have access to. 'lthou+h it seems like naturalistic
o#servation and participant o#servation are simply cate+ories/ you should understand
that there is really a continuum o, intrusion into the environment. .t depends on the
extent to -hich the researcher is involved in the research study. (or example/ i,
someone sets up an event 8e.+./ puttin+ trash in a path to see -ho picks it up9/ this is
not naturalistic o#servation 8see criteria a#ove9. This is also not participant o#servation
research #ecause the researcher is not a part o, the +roup #ein+ o#served. Think o, this
as a continuum -ith naturalistic o#servation on one end and participant o#servation on
the other.
P.1.1.$ %evelopmental Research
The purpose o, developmental research is to assess chan+es over an extended period
o, time. (or example/ developmental research -ould #e an ideal choice to assess the
di,,erences in academic and social development in lo-5income versus hi+h5income
nei+h#orhoods. .t is most common -hen -orkin+ -ith children as su#0ects ,or o#vious
reasons and can #e undertaken usin+ several methods4 lon+itudinal/ cross sectional/
and cross se2uential.
Fon+itudinal studies assess chan+es over an extended period o, time #y lookin+ at
the same +roups o, su#0ects ,or months or even years. Fookin+ at academic and social
development/ -e may choose a small sample ,rom each o, the lo-5 and hi+h5income
areas and assess them on various measures every six months ,or a period o, ten
years. The results o, lon+itudinal studies can provide valua#le 2ualitative and
2uantitative data re+ardin+ the di,,erences in development #et-een various +roups.
The ma0or concern -ith lon+itudinal research/ aside ,rom the o#vious lack o, control/
randomi7ation/ and standardi7ation/ is the len+th o, time it takes to complete the
study. .ma+ine startin+ a pro0ect that must #e constantly maintained ,or a period o, ten
or more years. The su#0ect mortality rate due to illness/ relocation/ and other ,actors
alone could result in ma0or concerns/ not to mention the amount o, ener+y and time that
must #e devoted to the research.
?ross Sectional Studies. "ne -ay to reduce the amount o, time and the mortality rate
in a developmental study is to assess di,,erent a+es at the same time rather than usin+
the same +roups over an extended period. ' cross sectional study mi+ht look at the
same theory re+ardin+ academic and social development #ut assess a small +roup o,
three year olds/ six year olds/ nine year olds and 12 year olds at the same time.
The assumption is that the di,,erences #et-een the a+e ran+es represent natural
development and i, that o, a lon+itudinal study had #een used/ similar results -ould #e
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,ound. The o#vious #ene,it is in the len+th o, time it takes to complete the study/ #ut the
assumptions that the six year old +roup -ill achieve the same academic and social
development as the nine year old +roup can #e invalid.
P.1.1.! 'pplied versus (undamental Research
(undamental research is that one carried out in an attempt to discover/ and has #een
descri#ed as #ein+ curiosity driven. :hen people undertake ,undamental research they
do so in order to learn a#out -hat it is they are researchin+/ and as such it very o,ten
leads to ne- insi+hts. (rom this #asis/ it is possi#le ,or ne- developments and solutions
to old pro#lems to #e considered.
"ne o, the characteristics o, ,undamental research is that the results can o,ten #e
unpredicta#le and unexpected. .t also needs the person or the people -ho are doin+ the
research to #e open minded as to -hat they actually discover/ as opposed to havin+ a
pre5conceived notion o, -hat may occur and so only addressin+ -hat they #elieve to #e
pertinent. .t is also necessary that -hat may appear to #e unrelated ,acts to #e taken
into consideration. This means that ,undamental research has o,ten +ot to #e
multidisciplinary #y its very nature.
'pplied research di,,ers ,rom ,undamental research #ecause it is used to solve actual
pro#lems rather than 0ust a -ay o, +ainin+ kno-led+e. This means that many scientists
use applied research in an attempt to solve some o, the many very real issues the
modern -orld ,aces -ith/ such as improvin+ crop production6 treatin+ or curin+
particular diseases6 and improvin+ the ener+y e,,iciency o, #uildin+s/ and
transportation.
There are some scientists -ho ,eel very stron+ly a#out the t-o di,,erent types o,
research and -ho #elieve that more emphasis should #e placed upon applied research
in a concrete e,,ort to improve the human condition/ and the ,uture o, the -orld as a
planet.
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P.1.2 Justify the use of a research methodology to "e used for the
research proposal
My personal opinion is that in a survey proposal the most common method o,
+atherin+ in,ormation is the 2uestionnaire #ecause it is less costly and it is the #est -ay
to reach more people/ includin+ people at some distance. . consider that it is simple/
easy to apply it and the data analysis could #e started as soon as your su#0ects
completed the 2uestionnaires. *esides/ this method keeps a-ay the intervie-er #ias
that could impact the relia#ility o, the data collection.
' 2uestionnaire is essentially a structured techni2ue ,or collectin+ primary data. .t is
+enerally a series o, -ritten 2uestions ,or -hich the respondents has to provide the
ans-ers.
Mail surveys can #e e,,ective methods o, collectin+ data. Provided #asic rules a#out
desi+n/ relia#ility/ and validity are adhered to and some methods o, achievin+ ade2uate
response rates are adopted/ the data -ill #e ro#ust. Galid conclusions can #e dra-n
,rom such data. Such research can and -ill continue to stimulate hypotheses and
improve 2uality o, any aspects or issues ,or mankind pro#lems.
P.1.3 %iscuss the importance of "oth qualitatie and quantitatie data in
research
P.1.3.The importance o, 2ualitative and 2uantitative data in
research
.n sociolo+y/ quantitatie research re,ers to the systematic empirical investi+ation o,
social phenomena via statistical/ mathematical or numerical data or. The o#0ective o,
2uantitative research is to develop and employ mathematical
models/ theories andBor hypotheses pertainin+ to phenomena.
., the researcher vie-s 2uantitative desi+n as a continuum/ one end o, the ran+e
represents a desi+n -here the varia#les are not controlled at all #ut only o#served.
?onnections amon+st varia#les are only descri#ed. 't the other end o, the spectrum/
ho-ever/ are desi+ns -hich include a very close control o, varia#les/ and relationships
amon+st those varia#les are clearly esta#lished. .n the middle/ -ith experiment desi+n
movin+ ,rom one type to another is a ran+e -hich #lends those t-o extremes to+ether.
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There are ,our main types o, =uantitative research4 %escriptive/ ?o relational/ ?ausal5
?omparativeB=uasi5Experimental/ and Experimental Research.
The overall structure o, a 2uantitative desi+n is #ased on the scienti,ic method. .t
uses deductive reasonin+/ -here the researcher ,orms a hypothesis/ collects data in an
investi+ation o, the pro#lem/ and then uses the data ,rom the investi+ation/ a,ter
analysis is made and conclusions are shared/ to prove that the hypotheses is not ,alse
or ,alse.
",ten collections o, statistics and num#er crunchin+ are not the ans-er to
understandin+ meanin+s/ #elie,s and experience/ -hich are #etter understood throu+h
2ualitative data. 'nd 2uantitative data/ it must #e remem#ered/ are also collected in
accordance -ith certain research vehicles and underlyin+ research 2uestions. Even the
production o, num#ers is +uided #y the kind o, 2uestions addressed to the su#0ects/ so
it is essentially su#0ective/ althou+h it appears less so than 2ualitative research data.
The qualitatie method is carried out -hen -e -ish to understand meanin+s/ look at/
descri#e and understand experience/ ideas/ #elie,s and values/ intan+i#les such as
these. Example4 an area o, study that -ould #ene,it ,rom 2ualitative research -ould #e
that o, students3 learnin+ styles and approaches to study/ -hich are descri#ed and
understood su#0ectively #y students.
The stren+th o, 2ualitative research is its a#ility to provide complex textual descriptions
o, ho- people experience a +iven research issue. .t provides in,ormation a#out the
@humanA side o, an issue < that is/ the o,ten contradictory #ehaviors/ #elie,s/ opinions/
emotions/ and relationships o, individuals. =ualitative methods are also e,,ective in
identi,yin+ intan+i#le ,actors/ such as social norms/ socioeconomic status/ +ender roles/
ethnicity/ and reli+ion/ -hose role in the research issue may not #e readily apparent.
:hen used alon+ -ith 2uantitative methods/ 2ualitative research can help us interpret
and #etter understand the complex reality o, a +iven situation and the implications o,
2uantitative data.
.t is important to note/ ho-ever/ that there is a ran+e o, ,lexi#ility amon+ methods used
in #oth 2uantitative and 2ualitative research and that ,lexi#ility is not an indication o,
ho- scienti,ically ri+orous a method is. Rather/ the de+ree o, ,lexi#ility re,lects the kind
o, understandin+ o, the pro#lem that is #ein+ pursued usin+ the method.
P.1. Explain the pro#lems that can arise -hen undertakin+ research
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P.1..The pro#lems that can arise -hen undertakin+ research
:hen content is not immediately availa#le to researchers/ there may #e real restrictions
in +ainin+ access 8,or example/ #ecause no license has #een purchased96 or it may #e
that the pro#lem lies in search and navi+ation/ com#ined to some extent -ith lack o,
researcher3s expertise.
The most common impacts are delays in research/ and inconvenient and disruptive
interruptions to -ork,lo-4 researchers report losin+ their thread/ havin+ to revisit and
ad0ust research at a later date in time/ and in some cases ,or+ettin+ to +o #ack to ,ill in a
+ap.
Many researchers ,re2uently -ork a-ay ,rom their home #ase in the course o, their
-ork/ and -hile they seldom/ i, ever/ +o to other li#raries speci,ically to +et access to e5
content/ they may -ish to secure access durin+ the course o, a visit ,or other purposes
The ran+e o, issues raised in the study is vast/ and speci,ic pro#lems may a,,ect only a
limited +roup o, researchers. *ut ,or those +roups/ the pro#lems can arise repeatedly/
are di,,icult to #e solved/ and can have a ma0or impact on their -ork.
?opyri+ht restrictions on t-entieth5century -orks/ especially those -hose o-nership is
uncertain/ cause di,,iculties ,or researchers in history/ music/ media and
communications and other su#0ect areas6 and so do the restrictions on ho- di+ital ,iles
can #e manipulated ,or research purposes.
The key reasons -hy researchers encounter access di,,iculties are4
H content has not #een di+iti7ed and made availa#le online6
H institutions have not purchased print copies or ac2uired a license ,or online access to
content that researchers need and that they ,ind throu+h a -ide ran+e o, discovery
services6
H discovery services themselves are o,ten complex/ and not -ell5inte+rated -ith li#rary
systems6
H licenses ,or online content are seen as complex and sometimes restrictive o, access
,or non5mem#ers o, institutions6
H institutions lack the technical or administrative capacity to make online licensed
resources availa#le to non5mem#ers6
The halo e,,ect re,ers to a #ias/ -here#y the perception o, a positive trait in a person or
product positively in,luences ,urther 0ud+ments a#out traits o, that person or products #y
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the same manu,acturer. "ne o, the more common halo e,,ects is the 0ud+ment that a
+ood lookin+ person is intelli+ent and amia#le.
P.2.1 Justify the use of research sources
P.2.1.The use o, research sources
Research data is either primary or secondary/ dependin+ on the source o, the
in,ormation. *oth types o, research data are valua#le ,or market research or any other
type o, study.
Primary data is in,ormation collected #y the researcher directly throu+h instruments
such as surveys/ intervie-s/ ,ocus +roups or o#servation. Tailored to his speci,ic needs/
primary research provides the researcher -ith the most accurate and up5to5date data.
Secondary data/ on the other hand/ is #asically primary data collected #y someone
else. Researchers reuse and repurpose in,ormation as secondary data #ecause it is
easier and less expensive to collect. Eo-ever/ it is seldom as use,ul and accurate as
primary data.
Primary data is the data collected #y the researchers themselves such as4
1. intervie-6
2. o#servation6
3. action research6
. case studies6
$. li,e histories6
!. 2uestionnaires6
&. ethno+raphic research6
). lon+itudinal studies6
*econdary sources are data that already exists
1. Previous research6
2. ",,icial statistics6
3. Mass media products6
. %iaries6
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$. Fetters6
!. Iovernment reports6
&. :e# in,ormation6
). Eistorical data and in,ormation6

Adantages of using secondary data
1. The ,irst advanta+e o, usin+ secondary data 8S%9 has al-ays #een savin+ time.
Moreover/ in the so 5 called .nternet Era/ this ,act is more than o#vious. .n the past/
secondary data collection used to re2uire many hours o, trackin+ on the lon+ li#raries
corridors. Ce- technolo+y has revolutioni7ed this -orld. The process has #een
simpli,ied. Precise in,ormation may #e o#tained via search en+ines. 'll -orth li#rary has
di+iti7ed its collection so that students and researchers may per,orm more advance
searches.
2. 'ccessi#ility. .n the past/ S% -as o,ten con,ined to li#raries or particular institutions.
.nternet has especially #een revolutionary in this sense. Eavin+ an internet connection
is ,re2uently the only re2uirement to access. ' simple click is sometimes more than
enou+h to o#tain vast amount o, in,ormation. The pro#lem/ nevertheless/ is no- #ein+
a#le to see -hether the data is valid.
3. Stron+ly connected to the previous advanta+es is savin+ money. .n +eneral/ it is
much less expensive than other -ays o, collectin+ data. "ne may examine lar+er data
sets like those collected #y +overnment surveys -ith no additional cost.
%isadantages of using secondary data
1. .nappropriateness o, the data. %ata collected #y a researcher 8primary data9 is
collected -ith a concrete idea in mind. The inappropriateness may #e/ ,or instance/ as
data #ein+ collected many years a+o/ that the in,ormation re,ers to an entire country
-hen one aims to study a speci,ic re+ion/ or the opposite/ one aims to study an entire
country #ut the in,ormation is +iven in a re+ion -ide. There are t-o possi#le -ays to #e
taken -hen S% is not appropriate4 19 ans-erin+ your research 2uestion partially -ith the
su#se2uent lack o, validity6 29 you need to ,ind an alternative techni2ue o, data
collection/ such as survey or intervie-s.
2. Fack o, control over data 2uality.
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P.2.2 Evaluate the importance o, usin+ primary in,ormation sources
P.2.2.The importance o, usin+ primary in,ormation sources
Primary Sources are the direct evidence or @,irst handA accounts o, events -ithout
secondary analysis or interpretation. ' primary source is a -ork that -as -ritten or
created at a time that is contemporary or nearly contemporary -ith the period or su#0ect
#ein+ studied.
The validity o, in,ormation is its relevance and appropriateness to a research 2uestion
and the directness and stren+th o, its association -ith the analy7ed concepts. ",ten you
-ill have to use #est availa#le in,ormation -hose validity may #e -eak. "ne solution ,or
validity is to adopt a -ider ran+e o, measures to reduce dependence on any one.
Relia#ility is/ literally/ the extent to -hich -e can rely on the source o, the data and/
there,ore/ the data itsel,. Relia#le data is dependa#le/ trust-orthy/ un,ailin+/ sure/
authentic/ +enuine/ reputa#le. ?onsistency is the main measure o, relia#ility. So/ in
literary accounts/ the reputation o, the source is critical.
The novelty o, in,ormation is particularly important to the science as ,indin+s can
chan+e drastically in short periods o, time. Eo- current the source you are lookin+ at is
relevant #ecause you -ant to kno- that the in,ormation is updated or revised i,
necessary. "n the other hand/ some sources may remain authoritative even thou+h
they are older. Some older sources are Dseminal -orksD -hich represent the startin+
point o, a ne- discipline/ or the 0umpin+ o,, point o, a ne- -ay o, lookin+ at a pro#lem.
Triangulation
Trian+ulation re,ers to the use o, more than one approach to the
investi+ation o, a research 2uestion in order to enhance con,idence in the ensuin+
,indin+s. Since much social research is ,ounded on the use o, a sin+le research
method and as such may su,,er ,rom limitations associated -ith that method or ,rom
the speci,ic application o, it/ trian+ulation o,,ers the prospect o, enhanced con,idence.
Trian+ulation is one o, the several rationales ,or M>FT.METE"% RESE'R?E. The term
derives ,rom surveyin+/ -here it re,ers to the use o, a series o, trian+les to map out an
area. %ata trian+ulation involves usin+ di,,erent sources o, in,ormation in order to
increase the validity o, a study. .n Extension/ these sources are likely to #e stakeholders
in a pro+ramJparticipants/ other researchers/ pro+ram sta,,/ other community
Corina Popa Page 14
mem#ers/ and so on. .n the case o, an a,terschool pro+ram/ ,or example/ the research
process -ould start #y identi,yin+ the stakeholder +roups such as youth in the pro+ram/
their parents/ school teachers/ and school administrators.
.nvesti+ator trian+ulation involves usin+ several di,,erent investi+ators in the
analysis process. Typically/ this mani,ests as an evaluation team consistin+ o,
collea+ues -ithin a ,ield o, study -herein each investi+ator examines the pro+ram -ith
the same 2ualitative method 8intervie-/ o#servation/ case study/ or ,ocus +roups9. The
,indin+s ,rom each evaluator -ould then #e compared to develop a #roader and deeper
understandin+ o, ho- the di,,erent investi+ators vie- the issue. ., the ,indin+s ,rom the
di,,erent evaluators arrive at the same conclusion/ then our con,idence in the ,indin+s
-ould #e hei+htened.
P.2.3 %escri#e a reco+nised system ,or re,erencin+
P.2.3. %escri#e a reco+ni7ed system o, re,erencin+
8Earvard re,erencin+9
's a student/ it is important that you identi,y in your assessment -hen you are usin+ the
-ords or ideas o, another author. The most accepted -ay o, ackno-led+in+ the -ork o,
another author is to use a re,erencin+ system. 's a part o, an academic community/ it is
important that you sho- the reader -here you have used someone else3s ideas or
-ords. (ailure to properly re,erence usin+ the Earvard system could make the reader
think that you are cheatin+ #y claimin+ someone else3s -ork as your o-n.
(or "oo$s/ record4
The author3s or editor3s name 8or names96
The year the #ook -as pu#lished6
The title o, the #ook6
., it is an edition other than the ,irst6
The city the #ook -as pu#lished in The name o, the pu#lisher.
(or /ournal articles record4
The author3s name or names6
The year in -hich the 0ournal -as pu#lished6
The title o, the article6
Corina Popa Page 15
The title o, the 0ournal6
The pa+e num#erBs o, the article in the 0ournal6
's much other in,ormation as you can ,ind a#out the 0ournal/ ,or example the volume
and issue num#ers.
(or electronic resources/ try to collect the in,ormation on the le,t i, it is availa#le/ #ut
also record4
The date you accessed the source
The electronic address or email
The type o, electronic resource 8email/ discussion ,orum/ ::: pa+e/ etc9

P.3.1 Present a research proposal to a de,ined audience utilisin+
appropriate survey techni2ues

P.3.1. Presentation o, a research proposal to a de,ined audience
1outu#e link4
P.3.2 %iscuss the role o, ethics in research
P.3.2.The role o, ethics in research
There are several ethical issues that must #e considered -hen desi+nin+ research that
-ill utili7e participants -ho are human #ein+s. There are a num#er o, ethical
principles that should #e taken into account -hen per,ormin+ under+raduate and
master;s level dissertation research. 't the core/ these ethical principles stress the need
to 8a9 do +ood 8kno-n as #ene,icence9 and 8#9 do no harm 8kno-n as non5
mal,easance9. .n practice/ these ethical principles mean that/ as a researcher/ you need
to4 8a9 o#tain in,ormed consent ,rom potential research participants6 8#9 minimi7e the risk
Corina Popa Page 16
o, harm to participants6 8c9 protect their anonymity and con,identiality6 8d9 avoid
usin+ deceptive practices6 and 8e9 +ive participants the ri+ht to -ithdra- ,rom your
research.
The primary concern o, the investi+ator should #e the sa,ety o, the research
participant. This is accomplished #y care,ully considerin+ the riskB#ene,it ratio/ usin+ all
availa#le in,ormation to make an appropriate assessment and continually monitorin+ the
research as it proceeds.
The scienti,ic investi+ator must o#tain in,ormed consent ,rom each research
participant. This should #e o#tained in -ritin+ 8althou+h oral consents are sometimes
accepta#le9 a,ter the participant has had the opportunity to care,ully consider the risks
and #ene,its and to ask any pertinent 2uestions. .n,ormed consent should #e seen as
an on+oin+ process/ not a sin+ular event or a mere ,ormality.
The investi+ator must enumerate ho- privacy and con,identiality concerns -ill #e
approached. Researchers must #e sensitive to not only ho- in,ormation is protected
,rom unauthori7ed o#servation/ #ut also i, and ho- participants are to #e noti,ied o, any
un,oreseen ,indin+s ,rom the research that they may or may not -ant to kno-.
The investi+ator must consider ho- adverse events -ill #e handled6 -ho -ill provide
care ,or a participant in0ured in a study and -ho -ill pay ,or that care are important
considerations.
.n addition/ #e,ore enrollin+ participants in an experimental trial/ the investi+ator
should #e in a state o, De2uipoise/D that is/ i, a ne- intervention is #ein+ tested a+ainst
the currently accepted treatment/ the investi+ator should #e +enuinely uncertain -hich
approach is superior. .n other -ords/ a true null hypothesis should exist at the onset
re+ardin+ the outcome o, the trial.
%i,,erent kinds o, research produce di,,erent kinds o, ethical pro#lems. Research
ethics should #e #ased on a realistic assessment o, the overall potential ,or harm and
#ene,it to research su#0ects.
Corina Popa Page 17
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Corina Popa Page 19