Task 6A (Review of Reader 6)

Reader 6 aims to explore the tools of inquiry that shall be used in investigating the questions that have arisen during my recent research so far in the module with regards to my line of inquiry. Module 2 is about preparing and planning for the line of inquiry that shall be undertaken in module 3, and amongst readers 4 and 5, this reader helps with experimentation and trial and error of what works and what does not, through practice in our SIG.

Foundation for inquiry tools has been given as a basis on what has been successful for other BAPP students, which is observation, interviews, surveys and focus groups. There are also other methods which have been discussed in group Skype sessions including documents and literature. The main difference between the tools of inquiry are whether they are a qualitative method (what people have said), or a quantitative method (statistics) (Punch, 1998). It is important to research into what other practitioners have said in their literature and look into how they have gone about their research, for ideas and inspiration.

In developing a line of inquiry, the ethics (covered in previous blog posts), and validity is important, to back up statements made to support research. Gaining validity can be done through asking the correct questions (hence the importance of planning, testing and preparation in the SIG), and finding out which inquiry tools will be best suited to gaining the correct information relevant to the inquiry and questions wanting to be found out. In addition to this, reliability is another important factor, which identifies whether or not consistent and valid results are being made through practicality and correct methods in the inquiry and research. Lastly, generalisability is another important factor, which tests whether a research finding can be applied in a different setting to that of which it was originally tested.

Qualitative data: The researcher shall collect data in written documentation, or audio visual, recordings, voice notes etc. which protect the participants confidentiality if that is what is desired and practical.

Quantitative data: Based more so upon a scientific paradigm. It can produce a large amount of data and can provide theoretical explanations.

An important role when carrying out research in a professional inquiry is to put together the data collection tools to the research problems being explored. A sampling frame is a method of doing so. A purposive sample focuses on data collected through qualitative research, whereas a positivistic approach is where the researcher gains knowledge in an objective setting through quantitative data such as experiments and surveys.

An observational method requires the researcher to 'watch, record and analyse' and then to collect findings from the data collected. As an observer, the researcher can either be open about their part in observation and participate with others, or they can be anonymous. Similarly, observation structures can be pre-planned with a framework, or will be a free structure with very little framework, or none at all. A downside to observation is that it is time consuming, as it requires the researcher to participate, and to then analyse findings and use interpretation, however, it is a rich source of data which captures the behavioural aspect of an experiment. For the ability to observe, one must gain acceptance from a Gatekeeper and also gain consent from the participant, or their parents or guardians if under the age of 18.

As previously mention, researcher observation is time consuming as it requires the researcher to attend a session, if not more than one, to gain a sound understanding of the participants behaviours. More questions and ideas can arise from observation, which were not even considered prior to the observation. This will generally work better if the practitioner has already got insider knowledge on the community dance project, or works within the environment already, as that will give the practitioner easier access. However, due to previous personal involvement, it is crucial that the practitioner does not adapt a bias opinion during observation.

Another tool which can be used for the inquiry, is interviews, which is a qualitative method of research. There are various methods that this can be carried out, for example, face to face, telephone, structured list of questions which also allow flexibility which is known as a semi-structured interview. When carrying out an interview, there are many factors which need to be considered. For example, what data needs to be collected and why, where would the interview be held, how will the interview be recorded, what ethics need to be considered and how will they be managed, who needs to be interviewed and why?

Interviews can too be time consuming, however they are a rich source of data, as they have the possibility to gain information that would be considered to be unexpected which can bring about more questions to be asked about the area of interest.  When analysing the data received from interviews, it can be tricky and difficult, as we can take what was said from the participant’s literally and word for word, which requires accuracy, or we can construct and convey meanings into what we interpret.

Surveys and questionnaires usually revolve around asking a sample their perceptions and viewpoints. These methods allow a great deal of data to be established across a variety of representations and viewpoints. A good example of this is the national census. For the subjects, questionnaires are extremely effective, as they are usually easy to complete and not time consuming on their behalf. However, because surveys and questionnaires can gather data from masses of individuals, it does take a longer period of time to analyse. Questions desired to be asked need to be created efficiently for the target audience to answer best. For example, if the participants are young teenagers, the wording and layout needs to be user friendly and easy to understand for the best results. Both are affective quantitative forms of data which can be adapted in a graph or chart for visual purpose’s, however they do have elements of qualitative date, by asking viewpoints and opinions.

Through the inquiry process, researching literature and documents is highly important to do continuously, as it not only sets a basis and framework for inquiry, but it also supports viewpoints and findings. There is a relationship between literature and document’s, however documents do not have comments on them from other theorists or reviewers. A good example of a document is to look at companies web 1.0 such as websites, and compare them i.e. their codes of conduct or ethos. In addition to this, journals or diaries are also a good example of documentation. This qualitative method can include documents accessed from a library, computer, policies, historical records, or organisational/company data. In order to analyse the use of documents, it depends on the nature of the data, for example, whether they are large scale or policy documents in a particular setting, such as education. They must not be taken at face value, but more so taken in a critical outlook. Factors that need to be considered are, who the author is, what their role is, what their perceptions are, and where and when the document was produced to name a few.

In summary, reader 6 has helped to understand various tools of inquiry which shall help to gain information regarding my chosen area of practice, alongside their strengths and weaknesses, for example whether or not they are time efficient or what ethics surround the tools. In addition to this, the reader also gives other literature and readings which can elaborate on the points made which I intend to look into.