Qualitative Research Methodology Assignment Help

EVALUATION

This assignment accounts for 50% of the total marks for the course.

PLAGIARISM: MARKS DEDUCTION

Warning: The submitted assignment will automatically undergo a similarity check. If plagiarism is detected, marks would be deducted as follows:

 

No. Similarity Percentage Marks Deduction (%)
1.0 – 300
2.30.01 – 505
3.50.01 – 7010
4.70.01 – 100100

If you are not sure what is meant by plagiarism, refer to the various websites which discuss this matter, e.g. owl.english.purdue.edu/handouts. 

OBJECTIVE:

The objective of this assignment is to provide you the opportunity to write a paper based on the analysis of qualitative data. You will complete this assignment in two (2) parts:

  • data analysis, and
  • data interpretation and presentation of findings. 

INSTRUCTIONS:

You are required to complete all TWO parts of the assignment.

QUESTION:

There has been a growing interest in describing the qualities of a good teacher (Azer, 2005; Murphy, Delli & Edwards, 2004). This is important because teachers’ instructional decisions which influence students’ learning experience are influenced by their beliefs in what makes a good teacher (Woolfolk Hoy, Hoy & Davis, 2009). Hence, research on the essence of a good teacher has important implications for teacher education.

You are required to conduct research on the topic “Teacher beliefs in the qualities of a good teacher.”

PART 1: Data Analysis

In this part of the assignment, you will analyse all the data that you have collected for the topic “Teacher beliefs in the qualities of a good teacher.” Use a two-step procedure to analyse your data. 

Step 1:   Indexing and Charting Data

  • Identify sections of the data (audio/video recording of interviews and interview transcripts, and documents) that correspond to various themes established in your thematic framework (from Assignment 1). Ensure that the themes are relevant to the research objective.
  • Identify data samples for each theme and prepare a chart for all the data that you have collected.  

Step 2:  Conducting Inter-rater Reliability Test

Conducting an inter-rater reliability test involves:

  • preparing two lists: one comprises a list of themes and the other a list of data samples.
  • getting one or two colleagues to match the themes to the data samples. If there are disagreements, resolve the discrepancies by discussion.

 

Note:  Inter-rater reliability is described as “the extent to which different coders, each coding the same content, come to the same coding decisions” (Rourke, Anderson, Garrison and Archer (2001, p.6). This verification process is necessary as some amount of subjectivity may be unavoidable in coding transcripts. 

PART 2: Data Interpretation and Presentation of Findings

This part of the assignment requires you to interpret the data and report your findings.

Assignment Description

Based on your qualitative data collection and data analysis, write a paper that is a response to the topic “Teacher beliefs in the qualities of a good teacher.” You may include the following outline for the paper:

  • Data analysis:
  • describe how data were indexed and charted,
  • describe the associations between themes
  • include a diagrammatic outline of inter-related themes

Inter-rater reliability: explain how it was conducted

  • Data presentation: explain how the data will be presented
  • Findings: write the outcome of the analysis of the data

References:

Ritchie, J., Spencer, L. & O’Connor, W. (2003). Carrying out qualitative analysis. In J. Ritchie & J. Lewis (Eds.), Qualitative Research Practice: A Guide for Social Science Students and Researchers. London: Sage

QUALITATIVE RESEARCH METHODOLOGY

MARKING SCHEME FOR ASSIGNMENT 2 (50%)AY 2016

DIMENSION

 

 

UNSATISFACTORY

1

POOR EFFORT

2

SATISFACTORY

3

GOOD

4

EXCELLENT

5

WEIGHT & MARKS
Thematic framework

 

Poor or no description of thematic framework.Weak description of thematic framework.  At least one of the following is described:

– how data from interviews and documents/ audio visual materials are categorised under themes and categories

– how data from both sources are charted and merged.

Basic description of thematic framework showing:

– how data from interviews and documents/ audio visual materials are categorised under themes and categories

– how data from both sources are charted and merged.

 

Good description of thematic framework showing:

– how data from interviews and documents/ audio visual materials are categorised under themes and categories

– how data from both sources are charted and merged.

 

An excellent description of thematic framework showing:

– how data from interviews and documents/ audio visual materials are categorised under themes and categories

– how data from both sources are charted and merged.

 

3

(15%)

Inter-rater reliability

 

Poor or no description of inter-rater reliability.Weak description of inter-rater reliability demonstrating some but not all of the following:

– verification procedure for categorisation scheme

– use of data samples from both sources (interviews and documents)

– how themes are matched to data samples

– calculation of reliability statistics.

Basic description of inter-rater reliability demonstrating:

– verification procedure for categorisation scheme

– use of data samples from both sources (interviews and documents)

– how themes are matched to data samples

– calculation of reliability statistics.

Good description of inter-rater reliability demonstrating:

– verification procedure for categorisation scheme

– use of data samples from both sources (interviews and documents)

– how themes are matched to data samples

– calculation of reliability statistics.

 

 

An excellent description of inter-rater reliability demonstrating:

– verification procedure for categorisation scheme

– use of data samples from both sources (interviews and documents)

– how themes are matched to data samples

– calculation of reliability statistics.

3

(15%)

Findings or outcomes of data analysis

 

Poor or no discussion on purpose of the study and/or data analysis procedures.  Does not demonstrate ability to use Framework Analysis and does not appear to answer the objective of the study.Weak presentation showing one or two but not all of the following:

-discussion on purpose of the study

– description of procedures for data analysis and how thematic framework was derived/ Write-up demonstrates basic ability to use Framework Analysis.

– Research objective is to some extent answered using outcomes of analysis.

 

– Basic discussion on purpose of the study

– Basic description of procedures for data analysis and how thematic framework was derived/ Write-up demonstrates good ability to use Framework Analysis.

– Research objective is somewhat answered using outcomes of analysis.

 

– Good discussion on purpose of the study

– Good description of procedures for data analysis and how thematic framework was derived/ Write-up demonstrates strong ability to use Framework Analysis.

– Research objective is well-answered using outcomes of analysis.

 

– Excellent discussion on significance of the topic

– Excellent description of procedures for data analysis and how thematic framework was derived/ Write-up demonstrates very strong ability to use Framework Analysis.

– Research objective is extremely well-answered using outcomes of analysis.

 

4

(20%

 

 

 

 

 

 

Btec HNd Assignment help provide assignment writing service based on case study requirements in affordable prices and we are providing most flexible online assignment writing help, so book your Assignment with us,  Order Now

Leave a Reply

Your email address will not be published.

1 Step 1
GET INSTANT ASSIGNMENT HELP BY PHD EXPERTS FROM UNITED KINGDOM
keyboard_arrow_leftPrevious
Nextkeyboard_arrow_right