Understanding Research Designs

Running head: UNDERSTANDING RESEARCH DESIGNS 1

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UNDERSTANDING RESEARCH DESIGNS 2

Understanding research designs

Introduction

In the article whose main title is Why do they teach, Brunetti (2001) aimed at examining

the extent at which experienced teachers at high school level are satisfied with their career and

identify their principal motivators. The author’s urge was driven by the outcomes of a previous

study that indicated contrary to many people's beliefs, a significant proportion of teachers are

highly satisfied with their work. Quite similar, the article titled Finding the “royal road” to

learning to teach which was written by Snyder (2012) the aim was to investigate adult learning

in a manner that could reveal what are the essential elements necessary to adult learners as they

seek to become successful teachers. From the findings, the researcher expected to identify

critical components that can be used to enhance effectiveness in teachers’ education. Researchers

ought to understand the confines of qualitative and quantitative research designs to understand

how the two shape their studies whenever they are applied either independently or

simultaneously.

Methodologies

In his article, Brunetti (2001) carried out a two-phased study which adopted a mixed-

research approach (quantitative and qualitative designs). The quantitative data were collected

using survey where the sample size was 426 regular teachers. The returning rate was at 40% with

66 percent of those who returned (169) being experienced teachers with more than fifteen years

work experience. The qualitative phase was carried out using a sample size of 28 teachers among

which only two had 15+ years of experience. In-depth interviews were utilized where both

UNDERSTANDING RESEARCH DESIGNS 3

structured and non-structured questions were incorporated. Data collection was done using a

cassette tape, and analysis was done using coding.

By critically analyzing how Brunetti (2001) framed this study, it is apparent he adopted

explanatory sequential mixed methods. According to Creswell (2014), the approach requires the

researcher to undertake a two-phased research where the quantitative part is followed by a

qualitative one. The rationale is to collect and analyze quantitative data then use qualitative

methods to explain and elaborate further on what was uncovered in the first stage.

Contrary, the study by Snyder (2012) utilized a case study approach where the researcher

studied the journey of four women in a Master of Art (MAT) program and their progress two

years later after completion. The research was three-phased where the first step analyzed the

archived data, generation of photography from the subjects, and a face-to-face interview. Text

and image data form a critical part of data analysis as well as open-ended questions after which

outcomes were analyzed using coding.

Research questions

In the study by Brunetti (2001), there were three significant research questions which

guided his investigation, mainly, To what extent are experienced high school teachers satisfied

with their work? For those who are satisfied, what their primary source of motivation which

compels them to continue teaching? What is the kind of the tutor’s dedication to their respective

teaching areas? Out of the three questions, the researcher developed other three research

questions, What are the goals that teachers have to their students? To what extent do high school

tutors acknowledge teaching as a professional career? How do teachers value their relationship

with learners, administrators, and colleagues? However, only the first three questions formed the

scope of this study.

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Contrary, Snyder (2012) was guided by single research question which was not presented

directly. Specifically, the researcher sought to understand what are essential elements to adult

learners in their journey to becoming successful teachers? By adopting an analytical eye, one

would note that research questions were framed in a manner that would yield numerical data.

According to Creswell (2014), quantitative research questions ought to be designed in a way that

will uncover a relationship between dependent and independent variables. Hence, words such as

‘what,' ‘why,' or ‘how' were necessary for formulating quantitative research questions.

However, in the article written by Snyder (2012), the central question was designed in a

manner that would trigger exploration. By asking the question "what is," the researcher prepared

herself to uncover different elements that relate to the success of learning teachers using various

qualitative methods. Hence, the research questions link with methodologies of each study by

suggesting techniques that will yield numerical data and exploration in Brunetti and Snyder

studies respectively.

Hypotheses

In both articles, none of the researchers included hypotheses in their studies. Brunetti

(2001) only developed empirical data that were used to respond to the three central research

questions. However, in the research conducted by Snyder (2012), perhaps the reason why the

author failed to include hypothesis is since she was interested in uncovering theories behind the

existence of certain elements and success rate among adult learners. According to Creswell

(2014), qualitative research is rarely designed for hypothesis testing but rather for exploring

meanings of quantitative responses in details. In this respect, Snyder (2012) might have been

interested in deriving qualitative data that can be converted into categorical data after which she

may use the hypothesis to on the latter in the future studies.

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Conclusion and possible research questions for the proposed study

The bottom line is that qualitative and quantitative research design differs in various

aspects. As a result, the researcher needs to understand confines of each approach and how they

will shape their study. In the proposed research topic, quantitative research questions include

what factors that contribute to the underperformance of African American Boys in K-3 reading

are? What is the relationship between the uncovered elements and underperformance among the

subject? For the qualitative phase, the question should be what are causes of underperformance

among African American Boys’ reading capabilities at K-3 level?

UNDERSTANDING RESEARCH DESIGNS 6

References

Brunetti, G. J. (2001). Why do they teach? A study of job satisfaction among long-term high

school teachers. Teacher Education Quarterly, 28 (3), 49-74.

Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods

approach. Thousands Oak, CA: SAGE.

Snyder, C. (2012). Finding the "royal road" to learning to teach: Listening to novice teacher

voices to improve the effectiveness of teacher education. Teacher Education Quarterly,

39 (4), 33-53.

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