in the framework of your quest. Describe the dependent and independent factors in your research and justify the relationship between the dependent and independent parameters.
The understanding of the idea of 'empowerment' varies among disciplines. It is a cross-disciplinary term, mainly utilized in domains of Education, Mindset, Community Development, Economics, among others. Predicated on this many meanings of the word, it has been seen as a build easy to explain by its lack but difficult to determine in action, depending on the fact that it takes different forms in different people and contexts (Rappoport, cited in Web page & Czuba, 1999). Therefore, how we define empowerment in your tasks and programs depends upon the specific people and framework involved.
In the framework of community development, an over-all meaning of empowerment was proffered by Webpage & Czuba (1999) as follows:
Empowerment is a multi-dimensional sociable process that helps people gain control over their own lives. It is a process that fosters power (that is, the capacity to put into practice) in people, for use in their own lives, their areas, and in their society, by acting on issues that they establish as important.
From the above mentioned definition, three basic components are essential to any understanding of empowerment, specifically 'multi-dimensional', 'communal', and a 'process'. By multi-dimensional, empowerment is generally linked to the four development measurements of equity, capacity building, involvement and self-reliance. Regarding to Adams (2002) "these four dimensions are regarded as the normal denominators in most meanings of empowerment and debates about the role of empowerment in the development process". In addition, it occurs at various levels, such as specific, group, and community. And it is a sociable process since it occurs in marriage to others. Inlayed in this description of empowerment is the fact that the average person and community are fundamentally connected. The need for individual empowerment is such that it is a prerequisite for community and public change and empowerment (Speer & Hughey, 1995), and a bridge to community connectedness and communal change (Wilson, 1996).
With specific mention of the current research which looks at Children development as a strategy for Poverty lowering, empowerment in this case entails the acquisition of electricity and the ability to give it effect (Swanepoel, 1997). Theron (2005) buttresses this view by looking at empowerment in conditions of dual perspectives, particularly empowerment as a process of skills and abilities development; and second, empowerment as an activity that equips visitors to decide on and take action about the issues of matter to them. Inside the same vein, Burkly (1993) claims that empowerment is an activity that releases power to the people that they can use to gain access to resources in order to achieve attractive goals.
Although empowerment as an idea can be examined in the context of both specific and collective aspects, the concept as used here's operative at the average person level, somewhat than collective or organizational. While individual empowerment pertains to just how people think about themselves, as well as the knowledge, capacities, skills, and mastery they actually own (Staples, 1990, p. 32), collective empowerment refers to processes by which individuals join collectively to break their solitude and silence, help one another, learn jointly, and develop skills for collective action (Boehm & Staples, 2004). For the purpose of this review, empowerment is thought as an activity whereby individuals develop the skills and convenience of gaining some realistic control over their lives.
From the foregoing, empowerment in the framework of this study does not only imply capacity building, by which is intended the building up of people's knowledge, skills, and ability to permit them take activities appropriately, it (empowerment) is also an impact of this process of capacity building where the individual members of the capability building process overcome their poverty situation and attain self-determination. Self-determination is regular with notions of personal control (Greenberg & Strasser, 1991); and it refers to an individual's sense of control over his / her own work (Wagner, 1995). As a significant component of specific empowerment, self-determination is most frequently reported in the literature (Sprague & Hayes, 2000). Fetterman (1996, p. 92) feels that "self-determination, defined as the ability to chart one's own course in life, varieties the theoretical foundations" of the the different parts of specific empowerment.
Against this track record, the individual participants, who've become one-man shop and are financially empowered, having bought skills via capacity building, are allowed to be in control of their lives. Therefore, empowerment here is an outcome of the process of capacity building. Specific empowerment is a development that involves many changes whereby an individual can improve and exercise the capability to act to get control over his / her life. Hence, the purpose of specific empowerment is to attain circumstances of emancipation strong enough to impact one's electric power in life.
Capacity Building
As with the ideas of 'globalization', 'development', and 'sustainability', the word capacity building is an ambiguous concept that means various things to different people, categories and organizations. Although some people use these terms, their meanings do not comply with the same, as each places emphasis on a certain aspect of capacity development (Wayne, 2001). However, definitions of capacity building emphasize that capacity building is an instrument to create and improve the skills, resources and ability of people to implement, screen and evaluate a project.
The US (UNDP, 1997) perceives capacity building as an activity by which individuals, organizations and organizations, institutions and societies increase their talents to perform core functions, solve problems and define and achieve objectives; to understand and deal with the development needs in a broad framework and in a sustainable manner. Eade (1997) sees capacity building as an approach to development which encompasses all the domains that affect the development sphere. In this process to development, capacity building identifies the weaknesses that people experience in achieving their basic protection under the law, and finding proper means through which to increase their capacity to overcome the causes of their exclusion and suffering.
In the framework of this study, capacity building comprises the skills acquisition that the junior undergo along the way of these empowerment. Capacity building here's an intervening variable, which by its aspect surfaces between the time the self-employed variable (involvement) starts working to effect the dependent adjustable (empowerment). It can help to explain the relationship between your IV & DV. Thus, by taking part in the development programmes, youth are equipped with the capacity, skills, knowledge that will permit them become economically empowered, employable and self-employed, in so doing minimizing unemployment and poverty included in this. Capacity building as found in the analysis is not worried about implementing a job or enhancing a particular aspect of life; it is a thorough empowerment process which builds the capability of individuals with relevant skills had a need to find so this means in their lives.
Consequently, the concept of capacity building as used in the analysis is an activity where people are developed to be able to control themselves. To the end, empowerment of the individuals becomes the best result of capacity building process. On this knowledge of capacity building as a process, Eade and Williams (1995) elaborate the idea as:
Men and women becoming empowered to bring about positive changes in their lives; about personal expansion together with public action; about both the process and the results of challenging poverty, oppression and discrimination; and about the realization of human being potential through interpersonal and financial justice. Above all, it is about the process of transforming lives, and transforming societies.
In this technique of capacity building, people acquire the skills, which create an avenue for them as individuals and since members of the city to accomplish their development targets and enhance the quality of the lives. Hence, capacity building is a response to community development needs.
Participation
Participation is one of the fundamental areas of community development associated with empowerment. It really is a people-oriented method of development, where people play an important role by being a high amount of possession; and are themes rather than objects in the process of these development. Matching to De Ale and Swanepoel (1998), "participation brings about empowerment and empowerment brings about vulnerable people or oppressed categories achieving sufficient vitality or expert to have the ability to influence decisions that have an impact on their lives and livelihoods, so that they can attain ownership of these lives".
Participation in this analysis is the source variable or self-employed adjustable, where, through engagement in junior development programs like auto mechanics, electrical power work, and welding, the members acquire the capacity (skills, knowledge and training) that permit them to be self-employed and employable.
By participating in the programmes, young ones have improved their capacity to ease poverty. They also have built partnership with others by widening their employment opportunities. As marginalized people of the society, being involved with their development programs enabled them to tone their concerns, expectations, and grievances. Adams (2008) asserts that individuals are able to contribute to their development giving feedback on programs that are aimed at them. With empowerment in mind, the youth have the ability to collaborate with the job providers, thus paving method for a more energetic role, having greater choice, exercising more power, and adding in decision-making and management (Adams, 2008, p. 17). Their contribution in addition has broadened their support network, leading to checking new opportunities through programme development and sociable action.
By participating in their development process, young ones not only gain skills and knowledge, but also gain self-confidence, pleasure, effort, responsibility and assistance - which without such development components in people all initiatives to alleviate poverty will be difficult.
An important feature of contribution is community empowerment, which takes a people-centered approach that culminates in self-reliance. Chambers and Freire (1996, p. 77) envisage that participation and empowerment can allow the poor to express and examine both their specific and distributed multiple realities. According to the World Health Business (2002), community customers should take part in their development because they may have a right to truly have a say about decisions that influence their lives; and will also lead to better decisions being made, which are more appropriate plus more sustainable because they're owned by people themselves.
Dependent and Self-employed parameters of the study
The conceptual construction below illustrates the factors of the analysis - Youth empowerment as a technique for poverty reduction in Niger Delta, Nigeria. In a nutshell, 'contribution' is the indie variable, where children, through their involvements in skills acquisition programs in auto mechanics, electrical work and welding develop/acquire the 'capacity' in skills, training, knowledge and competence that led to their 'empowerment' (DV); hence, becoming economically empowered, self-empowered and having a reduction in poverty.
Empowerment
Economic Empowerment
Self-employment
Individual Empowerment
Unemployment reduction
Poverty reduction
Participation
Involvement in
youth development programmes
Capacity Building
Skills
Knowledge
Awareness
Competence
* Sense of community
Input
Auto mechanics
Electrical work
Welding
a. Independent adjustable: Participation
Based on the meanings and construction given above, the idea of 'contribution' will be the independent variable (IV) of the study, which is manipulated in order to determine its effect or effect on the dependent variable (DV). As an source variable which influences the dependent varying, 'participation' of the children in development programs will constitute the IV of the analysis, to see their romance with the centered variable. Quite simply, the youth involvement in such programmes as auto mechanics, electric powered work and welding will be managed to see how they lead to empowerment, which is the DV.
'Participation' as used in the study therefore is the sociable factor whose characteristics or variants condition and determine the dependent variable. In other words, it is through the participants' involvement in the development programmes they are eventually empowered. Thus, contribution causes the outcome of involvement in development program - which is 'empowerment' (the DV).
Economic empowerment
b. Dependent variable: Empowerment Self-employment
The dependent varying (DV) is a variable of main interest to the researcher, whose job is to comprehend and summarize it (the DV). Which is through the analysis of the centered variable that the researcher will probably find answers or answers to the problems under analysis - which is performed by calculating the dependent varying as well as the other variables that effect this variable.
In this research, 'empowerment' is the reliant variable (DV) since it is a response to the action of 'contribution' (the IV). The DV "depends" and responds to the action of the IV. 'Empowerment' in this study is the adjustable that reflects the affect of the unbiased varying. As illustrated in the framework above, 'economic empowerment', 'self-reliance' (self-employed), 'unemployment lowering' and 'poverty reduction' will be the effects or results of 'participation' of junior in development programs. These outcomes are necessitated by the abilities, knowledge, training and competence that your participants have obtained along the way of their 'capacity building' via the development programmes. Capacity building therefore becomes the intervening varying that results in the result of the self-employed variable (participation) on the centered changing (empowerment).
Justification of the relationship of variables
The independent and dependent parameters are related predicated on the dependency romance, where one adjustable, the 'reliant variable' depends on the 'unbiased variable'. It is a reason and effect romance where in fact the DV can be an aftereffect of the IV. In such a analysis, 'empowerment' resulted as an impact of 'participation'. Participation (the IV) causes the change (effect) that led to the empowerment of the junior. To elaborate further, the partnership of participation (IV) and empowerment (DV) is such that the variance of the IV influences the DV. The dependent variable changes when the unbiased varying changes - the dependent variable depends upon the outcome of the self-employed variable.
Further, 'capacity building' relates to both IV and the DV as an intervening adjustable by linking the 3rd party and dependent factors. In this study, capacity building resulted as a function or operation of the IV (Involvement) and helps to explain the effect of the IV on the DV. Capacity building here clarifies the relationship that exists between your action of the IV and the DV. As the diagram shows, the members' engagement in the abilities development programmes prepared them with the enabling capacity (capacity building - skills, knowledge, and training) that led or transformed them into empowered members of the community.
2. Predicated on the main concepts of your quest, give a theoretical framework that can best explain the research that you will be undertaking. What are the theory/ies you can use to support your research? Discuss the rationale for choosing the theory/ies and the strengths and weaknesses of the theory/ies.
With regard to the main concepts of the study, Keiffer's theory of empowerment as a process was considered relevant and ideal for handling the analysis. The theory illustrates the elements and levels of empowerment as well as the phases that the individuals go through along the way of acquiring skills, which translate into full realization of empowerment. The idea was considered appropriate for the study as it's been extensively found in several related analysis.
Keiffer's theory of empowerment as a process
The theory applies to individuals along the way of empowerment; where in fact the (empowerment) process goes by through several phases in the individuals. It shows the patterns and functions of the members' transition from a state powerlessness to empowerment. The theory is suitable to the research, which focuses on empowering the children of the Niger Delta, who are ravaged by poverty and unemployment, coupled with what Keiffer (1984) known as a feeling of alienation from resources for cultural influence, an event of disenfranchisement and economical vulnerability, and a feeling of hopelessness in socio-political have difficulties.
Understanding empowerment in the light of Keiffer's theory starts off by examining the ideas of vitality and powerlessness (Moscovitch & Drover, 1981). Vitality is conceived as "a multi-dimensional interpersonal process that helps people gain control over their lives" (Site & Czuba, 1999, p. 25). The Cornell Empowerment Group (1989, p. 2) define electric power as the "capacity of some people and organizations to produce designed, foreseen and unexpected results on others". Underscoring the need to produce these anticipations or results on others, some sources of power were identified as a panacea. Moscovitch and Drover (1981), for instance believe that the class-dominated dynamics of our contemporary society indicates that a tiny percentage of the people have enormous monetary and political ability as opposed to the more the people that contain little or none of them. Therefore, power must influence the outcome of life happenings.
On the other hand, powerlessness sometimes appears as an objective phenomenon, where people with little if any political and monetary power lack the methods to gain better control and resources in their lives (Albee, 1981). Keiffer perceives powerlessness at the individual level as the expectation of the individual that his / her own activities will be ineffective in influencing the results of life occurrences (Keiffer, 1984). Lerner (1986) distinguished between real and surplus powerlessness. While real powerlessness emanates from economic inequities and oppressive control exercised by systems and other people, surplus powerlessness derives from an internalized belief that change cannot take place - a notion which results in apathy and an unwillingness of the individual to struggle for additional control and impact.
Keiffer's (1984) work on specific empowerment is one of the dominant studies which look at specific empowerment as a process. He conceives empowerment as a developmental process which includes four phases: entry, improvement, incorporation, and dedication. These periods are:
era of admittance (characteristics: powerlessness, sense of integrity, rootedlessness, sense of connection, and support in a caring community of peers, connection with injustice); era of growth (centrality of mentoring connections, more critical understanding of social and political relations); period of incorporation (developed self concept, increased strategic capability, and matured critical understanding, improved managing and command skills, and created survival skills); and era of determination (program of new talents to the reality and structure of day-to-day life worlds, dedication to adapting recent empowerment to continuing proactive community mobilization and authority) (Keiffer, 1984).
From the above, the individual is prompted at the entry level by his / her connection with certain disturbing self applied or family situation, which Keiffer refers to as an function of 'provocation'. The growth stage offers three important characteristics that are necessary to the progress of continuing the empowerment process, namely, a mentoring marriage; supportive peer interactions with a collective organization; and the introduction of a far more critical knowledge of social and politics relations. While the focal point of the third stage is the development of a growing politics consciousness, the age of dedication, which is the fourth stage is in a way that the attained participatory competence is applied by members to ever growing regions of their lives. As a result, Keiffer is convinced that empowerment at the average person level is the experience of getting increasing control and influence in lifestyle and community contribution (Keiffer, 1984).
A major durability of this theory is the fact that the author done the idea that the life of powerlessness or alienation is a given at the beginning step of individual empowerment; and this underscores the need for participation in view of acquiring skills. As with the area under research which takes a 'source' of power to alleviate their poverty and unemployment, the writer confirms that such circumstances of powerlessness becomes noticeable prompting several empowerment agents realizing the alienated and oppressed. In this first stage of empowerment, both alienated and the empowerment realtors attended to true knowledge of the former's powerlessness, in conjunction with such sociable pathologies as disadvantages, oppression, alienation, and stratification. The process of participation, thus, was both empowering and advanced along the way of empowerment for the members. As participants received involved in development programs, they see it as an activity towards the reduction of their poverty. It is in this manner that participation advanced the procedure of individual empowerment (Keiffer, 1984).
On capacity building, the theory underscores the fact that the change towards specific empowerment was an exceedingly ongoing process towards skills acquisition. And that the skills that your participants received will function as catalysts for the empowerment process, making them become aware of their own capacities and expanding new directions for themselves while in the process of emancipating from the knowledge of powerlessness. Here participants have to get the abilities and the potential to change their circumstances. As individuals gain mastery over their lives and learn and utilize skills, which are the skills (capacity) for getting some acceptable control over their lives, they become empowered.
With the foregoing, individuals become empowered when they develop capabilities to beat their social hurdles and attain self-determination. Self-determination, "thought as the ability to chart one's own course in life (Fetterman, 1996) is consistently offered in the literature and regarded as a singular and vital element of individual empowerment (Sprague & Hayes, 2000). Boehm and Staples (2004) advocated 'mastery' and 'self-determination' as the the different parts of individual empowerment. Mastery is comprehended as:
full control over someone or something, and through in-depth understanding or higher skills, can be considered a variety of types, such as physical mastery, mastery of feeling and behavior, mastery of information and decision making, mastery of interpersonal system, efficient mastery of the time, mastery as linked to autonomy and individual freedom, and planning mastery, thus allowing consumers to avoid negative situations also to actualize positive ones (Boehm & Staples, 2004).
As the different parts of individual empowerment, self-determination is from the power that allows individuals to meet the obstacles of different life situations; mastery on the side is concerned with an increase of degrees of the individuals' capability to understand reality and the capability to make decisions that impact the conditions and standard of living.
Conversely, one of the constraints of Keiffer's theory is the fact that it did not elaborate the way the individuals impact their community using their acquired participatory competence. He limited individual empowerment as the knowledge of increasing increasing control and impact in lifestyle and community participation. It was earlier observed that sustaining engagement in contribution deepens the competence and control of the individuals - leading to the progression of the process of personal empowerment (Keiffer, 1984). Although empowerment can are present at the average person level, yet you might have expected that the theory incorporated the way the participatory competence can impact the bigger community considering that community development includes improving the community life in its wider sense.
Another weakness of the idea emanates from a theme that your theorist recognized as underlying the activity through all phases of the empowerment process: the view that issues and progress are inextricably intertwined (Keiffer, 1984). The suggested dynamics of praxis advocated by the theorist for resolving these conflicts may, in the end, be time-consuming and inadequate in the empowering process. Praxis, for him:
refers to the round romantic relationship of experience and representation through which actions evoke new understandings, which in turn provokes new actions The building up of skills only progresses through repetitive cycles of action and representation. In other words, vital for the building of empowerment is 'time' and 'practice' (Keiffer).
There is a possibility that issue may degenerate and also verify irresolvable by the praxis within a given period of empowerment process; thus hampering the skills developing procedure for participants that ought to have a time frame.
3. Compare 2 different research methods (qualitative and quantitative) that could be found in your study. For every approach, discuss:
how the study question are developed/arrived at (the type of questions are posed)
the approach to data collection;
the approach to data research;
how the results might be triangulated; and
how the results might be offered and talked about.
There are two wide-ranging approaches in the collection of information for research purposes, namely quantitative and qualitative methods. A simple knowledge of both methods will be highlighted to show their dissimilarities.
First quantitative data: It is an objective, formal, organized process where the enquiry is dependant on numerical data findings. It derives from the medical method found in the physical sciences (Cormack, 1991). Quantitative method details, assessments, and examines cause and impact relationships (Burns up & Grove, 1987), by using a deductive process of knowledge attainment (Duffy, 1985). Quite simply, it tests ideas deductively from existing knowledge, through developing hypothesized relationships.
On the other side, qualitative research differs from quantitative way as it develops theory inductively. Qualitative research workers are led by certain ideas or perspectives regarding the at the mercy of be investigated (Cormack, 1991). It can be used as a vehicle for learning the empirical world from the point of view of the topic, not the researcher. Benoliel (1985) buttressed this aspect, describing qualitative research as 'settings of systematic enquiry worried about understanding human beings and the nature of their deals with themselves and with the understandings'. The purpose of qualitative research is to spell it out certain aspects of a occurrence, with a view to describing the subject of research. Unlike the quantitative method, qualitative research derives from the communal sciences such as sociology, anthropology, mindset and beliefs, (Cormack, 1991).
For sampling, both research strategies require a sample to be identified which is agent of a larger population of men and women or items. Quantitative research utilizes random collection of the test from the analysis human population and the random task of the sample to the many study organizations. Results extracted from arbitrary sampling have an advantage, which can be an increased likelihood of the studies being generalizable. Its disadvantage stems from the fact that arbitrary selection is time-consuming, with the effect that lots of studies use easier obtained opportunistic sample (Duffy, 1985). This hampers the possibilities of generalization, especially if the test is too small.
Qualitative research uses non-random sampling, which is a selective sample, due to in-depth aspect of studies and the evaluation of the info required. Hinton (1987) confirms that the effectiveness of this approach is seen when the sample is well defined, for then it could be generalized to a society most importantly. A disadvantage of this procedure can be suspicion that the researcher could have been influenced by a specific predisposition; hence possessing a tendency of influencing the generalizability of the analysis.
a. the way the research questions are produced/arrived at (what kind of questions are posed)
Based on the affirmation of the situation, the study questions were developed with a give attention to the particular researcher expects to accomplish in the study. They show close marriage to the assertion of the situation and come up from issues lifted in both books and on the floor, not deviating from the aims of the analysis. The questions were attained to establish a specific purpose for the research with regards to the chosen field.
The problem of 'manageability' was considered in formulating the questions. This pertains to the researcher's potential to take on the scope and size of the project. For instance, the capability to gain access to people and documents from which to collect the info required to answer the questions fully; and whether the data can be reached within the limited time and resources open to me.
b. the approach to data collection
This research will choose both quantitative and qualitative methodologies to gather data, through questionnaire survey and in-depth interview. The analysis will be mainly quantitative, while the qualitative aspect will match it to be able to increase knowledge of the study, also to make richer and deeper research studies. Both solutions will be concurrently carried out. The research design therefore relies on a mixed-method method of investigate the topic under review.
The primary approach to data collection will be through questionnaires. A Likert range questionnaire survey will be the major instrument for quantitative data collection; and the questions will be developed based on the research objectives, as a means of exploring respondents' views on the topic under study. Likert scale provides researchers a means of measuring the amount of agreement or disagreement of the respondents to a question. Additionally it is very convenient for the respondents because of the non-ambiguous mother nature of the format of the questions. The study variable will be measured on the 5-point Likert range, with a score of '1' representing strongly disagree, and a credit score of '5' representing highly agree.
A pre-test will be conducted with a convenience sample to ensure the quality and validity of the questions. Respondents will also be asked to comment on any difficulties came across in completing the questionnaire; and their commentary and suggestions will help in revising the questions to make them unambiguous.
For both the qualitative and quantitative methodologies, the study population will comprise the youth that contain participated in the development programs. Quite simply, the same individuals will provide both qualitative and quantitative data so that the data can become more easily likened.
For the questionnaire study, the respondents will be randomly decided on from among the study population; and a simple arbitrary sampling will be used for the test selection. Simple arbitrary sampling pays to because it assures that the test chosen will be representative of the populace; thereby ensuring that the statistical conclusions will be valid. The benefit of results obtained from random sampling is usually that the findings have an elevated likelihood of being generalizable.
In my qualitative approach to data collection, in-depth interview will be employed as a tool for data collection. The interview format will be semi-structured, and with a written list of questions and probes that'll be used as an interview guide (Bernard, 1988). A semi-structured interview is the most useful interview format for performing qualitative research. This is because the interview is neither highly set up as is the situation of interview comprising of all closed-ended questions nor is it unstructured such that the interviewee is simply given the authorization to talk easily about whatever arises. Semi-structured interviews present subject areas and questions to the interviewee, but are carefully made to draw out the interviewee's ideas and opinions on a given topic, as opposed to leading the interviewee toward preconceived choices. They count on the interviewer pursuing up with probes to get in-depth information on topics of interest. The interview will be tape-recorded and will be complemented with field notes.
With respect to the amount of respondents to be interviewed, the researcher will be guided by his common sense and decision pertaining to the saturation point - which is when the researcher no more hears or considers new information. Babbie (1995) maintains that the cut-off is not pre-determined, but emerges from the study process and concurrent data analysis. However, since the qualitative approach to this study complements the quantitative procedure, only a small percentage of the participants of the junior development programs will be sampled. In such a review, the researcher will determine when enough participants have been sampled. For easier ease of access and convenience, the interviews will be conducted at the members' workshops.
Further, both approaches will be recognized by supplementary data, which can be documented resources that are already in existence and related to the study. Information from supplementary materials assist the researcher in reviewing related literature, creating research questions and formulating questions for both questionnaire study and in-depth interviewing. Secondary sources in the current study include books, magazines, articles, educational journals, newspaper publishers, unpublished manuscripts, records from development organizations, and the internet.
c. the approach to data analysis
Regarding quantitative data analysis, the descriptive statistics will be utilized to describe the essential features of the info, using tabular and visual analysis. Descriptive figures (examination) refers to statistical techniques used in summary and express a data set, and to the figures (measures) found in such summaries in a specific and understandable way. It really is a means of summarizing large sets of quantitative information. Descriptive reports describes what is or what the info shows. In other words, it provides simple summaries about the sample and the options. Descriptive Statistics are used to provide quantitative descriptions in a workable form.
On the qualitative examination, interviews will be tape-recorded and transcribed, and you will be supplemented by field notes. A thematic approach will then be employed in the examination of the (qualitative) transcribed data. When data is examined by theme, it is called thematic research. Thematic examination is an over-all way for qualitative examination of transcripts. It really is a way for identifying, examining and reporting topics within data. It also involves coding qualitative information to be able to accomplish understanding and retrieval of information.
To ensure that habits and themes which can emerge from the data could be carefully confirmed, a five-step qualitative evaluation process was advised, namely:
transcribing the records from the interviews; coding the data with key phrases as a means of figuring out commonalities and variants; figuring out common and varying habits within each group as well as across groups; and identifying styles which hyperlink or explain the data (Miles & Huberman, 1984).
The data will be descriptively examined and will provide a concise, coherent and reasonable account of the study result within and across designs. This sort of analysis is highly inductive, that is, the topics emerge from the data and aren't imposed after it by the researcher. In this type of analysis, the data collection and examination take place concurrently.
d. how the findings might be triangulated
To reduce any shortcomings which may emerge from the use of a particular research method, triangulation supplies the prospect of enhanced self-confidence. Since this research uses both quantitative (questionnaire survey) and qualitative (in-depth interview) methods, the triangulation approach would be befitting the analysis. Triangulation helps research workers to check and establish validity in their studies. Coyle and Williams (2000) advocated the adoption of mixed-methods in learning the same sensation for the purpose of enlarging and deepening the understanding of the research enquiries.
In the existing analysis, data from in-depth interview and questionnaire review will be triangulated; thus cross-checking one consequence against another, and increasing the dependability of the effect.
In this research concurrent combined method data collection strategies have been applied to validate both data collection strategies, to converge the data for assessment and subsequent discussion. The mixed method approach used in this study is going a long way in boosting a rich research exercise. Data collection from both quantitative and qualitative methods escalates the trustworthiness and validity of the study results. For instance, both questionnaire study and in-depth interviews will be designed based on the literature review and also to answer the study objectives. The purpose of the study may also be clearly told the respondents, wishing that they have a picture of the purpose of the study. The study uses a convergence triangulation model, which merges the info from questionnaire review and in-depth interview for comparisons and subsequent evaluation. This can add greater depth and information to my research.
e. how the findings might be presented and discussed
As shown above, you will see separate parts on quantitative data collection and qualitative data collection, as well as different sections on quantitative data examination and qualitative data analysis. The two varieties of effect will be provided as supporting facts for leads to converge results (Creswell, Plano Clark, Guttman & Hanson, 2003). The researcher will provide a result and dialogue section in which the results of both analyses are reviewed. The below diagram illustrates the triangulation design which culminates in the interpretation or debate of both the quantitative and qualitative analyses.
Triangulation has four variants, and this research will use the 'convergence model'. That is characterized by another evaluation of quantitative and qualitative data; and the different results 'converging' during the discourse and interpretation. Researchers use this model when they would like to compare results or to validate, verify, or corroborate quantitative results with qualitative results; and the purpose of this model is to conclude with valid and well-substantiated conclusions in regards to a single occurrence (Deciding on a Mixed Method Design, n. d. ).
Triangulation design: Convergence model
Quantitative
Data
Analysis
Quantitative
Data
Results
Quantitative
Data
Collection
Interpretation
Quanti + Quali
Compare
and
Contrast
Qualitative
Data
Results
Qualitative
Data
Analysis
Qualitative
Data
Collection
1Source: Picking a Mixed Method Design (n. d. )
1. Web Page, www. sagepub. com/upm-data/10982_Chapter_4. pdf
