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Methods and Analysis

Khilola Alihon

Master of Education in Educational Leadership

Dr. Alexandria Proff

EDUC 511: Introduction to Applied Research

22 October 2022
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Research Methodology

The aim of this study is involved quantitative research in which a survey is developed and

administered in order to provide a numerical description of opinions. Quantitative data analysis

is a systematic process of both collecting and evaluating measurable and verifiable data.

(Creswell 2014). Implementing a survey for data collection is advantageous for identifying

commonalities in opinions, and attitudes of a large population of teachers by surveying a smaller

sample of participants (Fowler 2009).

Participants

In this research, the participants will be cycle 3 high school teachers in the United Arab

Emirates. All of the high school teachers in the privet and public school are highly qualified and

experienced, therefore they all meet the requirements for participating in the survey. There are

about five-hundred high school teachers in the scheme. The sampling design for accessing these

teachers in a professional manner will be through the multistage process of clustering, in which

groups of participants will be identified, then sampled (Babbie 2007). Permission to conduct the

survey will be asked from lead teachers, and cluster managers prior to the survey being

administered to their staff. In addition, the survey will be voluntary since these teachers are not

obligated to participate.

Data Collection Tool

The data collection will be conducted using a structured survey in which each person will answer

the same questions in order to gather quantitative data regarding their opinions, and attitudes.
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The survey will be designed specifically for this research in cooperation with colleagues from

private and public schools. The survey questions will be close ended in order to gather uniform

data that can be more easily analyzed using online software. Participants will answer each

question using a five-option Likert scale in which they will rate the importance of various

teaching practices for promoting higher performance on extended response style questions. The

survey will be created and administered electronically using SurveyMonkey or Microsoft forms

and distributed to potential participants through email. Lastly, the survey will consist of about

twenty questions and should take no more than ten minutes for participants to complete.

Data Analysis

Creswell (2014) outlines a six-step process for conducting quantitative data analysis, which will

be used to guide the data analysis in this study. The first step will be to create a table which

represents the number, and percentage of respondents and nonrespondents. The next step will be

to determine the degree of response bias by analyzing the effect of nonresponses on the survey

results (Fowler 2009). This process will include wave analysis in which the responses are

examined and compared on a weekly basis in order to determine if and why responses are

changing over time (Leslie 1972). The third step will be to complete a descriptive data analysis

of each variable in the study. This data analysis will include calculations describing mean,

standard deviation, and range of the values for each variable. Step four will be to apply Cronbach

alpha statistics by combining questions that collectively measure the same latent variable into

groups, or scales, then calculating Cronbach’s alpha to measure the consistency or reliability of

the survey (Cronbach 1951). The next step will be to apply inferential statistics by comparing
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variables in order to draw an inference, or conclusion, from the sample to the larger population

of teachers. The final step will be to interpret the data in order to develop conclusions regarding

the two primary research questions.

Creswell (2014) describes a six-step methodology for carrying out quantitative data analysis; this

study's data analysis will follow this methodology. The first step will be to create a table which

represents the number, and percentage of respondents and nonrespondents. The next step will be

to determine the degree of response bias by analyzing the effect of nonresponses on the survey

results (Fowler 2009). This procedure will involve wave analysis, where the answers are

contrasted and studied on a weekly basis to see whether and why they are evolving over time

(Leslie 1972).

The third step will be to complete a descriptive data analysis of each variable in the study. This

data analysis will include calculations describing mean, standard deviation, and range of the

values for each variable. Step four will be to apply Cronbach alpha statistics by combining

questions that collectively measure the same latent variable into groups, or scales, then

calculating Cronbach’s alpha to measure the consistency or reliability of the survey (Cronbach

1951). The next step will be to apply inferential statistics by comparing variables in order to

draw an inference, or conclusion, from the sample to the larger population of teachers. The final

step will be to interpret the data in order to develop conclusions regarding the two primary

research questions.

Reliability and Validity

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For this quantitative study, the primary concern regarding reliability and validity is whether or

not one can draw meaningful conclusions from the results of the survey (Creswell 2014). The

primary objective will be to create content validity by working with high school teachers to

create questions that effectively measure what they are intended to measure. While working

collaboratively to create the survey, the secondary objective will be to establish comparative

validity through examining similar surveys that have been previously conducted. Through

completing these two objectives, the goal is to create construct validity in which it is concluded

that the survey serves a useful purpose (Humbley and Zumbo 1996). In summary, by working

collaboratively with a group of high school teachers and comparing the survey to similar surveys

it will promote the reliability and validity of the study.

ETHICAL CONSIDERATIONS WHEN CONDUCTING RESEARCH

The Special Issue here has presented insight to a range of methodologies and methods available

to work-integrated learning ( WIL) researchers along with details example of its practice.

However, in addition to the importance of selecting an appropriate research methodology and

methods is the importance of the ethical considerations around conducting the research. This

study will be designed to use quantitative approach which will involve using survey so the

researcher will ensure that the participant's behavior and responses remain ethically correct. As

the questionnaire will be distributed via an electronic link, it will increase the confidentiality and

anonymity of the respondents.

Additionally, all participants were required to sign an informed consent form, which refers to a

form ensuring that all the participants fully understand the fact that their participation is entirely
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voluntary, their involvement will remain strictly confidential, and that they can choose to

withdraw from the study at any point of time (Glesne, 2011).

Limitations

Due to the fact that the survey will be voluntary, there is the potential limitation of receiving an

insufficient sample size for conducting meaningful statistical analysis. In order to combat this

potential limitation, the survey will remain open for an extended period of time and will be

administered to multiple clusters of teachers around the UAE. Also, because this is a quantitative

study, there is the innate difficulty of understanding the deeper context behind the data that is

collected. Lastly, this study is limited to a single method of data collection via a survey as

opposed to other qualitative, or mixed-methods studies which have multiple methods of data

collection and analysis.

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References

Babbie, E. (2007) The practice of social research. 11th Edition, Thompson Wadsworth,

Belmont.

Creswell, J. (2014). Research Design: Qualitative, Quantitative, and Mixed-Methods

Approaches. (4th ed.). SAGE Publications.

Cronbach, L.J.: Coefficient alpha and the internal structure of tests. Psychometrika 16, 297334

(1951) Duhachek, A., Coughlan, A.T., Lacobucci, D.: Results on the standard error of

the coefficient alpha index of reliability. Mark. Sci. 24, 294301 (2005).

Fowler, F. J. (2009). Applied Social Research Methods: Survey research methods (4th ed.).

Thousand Oaks, CA: SAGE Publications, Inc.

Hubley, A. M., & Zumbo, B. D. (1996). A dialectic on validity: Where we have been and where

we are going. Journal of General Psychology, 123(3), 207–215

Leslie, L. L. (1972) Are high response rates essential to valid surveys? Social Science

Research, Volume 1, Issue 3. 323-334.