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.
