RESF 412

AngElic StEEnkAmp
076 416 3052
 GENERAL INFO

WHAT IS RESEARCH?

− a systematic process of collecting

− analysing
− and interpreting information – data –
− in order to increase our understanding of a phenomenon about which we are interested or
concerned

CYCLICAL PROCESS OF RESEARCH:

− During this process, information, also known as data, is collected, analysed and interpreted so as to
increase the understanding of a particular phenomenon of interest or concern
− Sometimes a researcher will move back and forth between the steps along the way

Angelic Steenkamp 076 416 3052 RESF 412

EDUCATION RESEARCH?

− Education research is a critical enquiry aimed at informing educational judgements and decisions to
improve educational action
− It is the kind of research in education that is carried out by educationists.
− It helps educators to understand problems or issues through the accumulation of knowledge.
− It can assist educators in improving practice, and it focuses attention on important policy issues
being discussed and debated by decision-makers.
− Also, engaging in research provides valuable conceptual writing and presenting skills for students
− Education research is a systematic, non-linear process.
− Education research is non-linear because the different processes can be repeated, revisited, or even
approached in different ways.

PROCESS OF EDUCATION RESEARCH

− In the first phase, the researcher must plan the research by writing a research proposal. The
research proposal must be accepted by the institution’s scientific committee.
− The second phase of the research starts with ethical clearance and then continues to the employing
of the research (empirical or non-empirical approaches).
− The final phase is to write up the research project in the form of a report.
− A research report could be in the form of a mini dissertation, dissertation, thesis, article, book, or
chapter in a book, to name but a few.

PLAGIARISM:

When should one reference?

− When referring to a specific person’s viewpoint

− If there is a measure of doubt linked to a specific issue
− When information is used that was not ‘tested’ by the writer him/herself – for example, statistics, or
empirical data.

What is plagiarism?

− is the reproduction of somebody else’s work or ideas and representing it as your own words or ideas
without giving recognition to the author;
− is academic or intellectual theft;
− occurs when you write a sentence or paragraph or quote it verbatim without including a reference,
therefore implying that it is your own work.

DIFFERENT TYPES OF SOURCES:

1) PRIMARY SOURCES (2)

− Original information

Angelic Steenkamp 076 416 3052 RESF 412

− Sources that provide original information about a topic
− First hand evidence about an event, object, person etc.
− Articles; historical and legal documents; eyewitness accounts; results of experiments; statistical
data; interview responses; audio and video recordings; speeches; and art objects
− Should be referenced in the text as follows: At the beginning of a sentence: Simmonds (2009:25-56),
OR at the end of a sentence
2) SECONDARY SOURCES (2)

− Information produced from other sources

− They describe, discuss, interpret, comment upon, analyse, evaluate, summarize, and process
primary sources.
− Dissertations; articles in newspapers or popular magazines; book or movie reviews; or review
articles
− Provide second-hand information
− Keep it to a minimum
− They should be referenced in the text as follows: At the beginning of a sentence: According to Freud
(cited by Williams, 1996:10) OR at the end of a sentence (Freud cited by Williams, 1996:10)

DISTINGUISH BETWEEN INFORMAL + FORMAL RESEARCH:

1) INFORMAL (NON-SCIENTIFIC) RESEARCH (2)

− They often use a systematic approach to collect and interpret information to solve problems in their
daily lives
− Don’t have to communicate about findings
2) FORMAL (SCIENTIFIC) RESEARCH (2)

− Research that takes place within a specific field of study

− For example, education/ medicine
− When conducting formal research, we intentionally set out to enhance our understanding of a
phenomenon and expect to communicate what we discover to the larger scientific community\
− Has to communicate about findings

PROCESS TO FOLLOW WHEN DOING A LITERATURE REVIEW:

Angelic Steenkamp 076 416 3052 RESF 412

THE RESEARCH TITLE:

− The research title is the broad subject matter that is addressed by the study
− gives the researcher and the readers a clear picture of the direction of the study
− it predicts the content
− about what the researcher wants to know
− the need for the study
− a statement of what exactly the researcher wants to find out or achieve by undertaking the research
− must be refined for it to be researchable
− needs to be narrowed down to specific issues for which empirical data can be gathered
− some researchers claim that a title is formulated after the research problem has been identified, and
some formulate the titles for their projects at the end of the proposal-writing process.
− A title must be well formulated.
− A poorly formulated title can mislead readers into thinking the study is about something it is not,
confusing them from the start.

HOW TO FORMULATE A TITLE

− must highlight the purpose of the study

− can often include its context, outcomes and important aspects of the adopted research strategy
− must be brief and simple, yet complete, and it should provide the focus of the investigation,
describing what the research is about
− should not be too broad or too narrow
− about 10–15 words or less
− should express what the research is about, giving the reader a glimpse of the nature of the proposed
investigation.
− should include the most important words and key ideas.
− Choice of words and syntax are crucial.
− One can make use of active verbs instead of complex noun-based phrases and should avoid
unnecessary details.
− Avoid using fillers and non-communicative devices, such as:
✓ A study of...
✓ An exploratory study to determine...
✓ An examination of...
✓ A method to explore...
− Rather formulate a title like the following examples:
✓ The influence of leadership on work performance motivation
✓ Effective management of healthy school environments
✓ Suicide prevention among learners in Northern Free State school

Angelic Steenkamp 076 416 3052 RESF 412

DISTINGUISH BETWEEN KEY VARIABLES:

1) DEPENDANT VARIABLES (2)

− What the variable “causes” changes to

− The variable that is influenced
− The variable that changes depending on what is caused
− A dependent variable is the variable in which a researcher is interested.
− Changes to the dependent variable are what the researcher is trying to measure using research
techniques.
− The dependent variable is affected by the independent variable.
− The researcher manipulates the independent variable to determine if it causes change in the
dependent variable
− for example, through a treatment or programme or cause
2) INDEPENDENT VARIABLES (2)

− the variable that causes something

− The independent variable is the thing over which the researcher has control and is manipulating

EXAMPLE

− The effects of CAPS on student achievement

− CAPS is an independent variable (it causes something)
− Student achievement is the dependent variable (it changes and is influenced by CAPS)

PRIMARY AND SECONDARY RESEARCH QUESTIONS

− There are two types of research questions: 1. the main or primary

2. secondary
− The secondary questions are more specific and give added focus to the main research question.
− Each secondary question must relate directly to the main question.

EXAMPLE

− Primary research question

✓ Are healthy school environments in the Gert Sibande District effectively managed?
− Secondary research questions
✓ What constitutes a healthy school environment?
✓ What legislative principles and policies guide the management of healthy environments in
schools?
✓ Why are healthy school environments important in schools?
✓ To what extent, if any, are school managers effectively managing healthy school environments?

Angelic Steenkamp 076 416 3052 RESF 412

− Secondary questions can be formulated to be addressed in literature (literature questions) or in
empirical studies (empirical questions).
− Both these types of questions guide the literature and empirical investigation.

THE DIFFERENCE BETWEEN RESEARCH QUESTIONS + INTERVIEW QUESTIONS

− Interview questions are used to collect data during the empirical investigation
− while research questions are posed at the beginning of the research to focus on a problem of
interest

RESEARCH AIM + OBJECTIVES:

− The research aim is what you hope to achieve by the end of your research project.
− It should be a clear and concise statement but expressed in general terms.
− The research aim and objectives determine the scope, depth and the overall direction of the
research.
− The objectives are about how you intend to achieve the aim.
− The objectives divide the aim into several parts and address each part separately.
− They include the specific means of answering the research question that you have posed as well as
the details of the key issues involved.

EXAMPLE

− Title: An investigation into students’ use of e-books at the North-West University

− Aim: Many academic libraries have expanded their library provision by the acquisition of e-books.
Despite this strategic direction, the literature reveals that relatively little is known about student
perceptions of and attitudes towards e-books. Therefore, the aim of this study is to conduct
empirical research into student perceptions of e-books and their frequency of use. The results will
be used to make recommendations to library management to improve the quality-of-service
provision of e-books.
− Research objectives:
− The above aim will be accomplished by fulfilling the following research objectives:
✓ Review the literature on student uptake and experience of e-books in academic libraries.
✓ Investigate perceptions of students on the usage of e-books at the North-West University.
✓ Compare usage statistics between various user-groups, e.g., full-time, part-time, course type,
etc.
✓ Determine if any improvements or alterations are required so as to facilitate high service-
quality provision regarding e-books at the North-West University library.

RESEARCH PROBLEM:

− is the topic one would like to address, investigate, or study, whether descriptively or experimentally
− is often called a phenomenon in qualitative research.

Angelic Steenkamp 076 416 3052 RESF 412

− is a general statement of an issue meriting research
− a research problem is a general educational issue, concern or controversy addressed in research
that narrows down the topic
− is a statement about an area of concern, a condition to be improved upon, a difficulty to be
eliminated, or a troubling question that exists in scholarly literature, theory, or practice that point to
the need for meaningful understanding and deliberate investigation
− must reveal the relevance of why one embarks on the investigation
− must elucidate the significance of why one is doing research
− does not offer an intellectual pathway towards adding new knowledge or clarifying prior knowledge,
fails the ‘so what’ test.

Angelic Steenkamp 076 416 3052 RESF 412

 QUALITATIVE RESEARCH:

− a means for exploring and understanding the meaning individuals or groups ascribe to a social or
human problem
− a systematic process (step-by-step)
− of collecting, analysing and interpreting data
− by observing what people do and say
− primarily focused on human experience
− results are never generalized
− involves the use of words not numbers

PARADIGMS:

INTERPREVITISM

− understanding that there are multiple realities

− people experience the same phenomenon differently
− understanding the meaning individuals attach to their experiences
− also sometimes referred to as constructivism
− individuals ability to construct
EMERGENT

− focuses on complexity, interdependence + mutual causality

− tends to be more focused on understanding social + cultural dynamics that shape individual's
experiences + behaviours, rather than experiences themselves

RESEARCH DESIGN: (ALSO KNOWN AS STRATEGY INQUIRY)

− a plan of Strategy (method) to approach answering the research question, choosing participants
(sample) and collecting data
− systematic way of putting together a plan to conduct research

Angelic Steenkamp 076 416 3052 RESF 412

1) NARRATIVE DESIGN

− strategy of inquiry in which the researcher studies the lives of individuals and asks one or more
individuals to provide stories about their lives
− researcher retells this information in the form of a narrative chronology
− combines views from both the participant’s life and that of the researcher in a collaborative
narrative
2) PHENOMENOLOGY

− Most common design

− Focus on meaning that certain lived experiences hold for participants
− Researcher identifies the essence of human experiences about a phenomenon as described by the
participants
− Interpretivist paradigm
− Purposive sampling
3) GROUNDED THEORY

− Development of new theory

− No theory exists, so inductively (bottom up) interpret + analyse data to build a new theory
− the researcher derives a general, abstract theory of a process, action, or interaction grounded in the
views of participants
− process is cyclical
− purposive/ homogenous/ heterogenous sampling
4) ETHNOGRAPHY

− Study of people in their natural setting

− Focus on entire cultural group
− Immersion in the culture
− Researcher becomes part of the context studied
− the researcher studies an intact cultural group in a natural setting over a prolonged period of time
by collecting, primarily, observational and interview data
5) CASE STUDY

− unique and bounded system

− highly descriptive + detailed analysis
− holistic approach
− he researcher explores in depth a program, event, activity, process, or one or more individuals.
− Cases are bounded by time and activity, and researchers collect detailed information using a variety
of data collection procedures over a sustained period of time

Angelic Steenkamp 076 416 3052 RESF 412

SAMPLING METHODS:

− Sampling is the process of selecting these individuals from the population

CRITERIA FOR SAMPLING

− the sampling strategy should be relevant to the conceptual framework and research questions
− the sample should generate rich information on the phenomenon
− the sample should enhance transferability of the findings
− the sample should produce credible explanations
− the sample should take ethical preconditions into consideration
− the sampling should be feasible in terms of money and time
1) CONVENIENCE SAMPLING

− simply take convenient sample

− population based on fact that they are easily available (convenient)
− quick and cheap
− does not result in representative samples
− useful in exploratory research
− talking to first 20 students that arrive at class
2) QUOTA SAMPLING

− First identify the categories of people that need in sample

− then the certain number per category
− so you choose specific number of participants per characteristics
3) SNOWBALL SAMPLING

− Also known as chain sampling

− Used in cases where population difficult to find
− each participant tells researcher about another possible participant
− one homeless person knows where another one lives
4) PURPOSIVE SAMPLING

− Sampling done with specific purpose in mind

− participants are chosen for purpose
− children who had abortions

Angelic Steenkamp 076 416 3052 RESF 412

METHODS OF DATA COLLECTION:

− serve the primary purpose of collecting textual data for research and analysis
1) DOCUMENTS

− Not equivalent to conducting a thorough literature review

− public documents, such as newspapers, minutes of meetings, official reports
− private documents, such as personal journals and diaries, letters, and e-mails
2) VISUAL DATA

− Closely associated to artifacts

− study of photographs, art objects, videotapes, or any forms of sound
3) FOCUS GROUPS

What are the differences between individual interviews and focus group interviews?

What are the limitations of focus group interviews?

− Interviews on topic in group setting

− Basically, group discussion
− Build on each other’s ideas
− Interactive between participants
4) OBSERVATION

− Recording behavioural patterns of participants

− Interaction not always included
− the researcher may be an outsider or a participant observer
− intentionally unstructured and free flowing
− can be problematic and lack objectivity

COMPLETE OBSERVER

− non-participant with outsider perspective

OBSERVER AS PARTICIPANT

− Researcher within situation but defined as observer (uninvolved)

PARTICIPANT AS OBSERVER

− Working with participants

− May alter situation

Angelic Steenkamp 076 416 3052 RESF 412

 COMPLETE PARTICIPANT

− Completely immersed
− Those observed not always aware

5) INTERVIEWS

− Two-way conversation guided by researcher

− Obtain participants perspective with rich, descriptive data
− can yield a great deal of information
− tend to be unstructured and open-ended
− These can be individual or Focus Group Interviews
− the researcher can ask probing questions so that the participant can further elaborate on and clarify
what they have said.
− researcher can compile interview questions by making use of the theory in the literature review OR
use research questions
− should preferably be semi-structured so that participants experience freedom to air their
perceptions and beliefs.

What are the different types of interviews?

OPEN-ENDED/ UNSTRUCTURED

− No strict questions
− Conversational

SEMI-STRUCTURED

− Freedom to air expressions

− Some open-ended questions
− Semi-structured questions do not give a yes or no answer

STRUCTURED

− Detailed questions
− Ask same questions every time
− Structured interviews do not allow for free flow of ideas

Angelic Steenkamp 076 416 3052 RESF 412

DATA ANALYSIS:

− Usually entails working with textual data (in words)

1) CONTENT ANALYSIS

− the process of categorizing verbal or behavioural data to classify, summarize and tabulate the data
− Look at documents, text, or speech to see what themes emerge
− Content analysis is descriptive in nature as it intends to discover and describe actions, content,
people, places, and events
2) NARRATIVE ANALYSIS

− the reformulation of stories presented by participants, taking into account context of each case and
different experiences of each participant
− refers to a variety of procedures for interpreting (making meaning) of the narratives (stories)
generated in research
− includes formal and structural means of analysis (examining how a story is organized, how it is
developed and where it begins and ends)
− as well as a functional analysis that looks at what the story (narrative) is doing what is being told in
the story (for example, a moral tale or a success story
− in the analysis of narrative data, the researcher tracks sequences, chronology, stories or processes in
the data, keeping in mind that most narratives have a backwards and forwards nature that needs to
be unravelled in the analysis
3) DISCOURSE ANALYSIS

− A method of analysis of naturally occurring talk and all types of written text.
− concerned with studying and analysing written texts and spoken words to reveal the discursive
sources of power, dominance, inequality, and bias and how these sources are initiated, maintained,
reproduced and transmitted within specific social, economic, political and historical text
− tries to illuminate ways in which the dominant forces in society construct versions of reality that
favour their interests and to uncover the ideological assumptions that are hidden in the words of
our written text or oral speech in order to resist and overcome various forms of power over, or to
gain an appreciation that we are exercising power over something unbeknown to us

Angelic Steenkamp 076 416 3052 RESF 412

− Linguistic analysis of ongoing flow of communication
4) THEMATIC ANALYSIS

− the content of documents is analysed thematically, just as the analysis of data that was collected
during interviews
− intends to produce themes from the data
− Themes and categories that emerge are sought to give structure to the analysis AND to better
understand the phenomenon under investigation
− The process of analysis is as follows: Coding → Categories → Themes
− In priori coding, codes are established before data analysis
− The researcher must transcribe the data first in preparation for analysis

PROCESS OF QUALITATIVE DATA ANALYSIS:

− Organise and prepare the data for analysis.

− Read through the data to obtain a general sense of the information and to reflect on the overall
meaning.
− Start with the coding of the data.
− Identify general categories or themes (and possible subthemes) and classify the data accordingly.
− Integrate and summarise the data.
− Develop an interpretation or meaning of the data.

TRUSTWORTHINESS:

− Data must be credible (valid) and trustworthy (reliable)

− Is the data applicable ~ can be applied outside of context
− Needs to be confirmable ~ repeat for confirmation
− Also dependable
1) CREDIBILITY

− confidence in how well data and processes of analysis address the intended focus
− questions that are often asked to deal with credibility are
✓ “How congruent are the findings with reality?
✓ How do I ensure that the reader will believe my findings”
− There are various strategies that can be employed to ensure credibility
− one example is to have a research design that is aligned with the research question(s)
2) TRANSFERABILITY

− extent to which the findings can be transferred to other settings/groups

− invites readers to connect a research study with their own experience or research
− transferability to be possible, the researcher must provide a thick description (detailed descriptions
of context, participants, and research design) and make use of purposive sampling

Angelic Steenkamp 076 416 3052 RESF 412

3) DEPENDABILITY

− repeating the study with same context & participants

− closely related to credibility
− Dependability is demonstrated through the research design and its implementation; the operational
detail of data-gathering; and the reflective appraisal of the project
4) CONFIRMABILITY

− effects of personal interest & biases

− degree of neutrality or the extent to which the findings of a study are shaped by the participants and
not by researcher bias, motivation, or interest

Angelic Steenkamp 076 416 3052 RESF 412

 QUANTITATIVE RESEARCH:

− systematic process (step by step)

− using numerical data
− to collect, analyse and interpret data to answer research question
− A means for testing objective theories by examining the relationship among variables
− researcher decides what to study; collects quantifiable data from participants; analyses these
numbers using statistics; and conducts the inquiry in an unbiased, objective manner
− findings are generalised from sample (specific group) to the population (large group)
− participants are viewed as objects as a result they are referred to as respondents
− Quantitative researchers often make use of hypothesis and hypothesis testing when conducting
research

PARADIGMS

1) POSITIVIST PARADIGM

− Reality observed objectively

− Researcher not subjectively involved in research
− Researcher is expert
− Structured approach: aspects of research carefully planned upfront

RESEARCH DESIGNS:

− A set of methods + procedures used to collect + analyse data to answer research question
1) EXPERIMENTAL DESIGNS

− Always some sort of intervention or treatment

− One group receives some type of treatment (a medication)
− Control group remains as is
− 2 groups then compared on mean (average) of some measurement
− Always have some random allocation
− Each member of sample has equal probability of ending up in control/experimental group
2) QUASI EXPERIMENTAL

− Comparison of 2 groups or more

− One group receives intervention (experimental group) and other does not (control group)
− No random allocation to groups
− Can take place over period of time
− T-test to compare 2 groups
− Analysis of variance to compare more than 2 groups

Angelic Steenkamp 076 416 3052 RESF 412

3) CROSS-CULTURAL

− Groups naturally differ

− Means researcher has not selected something artificial to divide group on
− Random allocation
− No intervention or treatment
− Only the mean (average) scores being compared
− T-test for 2 groups
− Analysis of variance for more than 2 groups
4) NON-EXPERIMENTAL

− No manipulation takes place

− 3 types

DESCRIPTIVE

− Describe the phenomenon

− “what” question
− Make use of categorization
− Consider frequencies
− Consider averages
− Consider percentages
− Cannot describe a casual relationship
− Just because males are more % does not mean they better doctors
− Represented using pre charts, bar graphs + histograms

CORRELATIONAL

− Relationship between 2 variables (measurements)

− Compare 2 groups
− See if the sets of numerical information on continuous scale with intervals are related
− For example scores on two sets
− Do not divide sample into groups
− Looks at associations
− Correlation not causation
− Independent variable: causes something
− Dependent variable: what does it change
− 2 statistics used to calculate correlations: 1. Pearson’s r
2. Spearman’s rho
− 3 types of correlations
✓ Positive correlation ~ when 1 score goes up, so does the other
✓ Negative correlation ~ when 1 score goes up, other goes down
✓ Null correlation ~ no relationship between 2 variables

Angelic Steenkamp 076 416 3052 RESF 412

 COMPARATIVE

− Comparing 2 or more groups to discover something about phenomenon

− Identifies a unique or different property of a group
− Often uses very large sets
− Use the mean (average) score to compare 2 groups
− T-test for 2 groups
− Analysis of variance (ANOVA) for more than 2 groups
− No intervention needed

DEFINING SURVEYS + EXPERIMENTS:

1) SURVEY DESIGN

− Provides a quantitative or numeric description of trends, attitudes, or opinions of a population by

studying a sample of that population.
− The researcher generalises to and makes assumptions about the population
2) EXPERIMENTAL DESIGN

− The aim of an experimental design is to test the impact of an intervention or treatment, controlling
other factors that might influence the outcome.
− Researchers randomly assign individuals to groups as a form of control.
− One group receives the treatment, and the control group does not

Angelic Steenkamp 076 416 3052 RESF 412

SAMPLING METHODS:

POPULATION

− a large collection of people that is the main focus of a research inquiry

− university students at NWU
SAMPLE

− Smaller group of people which represents population

− In quantitative research, the sample should usually be representative of the population
− If the sample is representative of the population, the research findings regarding the sample can be
generalised to the whole population
− 500 of university students
− Sampling is the process of selecting these individuals from the population.

1) SIMPLE RANDOM

− Each participant has equal chance of being in sample

− Out of 1000 (population) we choose 100 (sample)
2) SYSTEMATIC

− Instead of just randomly selecting, a set of method is used

− Randomly start with person and then use intervals
− Start with the 3rd person and use intervals of every 5th student
3) STRATIFIED

− Divide population into strata or divisions

− Cannot overlap
− Then randomly select same number of people
− Subgroups to correctly represent characteristics

Angelic Steenkamp 076 416 3052 RESF 412

4) CLUSTER SAMPLING

− When there is a large number of units, you reduce possibility of massive sample
− You randomly select number of units (cluster) from population + then randomly select individuals
from each cluster
− Randomly select 20 schools and then randomly select 100 students from each school

METHODS OF DATA COLLECTION:

− Always standardized to avoid bias

− Applied same to all participants
− How it is applied
− In groups etc
− The data collected by means of instruments (tests and questionnaires) used in quantitative research
should be valid and reliable

VALIDITY:

− Validity is the extent to which a concept is accurately measured by the instrument

− Test measures what it is supposed to measure
− Needs to me suitable for its purpose
− Is the test appropriate – will it measure what I want for sample

1) CONTENT VALIDITY

− Content of test covers relevant domain or aspect

− Does personality test measure personality
− Are questions (content) related to what is being measured
2) FACE VALIDITY

− It looks right
− Look at the test and think yes, this measures personality
− Influence the way some answer test
3) CRITERION VALIDITY

− If I compare the test to some outcome (performance, another test) it measure same thing
− Test needs to be predictive and concurrent

RELIABILITY:

− the consistency with which the instrument measures

− Whether or not an instrument measures consistently
− Does a questionnaire measure the same thing in the same way each time

Angelic Steenkamp 076 416 3052 RESF 412

1) TEST-RETEST

− Each time the test is used on one person a similar result should be given unless there has been an
intervention (see experimental and quasi-experimental studies).
− This is called test-retest reliability.
− Test a single group now and again later –are the results similar?
2) ALTERNATE FORM

− Create two forms of one test are the results similar?

3) SPLIT-HALF

− Divide the test in two (usually odd/even questions) –are the results similar?
4) STATISTICAL METHODS

− Analyse the internal properties (questions) and whether they relate to the total consistently
(internal consistency)

DATA ANALYSIS:

− The analysis processes in qualitative and quantitative methodology also differ.

− The main differences are that qualitative data are usually textual data (words)
− whereas quantitative data are usually numerical data (numbers in the form of statistics)
STEPS INVOLVED IN ANALYSING DATA:

− Report information about the number of members from the sample who return the survey.
− Discuss the method by which response bias will be determined.
− Response bias – the effect of non-responses on the estimate of the survey. Bias suggests that,
should the non-respondents have responded, the responses would have changed the results in
general.
− Discuss how a descriptive analysis will be provided for all the dependent and independent variables
in the study. This analysis should specify the means, standard deviations, and range of scores for the
variables.
− If the proposal contains an instrument with scales, identify the statistical procedure (e.g., factor
analysis) that will be used.
− Name the statistics and statistical program that will be used to test the research questions or
hypotheses in the proposed study.
− Present the results in tables and figures and interpret the results from the statistical test.

DISTINGUISH BETWEEN DESCRIPTIVE + INFERENTIAL:

1) DESCRIPTIVE DATA ANALYSIS

− A collective term for a number of statistical methods that are used to organise and summarise data
in a meaningful way.

Angelic Steenkamp 076 416 3052 RESF 412

− This serves to enhance the understanding of the properties of data
− Can be divided into two ways of representing data: graphical ways + numerical ways
2) INFERENTIAL DATA ANALYSIS

− To use the findings from the sample data to generalise or draw conclusions about the population

DISTINGUISH BETWEEN QUANTITATIVE + QUALITATIVE:

QUALITATIVE QUANTITATIVE
RESEARCH RESEARCH
PURPOSE OF RESEARCH To describe and explain To explain and predict
To understand To confirm and validate
To explore and interpret To test theory
To build theory To measure
NATURE OF THE RESEARCH Holistic Focused
PROCESS Unknown variables Known variables
Flexible guidelines Established guidelines
Emergent methods Predetermined methods
Context-bound Somewhat context-free
Personal view Detached view
SAMPLING Informative, small sample Representative, large sample
Convenience sampling Probability sampling:
Purposive sampling Random sampling
Snowball sampling Systematic sampling
Stratified sampling
Cluster sampling
DATA + DATA COLLECTION Textual data Numeric data
Standardised instruments
Likert-scale questionnaires

Angelic Steenkamp 076 416 3052 RESF 412

 Loosely structured or non- Tests
standardised observations and
interviews
Open-ended questions
DATA ANALYSIS Search for themes, patterns, Statistical analysis:
features and categories Inferential and descriptive
Acknowledgement that analysis statistics
is subjective and potentially Emphasis on objectivity
biased Deductive reasoning
Inductive reasoning
COMMUNICATION OF Words Numbers
RESEARCH FINDINGS Narratives, individual quotes Statistics, aggregated data
Personal voice, literary style Formal voice, scientific style

DISTINGUISH BETWEEN PROBABILITY + NON-PROBABILITY SAMPLING:

PROBABILITY SAMPLING NON-PROBABILITY SAMPLING

− participants selected randomly − participants selected purposively
− results generalizable − results not always generalizable
− population divided into characteristics of − specific participants selected for specific
importance for research purpose

RESEARCH ETHICS:

− ethics refers to moral principles of guiding conduct, which are held by a group or even by a
professional
− research ethics can be defined as those moral principles that guide you as a researcher to not cause
harm but rather to improve the field of practice, i.e., education

FOUR COMMON PRINCIPLES: (8)

1) PROTECTION OF RESEARCH PARTICIPANTS FROM HARM

− will risk factors such as stress or discomfort be the same as in participants everyday lives
− meaning that it is not more
− Benefit-cost ratio is a fundamental concept to the protection of participants from harm
− it is crucial for researchers to consider the possible social benefits of their endeavours against the
person costs of the participant
2) RESPECTING PARTICIPANTS’ RIGHT TO PRIVACY

− researcher should keep the nature and quality of all research participants’ performances
confidential
− performances should only be used for the purpose of the research
− All responses or behaviour of the participants should therefore be reported under pseudonyms or
anonymously

Angelic Steenkamp 076 416 3052 RESF 412

3) INFORMED CONSENT

− important that research participants participate willingly and voluntary in the intended research.
− participants should not be ‘bullied’ to participate in any research
− Voluntary informed consent means that participants must have the prior knowledge of the work,
expected of them
− they must also know why their participation is necessary, what the benefits of it are and how that is
affected with it
− can only decide to participate if they are informed about two things: the nature of the research; and
their participative role in the research.
− researcher should provide a general idea of what the research entails.
4) CONDUCTING AND REPORTING RESEARCH IN AN HONEST MANNER

− Don’t do plagiarism in study

− Must ensure trustworthiness of study
− Researcher uses manipulation techniques to ensure that results correlate
− Real results are hidden, and research becomes unreliable + worthless

Angelic Steenkamp 076 416 3052 RESF 412

 EXAM JUNIE 2019

Read the following scenario and answer the questions that follows it.

Scenario A

In today’s day and age, children as young as the pre-school years are exposed to different forms of
technology, which can lead to addictive behaviour. These technologies can include cell phones and
tablets. A class teacher for Grade R learners wants to explore whether the children in this class could
utilise these forms of technology to develop skills such as problem solving and critical thinking. The
teacher explores this phenomenon by video recording classroom activities as a form of observation for
the first school term. Thereafter, the teacher shares the findings with colleagues and the principal.

1. Formulate a problem statement for the scenario (5)

2. Formulate a main research question (3)

− How can we utilise forms of technology, like cell phones and tablets, in the grade R class to help
develop skills such as problem solving and critical thinking, without this leading to addictive
behaviour?

3. Which research design would best suit Scenario A? (2)

− Case study?
− Its going to be a very detailed process
− The teacher will explore the event in depth on more than one individual
− The case is bound by time and activity
− Teacher collects detailed information using a variety of data collection procedures over a sustained
period of time

4. What possible methodology could be used in this scenario? (2)

− Qualitative research method

5. Motivate your answer by defining the methodology you have stated (5)

6. Observations were used to generate the data. Name and explain two types of observations as defined
by Nieuwenhuis (2016:91) in the prescribed textbook (4)

Complete observer:

− Nonparticipant with an etic (outsider) perspective

Angelic Steenkamp 076 416 3052 RESF 412

− Unobtrusive but cannot fully understand observations

Complete participant:

− Completely immersed (emic)

− Those observed are not always aware of observations

7. How would the teacher analyse the data? Explain the process of analysis this teacher would follow (5)

− First the teacher is going to organise and prepare the data for analysis
− Secondly, the teacher will read or watch the videos of the data to obtain a general sense of
information and to reflect on to overall meaning
− Thirdly, she will start with the coding of the data
− Fourthly, she needs to identify general categories or themes (and possible subthemes) and classify
the data accordingly
− She will then integrate and summarise the data
− And lastly, develop an interpretation or meaning of the data

8. Discuss TWO ethical principles that this researcher does not adhere to (4)

Informed consent

− The teacher is conducting a video recording of classroom activities as a form of observation

− However, nowhere it was stated that the parents or the caregivers of the grade R learners gave
permission for them to be recorded

Respecting participants right to privacy

− The teacher did not keep the responses or behaviour of the grade R learners anonymously
− She simply just shared the recordings with the principal and colleagues

9. Differentiate between experimental and non-experimental research designs (4)

Experimental research designs

− There is always some sort of intervention or treatment

− Includes a control group
− Always have some random allocation

Non-experimental research designs

− No manipulation takes place

− No control group

10. Define probability sampling (2)

− Jk

Angelic Steenkamp 076 416 3052 RESF 412

11. Name and explain the four probability sampling methods. (8)

1) Simple random sampling

− Each participant has equal chance of being in sample

− Out of 1000 (population) we choose 100 (sample)

2) systematic sampling

− Instead of just randomly selecting, a set of method is used

− Randomly start with person and then use intervals
− Start with the 3rd person and use intervals of every 5th student

3) stratified sampling

− Divide population into strata or divisions

− Cannot overlap
− Then randomly select same number of people
− Subgroups to correctly represent characteristics

4) cluster sampling

− When there is a large number of units, you reduce possibility of massive sample
− You randomly select number of units (cluster) from population + then randomly select individuals
from each cluster
− Randomly select 20 schools and then randomly select 100 students from each school

12. Surveys are often used as data collection methods in quantitative research. Name and define one
survey method. State TWO advantages and TWO disadvantages of this method

1) Group administration of questionnaires

− Questionaries where the researcher waits while a whole group of respondents complete
questionnaires

Advantages Disadvantages
− Many respondents can complete the − When different administrators administer the
questionnaire in a short space of time. tests, this could lead to different responses
− This method is relatively cheap and easy to − The conditions in which the questionnaire is
do. administered cannot be controlled by the
− The interviewer can immediately assist with primary researcher
issues in the questionnaire which are not − Costs could be rather high when using
clear to the respondents standardised tests.

2) Postal/ email surveys

− Questionnaires are mailed or emailed to respondents who have to read instructions and answer the
questions

Angelic Steenkamp 076 416 3052 RESF 412

 Advantages Disadvantages
− relatively cheap and easy to do − low response rates are very common
− respondents can complete the questionnaire − no one can assist with problems the
at a convenient time respondent may experience
− there is no interviewer whose presence may − the respondent can give the questionnaire to
affect the respondent someone else to complete

3) Telephone surveys

− respondents are phoned by interviews, who asked the questions and record the answers

Advantages Disadvantages
− the survey can be done relatively quickly − the cost is relatively high
− respondents can be reached across long − the questionnaire cannot be too long
distances − only people with telephones or cell phones
− the response rate is usually very high can be reached

4) Face-to-face surveys

− while trained interviewers visit the respondent, ask the question and record the answers

Advantages Disadvantages
− this method has the highest response rate − . the cost is usually very high
− long questionnaires can be used − time and cost investment to train interviews
− the interviewer can assist with issues that are adequately
not clear to their respondent − interviewer bias is a great risk

Angelic Steenkamp 076 416 3052 RESF 412

 EXAM NOV 2019

1. Distinguish clearly between primary sources and secondary sources (4)

1) Primary sources

− Sources that provide original information about a topic

− First hand evidence about an event, object, person etc.

2) Secondary sources

− Information produced from other sources

− They describe, discuss, interpret, comment upon, analyse, evaluate, summarize, and process
primary sources.

2. Distinguish clearly between formal (scientific) and informal (non-scientific) research (4)

1) Formal research

− Research where we intentionally set out to enhance our understanding of a phenomenon and
expect to communicate what we discover to the larger scientific community
− Research that takes place within a specific field of study
− For example, education/ medicine

2) Informal research

− Research where we often use a systematic approach to collect and interpret information to solve
problems in their daily lives
− Don’t have to communicate about findings

3. Distinguish clearly between case study research and ethnography (4)

1) Case study research

− a strategy of inquiry in which the researcher explores in depth a program, event, activity, process, or
one or more individuals
− Cases are bounded by time and activity

2) Ethnography

− a strategy of inquiry in which the researcher studies an intact cultural group in a natural setting over
a prolonged period of time by collecting, primarily, observational and interview data

Angelic Steenkamp 076 416 3052 RESF 412

4. Distinguish clearly between quantitative research and qualitative research (4)

1) Quantitative research

− A systematic process (step-by-step) of collecting, analysing and interpreting numerical data in order
to answer a research question
− Make use of hypothesis and testing when conducting research

2) Qualitative research

− A systematic process (step-by-step) of collecting, analysing and interpreting data by observing what
people do and say
− It is primarily focused on human experiences
− Involves the use of words and not numbers

5. Research concerning education, largely depends on the collection of information from people.
Moreover, the collected information mainly relates to people. For research to be ethically sound, the
literature suggests that a researcher should observe a variety of principles. Provide a detailed discussion
of four common ethical principles (8)

1) informed consent

− The research participants need to willingly and voluntary participate in the research study, meaning
not be bullied
− By doing this they need prior knowledge of the study, what it entails etc.

2) respecting participants right to privacy

− Researcher should keep nature and quality of all research participant’s performances confidential
− Meaning that it needs to anonymously

3) Protection of participants from harm

− Your research study will not cause harm to the research participants
− For example, make them uncomfortable or cause them stress

4) conduction + reporting research in an honest manner

− You shouldn’t plagiarise in your research study

− Must ensure trustworthiness in your study and not keep real results hidden in order to look good

6. Read the following scenario and answer the questions that follow.

Scenario A

A researcher conducted research in order to determine which factors influence 50 randomly selected
female teachers from a specific district of the North-West Department of Education’s experience of job
satisfaction. The group of teachers was heterogeneous in terms of age, culture, level of experience and
type of school in which they taught. After a thorough literature study of what job satisfaction in

Angelic Steenkamp 076 416 3052 RESF 412

education entails, a self-constructed structured questionnaire was developed, and information was
acquired from the 50 practising teachers regarding the following: biographic information of the teachers
(age, ethnic group, experience, and qualification level) and questionnaire statements that probed
teachers' on their experience of job satisfaction. Each question presented four options that respondents
could choose from. Before administering the questionnaire, the researcher obtained permission from
the Department of Education to conduct the research, as well as the written consent of the 50 teachers
who took part in the research.

1. Formulate the research question that probably directed the research study as outlined above (3)

− Which factors influence female teachers from a specific district of the North-West Department of
Education’s experience of job satisfaction?

2. Which research design was employed in this research? Motivate your answer (3)

− Quantitative research design

− The researcher made use of randomly selecting 50 female teachers
− They also made use of questionnaires as their data collection method

3. Which specific research strategy (strategy of inquiry) was employed in this research? (2)

− Non-experimental research strategy

− Because there is no manipulation of any variables

4. How was the data collected in this research? (2)

− Through the use of questionnaires where each question presented four options that respondents
could choose from

5. Which method of sampling would be suitable for the research? (2)

− Simple random sampling

Scenario B

A researcher wants to explore the perceptions of teachers regarding the effects of discipline on teaching
and learning. The researcher works at an English medium multiracial, rural secondary school; she
approaches the Department of Education and her principal for permission to conduct this study at her
high school and to include all the teachers in the study (n=30). Once she has done this, she writes a
letter to the teachers in which she explains the project in detail. In addition to the letter, she verbally
explains the project to the teachers. She also stresses that participation is voluntary, that teachers’
identities will not be revealed when she writes the findings of her study and that the teachers can
withdraw from the project at any time. She asks the teachers to consent to participation. Twenty of the
teachers agree to participate and sign the consent forms. The researcher meets with these teachers at a
pre-arranged time after school and she conducts semi-structured interviews with them. She records the
interviews with the permission of the participants. The recorded interviews are then transcribed, and
the researcher codes the data according to her understanding of the perceptions of the participants

Angelic Steenkamp 076 416 3052 RESF 412

regarding the effects of discipline on teaching and learning. She goes back to the participants and shares
her conclusions with them. She asks them to comment on whether she has drawn accurate conclusions.

1. Which research design was employed in this research? Motivate your answer (3)

− Qualitative research design

− Because the teacher made use of interviews when collecting the data for her study
− Meaning she focused on each teacher’s experience rather than making use of numbers

2. Which specific research strategy (strategy of inquiry) was employed in this research? (2)

− Phenomenology strategy of inquiry

− The teacher focused on each teacher’s perception regarding the effects of discipline on teaching and
learning

3. How was the data collected in this research? (2)

− Through semi-structured interviews

4. Give an appropriate title for this research (3)

− Exploring teachers’ perceptions of the impact of discipline on teaching and learning: A

phenomenological study in a rural secondary school

5. Formulate a purpose statement for Scenario B (5)

− The purpose of this qualitative, phenomenology research study is to explore the perceptions of
teachers regarding the effects of discipline on teaching and learning in an English medium
multiracial, rural secondary school. The perceptions will be studied by making use of semi-structed
interviews in order to understand whether discipline really has an impact on teaching and learning.

6. Formulate a research question for Scenario B (5)

− What are the perceptions of teachers in an English medium multiracial, rural secondary school
regarding the effects of discipline on teaching and learning?

7. Creswell recommends the steps for data analysis and interpretation of qualitative research. Discuss
these steps (12)

1) Organise and prepare the data for analysis.

− ensuring that the data, such as interview transcripts, field notes, or documents, are well-organized
and ready for analysis.

2) Read through the data to obtain a general sense of the information and to reflect on the overall
meaning.

− familiarizing yourself with the data by reading through it multiple times.

− It helps in gaining a comprehensive understanding of the content, identifying key ideas, and making
initial observations about the overall meaning and patterns within the data.

Angelic Steenkamp 076 416 3052 RESF 412

3) Start with the coding of the data.

− systematically labelling and categorizing segments of data with descriptive codes.

4. Identify general categories or themes (and possible subthemes) and classify the data accordingly.

− researcher identifies broader categories or themes that emerge from the codes.

5. Integrate and summarise the data.

− researcher integrates the coded data and relevant quotes to create a comprehensive picture of the
research findings

6. Develop an interpretation or meaning of the data.

− involves making sense of the data and providing a deeper understanding of the phenomenon under
investigation.

8. Provide seven reasons for conducting a literature review

− provide a context for the research

− justify the research
− highlight flaws in previous research
− outline gaps in previous research
− ensure the research has not been done before
− show where the research fits into the existing body of knowledge
− enable the researcher to learn from previous theory on the subject

9. Construct a table as given and then compare qualitative and quantitative research approaches on
each of the aspects in the first column (20)

Qualitative research Quantitative research

Purpose of the research To describe and explain To explain and predict
To understand To confirm and validate
To explore and interpret To test theory
To build theory To measure
Nature of the research process Holistic Focused
Unknown variables Known variables
Flexible guidelines Established guidelines
Emergent methods Predetermined methods
Context-bound Somewhat context-free
Personal view Detached view
Sampling Informative, small sample Representative, large sample
Convenience sampling Probability sampling:
Purposive sampling Random sampling
Snowball sampling Systematic sampling
Stratified sampling
Cluster sampling

Angelic Steenkamp 076 416 3052 RESF 412

 Data and data collection Textual data Numeric data
Loosely structured or non- Standardised instruments
standardised observations and Likert-scale questionnaires
interviews Tests
Open-ended questions
Data analysis Search for themes, patterns, Statistical analysis:
features and categories Inferential and descriptive
Acknowledgement that analysis statistics
is subjective and potentially Emphasis on objectivity
biased Deductive reasoning
Inductive reasoning
Communication of research Words Numbers
findings Narratives, individual quotes Statistics, aggregated data
Personal voice, literary style Formal voice, scientific style

Angelic Steenkamp 076 416 3052 RESF 412

 STUDY GUIDE EXAMPLES

Read the scenario below and then answer the questions that follow

Scenario A

The implementation of formative assessment practices at a former model-C secondary school in

Gauteng

This research reports on a case study about ex-model C secondary school teachers’ interpretations of
how they implement formative assessment in their Physical Science classrooms. The key purpose of the
study was to elicit data on how ex-model C secondary school Physical Science teachers understand and
incorporate notable aspects of formative assessment into their teaching practices. Individual, semi-
structured interviews were conducted, enabling participants to reflect upon their personal experiences
and practices. Ten interviewees were chosen based on their relative experience as secondary Physical
Science teachers. In addition, the classroom practices of all the interviewees were directly observed
during predetermined periods without influencing the classroom dynamics. The conclusion was that the
10 participants would be sufficient to reach data saturation

1. Formulate the primary research question that directs this study.

− How do ex-model C secondary school Physical Science teachers understand and incorporate notable
aspects of formative assessment into their teaching practices?

2. Identify three phrases from the excerpt that could guide the literature review for this study.

3. Ten research participants were selected as the sample for the study. List three possible criteria applied
by the researcher for selecting these participants.

− They had to be ex-model C secondary school Physical Science teachers

− They had to be willing to participate
− Based on their relative experience

4. What sampling technique was used by the researcher?

− the researcher used purposive sampling as the sampling technique.

− Purposive sampling involves selecting participants who meet specific criteria or possess certain
characteristics that are relevant to the research study.
− In this case, the researcher specifically chose ten participants who were ex-model C secondary
school Physical Science teachers with relative experience

Angelic Steenkamp 076 416 3052 RESF 412

5. What is the meaning of the term ‘data saturation’?

− refers to a point in qualitative research where collecting additional data no longer yields new or
relevant information or insights related to the research topic
− They did not need any more teachers for the study
− 10 teachers would be sufficient to provide enough information for their research study

6. What measures could the researcher put in place to ensure that the raw data that were collected
through semi-structured interviews and direct observations are trustworthy?

1) Credibility

− to have a research design that is aligned with the research question(s)

2) Transferability

− For transferability to be possible, the researcher must provide a thick description (detailed
descriptions of context, participants, and research design) and make use of purposive sampling

3) Dependability

− researcher should ensure that the research design is implemented consistently and accurately
− critically examining their own biases, motivations, and interests that may influence the data
collection and analysis.

4) Confirmability

− researcher should strive for neutrality and minimize researcher bias

Scenario B

Researchers want to determine the effects of incorporating practical apparatus in Physical Science
teaching on Grade 9 learners’ academic achievement. The population will be all Grade 9 learners in
Windhoek. The sample will include at least 10 classrooms. The researchers obtain permission from the
Namibian Department of Education to do the research. Letters of informed consent are also given to the
parents of all the learners in the sample. All the learners will write a test in Physical Science. After the
test, five classrooms will receive instructions for the use of practical apparatus, whereas the other five
classrooms will receive the normal instruction without the use of practical apparatus. At the end of 10
weeks of instruction, all the learners will again write a test in Physical Science. The two test scores will
then be compared.

1. Formulate a research question

− What are the effects of incorporating practical apparatus in Physical Science teaching on grade 9
learners’ academic achievement?

2. Formulate a purpose statement

Angelic Steenkamp 076 416 3052 RESF 412

− The purpose of this quantitative, experimental research study is to determine the effects of
incorporating apparatus in Physical Science teaching on grade 9 learners’ academic achievement.
This will be done by making use of ….

3. What research design

− The research design in the above scenario is a quantitative research design.

− the sample will include 10 classrooms – this is a big sample
− they make use of tests, meaning they are going to compare the scores (numerical)

4. What specific research strategy (strategy of inquiry) will you use?

− Experimental strategy of inquiry

− The sample is going to be divided into two groups
− One will be the experiment group that will receive intervention
− And the other one is the control group that will receive no intervention

5. What method of sampling will you use?

− Simple random sampling

6. What method of data collection will you use?

− a test (pre-test and post-test).

7. What is the ethical aspects addressed in the scenario?

− permission from the Namibian Department of Education to do the research

− letters of informed consent are given to the parents of all the learners.

Scenario C

A researcher conducted research in order to determine to what extent 500 randomly selected female
teachers understand what the task of a "mediator of learning" entails. Information was collected from
the 500 practising teachers by means of a self-constructed questionnaire. The questionnaire collected
biographical information of the teachers (age, ethnic group, experience, qualification level) and
questionnaire statements probed teachers' understanding of the concept of mediation. The
respondents could choose from four options in each question. Before administering the questionnaire,
the researcher obtained permission from the Department of Basic Education to conduct the research as
well as written consent from the teachers who participated in the research. The construction of the
questionnaire was done after a thorough literature study of what mediation entails.

1. Create the research question

− To what extent do female teachers understand what the task of a ‘mediator of learning’ entails?

2. Create a purpose statement

Angelic Steenkamp 076 416 3052 RESF 412

− The purpose of this quantitative, non-experimental research design is to determine to what extent
500 randomly selected female teachers understand what the task of a mediator learning entails.
This will be done by making use of a self-constructed questionnaire where the respondents would
be able to choose from four option in each question.

3. What research design did they use and why

− Quantitative research design

− Because the sample is really big (500 respondents)
− The female teachers where also randomly selected
− They also made use of a Likert-scale questionnaire

4. What research strategy (strategy of inquiry) did they make use of?

− They made use of non-experimental (survey research)

− There was no intervention of any sort involved
− The research provides a numeric description of the understanding of a population (i.e. what the task
of a ‘mediator of learning’ entails) by studying a sample of that population.

5. What sampling method was used?

− The sampling method used is simple random sampling

6. What ethical aspects were addressed in the scenario

− permission from the Department of Basic Education

− written consent from the teachers who participated in the research

Angelic Steenkamp 076 416 3052 RESF 412

 MULTICHOICE QUESTIONS 1

1. Education research is a well-planned process where one step linearly leads to the next step

− True
− False (x)

2. The starting point in formal research is

− the collection of data

− the identification of a problem (x)
− designing A literature review

3. choose the most correct definition. Education research is defined as

− a formal systematic investigation into educational issues to contribute to the body of knowledge on
education (x)
− it is doing research about the curriculum, teachers, learners and parental involvement
− an investigation to understand teaching and learning processes
− an investigation into the education system and finding ways to change it for the improvement of
learning taking place in schools

4. the purpose of doing research is to

− gain and understanding of a phenomenon (x)

− collect data
− test research tools

5. Peter is interested in enrolling for an honors study at the university of black rocks. As part of the
program, he has to complete an education research project. He is unsure what education research is. Can
you help him to understand by choosing the statement the best explains education research

− it is doing research about teachers and learners (x)

− it is doing research about the curriculum, teachers, learners and parental involvement
− it is doing research about any one of these: attention, motivation and intelligence, the methodology
of language teaching, multiculturalism, classroom discipline, instructional technology and parental
involvement
− it is doing research that revolves around teaching, learning and educational issues to contribute to
the body of knowledge on education

Angelic Steenkamp 076 416 3052 RESF 412

6. educational research aims to

− improve practice
− inform
− all of these options (x)
− accumulate knowledge

7. Research is underpinned by

− a framework of philosophy
− Ethical framework
− methods that have been tested for validity and reliability
− all the options (x)

8. in the research process, the guiding questions can be formulated at the end of the project

− True
− False (x)

9. when an honors student makes summaries or compilations of information that already exists then this
student is doing research

− True
− False (x)

10. we rely on information research to organize and improve human activities

− True
− False (x)

11. educational research aims to

− accumulate knowledge
− inform
− all these options (x)
− improve practice

12. which one of the following statements is false

− in research, we use the data collected to answer the questions we posed

− research supplies us with new information with which we can do very little (x)
− in research, the investigation is connected to what we already know about the topic

Angelic Steenkamp 076 416 3052 RESF 412

− research requires us to ask questions at the start of the investigation
− research is a planned, systematic and organized investigation

13. you are the principal researcher on a research project, what steps will you take first when writing a
proposal for this research project

− write up goals for the project

− make a mind map for your research interests
− have a meeting with colleagues to bounce ideas
− identify a research problem for the project (x)
− read literature and make summaries of the literature

14. choose the most correct definition. Scientific research is defined as

− an academic task that is done every day by the staff of the university to contribute to the pool of
knowledge
− a systematic procedure not focusing on the details of reporting facts, but it focuses rather on
collecting as much as possible data
− searching for everyday solutions to problems by means of following a scientific procedure that is
approved by a scientific committee
− formal intention to enhance our understanding of a particular phenomenon and communicate
findings with the larger scientific community
− a systematic procedure not focusing on the details of reporting facts but it focuses rather on
collecting as much possible data

15. choose the most correct definition. Education research is defined as

− it is doing research about the curriculum, teachers, learners and parental involved involvement
− an investigation into the education system and finding ways to change it for the improvement of
learning taking place in schools
− an investigation to understand teaching and learning processes
− a formal systematic investigation into educational issues to contribute to the body of knowledge of
education

16. educational research is relevant in getting more information on

− classroom practices, school management and learner behavior

− classroom practices and learner behavior
− learner behavior
− classroom practices
− school management

Angelic Steenkamp 076 416 3052 RESF 412

17. it is important to do a literature review before identifying a problem for research

− True
− False

18. only people with postgraduate qualifications can conduct education research because they possess
the required skills and knowledge in scientific research

− True
−
− False

19. we rely on information research to organise and improve human activities

− True
− False

20. in the process of research, data analysis comes before data collection

− True
− False

21. Informal research refers to intentionally embarking on a journey to understand a phenomenon and
communicate the findings to a larger scientific community

True

False (x)

22. scientific research entails using a systematic process to find solutions to social problems and keep the
report confidential from the public audience

True

False (x)

23. formal research is scientific

− True (x)
− False

Angelic Steenkamp 076 416 3052 RESF 412

24. Informal research is not important

− True
− False

25. After Dimpho learned about the different elements in the process of education research, she wanted
one word to describe the outcome of setting up a plan to conduct research, which word describes this
outcome?

− Project
− Design
− Proposal
− Report
− Plan

Angelic Steenkamp 076 416 3052 RESF 412

 MULTICHOICE QUESTIONS 2

1. When writing a review of related literature, you never include your own thoughts

− True
− False (X)

2. When doing a broad scan of relevant literature you have to read analytically (onseker oor antwoord)

− True
− False (X)

3. A literature review is considered critical when it provides a descriptive overview of the sources used

− True
− False (x)

4. The following is an example of a correct reference list entry: Boote, D. N. & Beile, P. 2005. Scholars
before researchers: on the centrality of the dissertation literature review in a research preparation.
Educational researcher, 34(6): 3 – 15.

− True (X)
− False

5. The primary purpose of the literature review is to facilitate detailed background of? (onseker oor
antwoord)

− primary studies
− present studies (X)
− future studies
− none of these

6. Literature review bridges the gap between?

− facts established from time to time and facts in the past

− previously established facts and newly established facts (x)
− previous facts to current established facts
− newly established facts and outdated facts

Angelic Steenkamp 076 416 3052 RESF 412

7. The literature collected is reviewed and preferably arranged?

− Alphabetically
− none of these
− randomly
− chronologically (x)

8. Literature includes

− research findings
− previous studies
− all of these (x)
− scholarly publications

9. Rihanna started a letter to review, she asked you what she should avoid when she is busy with her
literature review. How would you answer her

− avoid keeping your references up to date and only type the reference list before you complete the
literature review
− avoid making use of more than one source written by a specific author
− avoid being too vague when you write a literature review (x)
− avoid citing too many scientific sources and rather add lots of everyday articles such as an article in
the people's magazine
− avoid contrasting viewpoints and provide concise summaries of the literature

10. Choose the correct reference list entry:

− HJK

11. A literature review must present both sides of an argument and cover only recent issues

− True
− False (x)

12. Good qualities of the literature review include that it should be: concise, providing contrasting
viewpoints, clear and be scientifically based

− True (x)
− False

13. It is absolutely necessary to do their references 100% correct according to the rules

− True (x)

Angelic Steenkamp 076 416 3052 RESF 412

− False

14. Before you can search for articles and books, or cite these resources, you need first to

− have a clear and final research topic in mind

− understand the definition and role of literature review
− know how to write a research proposal in plain English
− understand the definition and role of the literature review and have a clear and final research topic
in mind (x)
− familiarize yourself with the library

15. Marina had an urgent social engagement and did not watch the video on referencing, she does not
know what et al. means, can you explain to her by choosing the correct option

− with intext referencing it is used to show that not all views of the authors is discussed
− with intext referencing it is used to indicate multiple authors (x)
− with intext referencing it is used to indicate a single author
− with intext referencing it is used to synthesize similar views of authors

16. Look at the following reference list entry and then identify which type of source it is: Alston, W.P.
1998. Internalism and externalism in epistemology. In: Alcoff, L., ed. Epistemology: the big questions.
Malden, MA: Blackwell. pp. 45-79.

− chapter in a collected work (x)

− dictionary with an editor
− printed encyclopedia
− conference proceedings published as a collection

17. Select the false statement about the role of a literature review in your research project. And literature
review serves

− to demonstrate our ability to analyze and synthesize the literature (x)

− to distinguish key theories and researchers, what are the debates and issues
− To note the key positions and how you position yourself in these
− to identify the research gap in the body of knowledge and to agree with the experts in the research
field

18. The following questions are important to ask when critiquing the literature, except

− which research methodologies seem most reliable, valid and why

− which approaches and findings seem most reliable, valid and why
− what are the authors gender and the context of this study (x)
− which arguments are more persuasive and why

Angelic Steenkamp 076 416 3052 RESF 412

19. Ryno is wondering if he committed plagiarism. He used some information he found by listening to a
YouTube video. He listened to the video and then drew his own conclusions based on the YouTube video.
He did not provide a citation for this information. This is an example of plagiarism.

− True (x)
− False

20. Choose the correct bibliographical entry

− Booyse, C. 2010. A constructivist approach in instructional design and assessment practice. Pretoria:
University of South Africa. (Thesis – PhD).
− Booyse, C. 2010. A constructivist approach in instructional design and assessment practice. Pretoria:
University of South Africa.
− Booyse, C. 2010. A constructivist approach in instructional design and assessment practice. (Thesis –
PhD). Pretoria: University of South Africa.
− Booyse, C. 2010. A constructivist approach in instructional design and assessment practice. (Thesis –
PhD). Pretoria: University of South Africa. (x)
− Booyse, C. 2010. A constructivist approach in instructional design and assessment practice. (Thesis –
PhD). Pretoria

21. Select the false statement about plagiarism. Plagiarism is _________

− an academic or intellectual theft.

− paraphrasing with acknowledgment of the sources. (x)
− copying and pasting from the website without acknowledgement.
− a direct or indirect quotation without acknowledgement

22. Look at the following citation and then identify which type of source it is. According to Smith (as cited
in Williams, 1996:10)

− Secondary source (x)

− Book source
− Internet source
− Primary source
− Scientific source

23. The following are the reasons for conducting a literature review, except

− To illustrate how the subject has been studied before and outline gaps in previous research.
− None of these.
− To provide a context for the research and justify the research topic.
− To show where your research fits into the existing body of knowledge.

Angelic Steenkamp 076 416 3052 RESF 412

− to form the foundation from which the rationale for the study, the problem statement, research
questions and the design of the research emerge.

24. The important point for compiling a literature review is to…

− present arguments, counter-arguments and evidence about an issue and present, contextualise,
analyse and interpret sources and issues.
− present arguments, counter arguments, and evidence about an issue and to criticise and evaluate
issues, and merely accept what is said.
− present, contextualise, analyse and interpret sources and issues
− present arguments, counter-arguments and evidence about an issue.
− criticise and evaluate issues, and merely accept what is said.

Angelic Steenkamp 076 416 3052 RESF 412

 MULTICHOICE QUESTIONS 3

1. Research designs can be empirical or non-empirical. An example of an empirical research design is

historical research.

− True
− False (x)

2. The choice of the research design is not influenced by the research question.

− True
− False (x)

3. In ethnographic research, the researcher becomes part of the context they are researching. For this
reason, it is important for the participants and the researcher to trust each other

− True (x)
− False

4. Lindie wants to use purposive sampling as a method in her qualitative research study. Purposive
sampling is a probability sampling method.

− True
− False (x)

5. In her ethnographic study, Lesedi uses observations to collect data because this is the only method
used by ethnographers

− True
− False (x)

6. When qualitative researchers record the data they collect, it can be done through handwritten notes,
audio recording and/or video recording

− True (x)
− False

7. A research study that is ethical will automatically be trustworthy.

− True
− False (x)

Angelic Steenkamp 076 416 3052 RESF 412

8. The term “participants” is usually associated with qualitative research.

− True (x)
− False

9. The term “respondents” is usually associated with qualitative research.

− True
− False (x)

10. Qualitative interviews should be strictly structured so that the researcher conducting the interview
can maintain control and prevent participants from deviating from the topic

− True
− False (x)

11. Document analysis is one form of qualitative research.

− True (x)
− False

12. During document analysis as a qualitative research method, the content of documents is analysed
thematically, just as the analysis of data that was collected during interviews.

− True (x)
− False

13. There is no difference between document analysis as a qualitative research method and a literature
review

− True
− False (x)

14. An interview schedule (protocol) should not include questions to which a participant can only answer
Yes or No

− True (x)
− False

15. The following question is an appropriate question in an interview schedule (protocol): "Tell me more
about how you as a teacher experienced online teaching during the Covid-19 lock-down"

− True (x)

Angelic Steenkamp 076 416 3052 RESF 412

 − False

16. The following question is suitably formulated for an interview schedule (protocol): "Was the online
teaching during the Covid-19 restriction unpleasant?"

− True
− False (x)

17. Qualitative research involves the use of words, while numbers and percentages are also very
important in the analysis

− True
− False (x)

18. In the analysis of qualitative data, it is important to state how many participants have a specific,
similar opinion, because if it is the majority, it is more important than when only one participant has a
specific view

− True
− False (x)

19. In the analysis of qualitative data, an attempt is made to better understand the phenomenon under
investigation

− True (x)
− False

20. In the analysis of qualitative data, themes and categories that emerge are sought, which helps to
give structure to the analysis.

− True (x)
− False

Angelic Steenkamp 076 416 3052 RESF 412

 MULTICHOICE QUESTIONS 4

1. The range, the variance and the standard deviation are terms used in qualitative research

− True
− False (X)

2. A sample is a group of respondents/participants selected from a larger population

− True (X)
− False

3. Population is the total number of people living in the same geographical area

− True (X)
− False

4. Random sampling is not a type of probability sampling

− True
− False (X)

5. Stratified sampling technique is used to ensure that there is a fair representation of different groups

− True (X)
− False

6. Phenomenological research is considered a quantitative strategy of inquiry

− True
− False (X)

7. Survey research is used in qualitative methods

− True
− False (X)

8. Giving consent is not an ethical principle

− True

Angelic Steenkamp 076 416 3052 RESF 412

− False (X)

9. Research strategies in quantitative research include

− Survey
− Phenomenology
− Experimental design
− A & C (X)

10. One of the research strategies in quantitative research is

− Survey (X)
− Phenomenology
− Narrative design

11. Quantitative research aims to

− Test
− Generalise (X)
− A&C
− Understand a phenomenon

12. A quantitative research aims to

− Generalise (X)
− Understand

13. In an experimental design the sample is most commonly selected

− Conveniently
− Purposefully
− Randomly (X)

14. questionnaire with closed-ended questions is a data collection method in

− Quantitative research (X)

− Quantitative and Qualitative research
− Qualitative research

15. Lickert scale is a concept used in

− Qualitative research
− Quantitative and Qualitative research

Angelic Steenkamp 076 416 3052 RESF 412

− Quantitative research (X)

16. A data analysis method in quantitative research is

− Content analysis
− Narrative analysis
− Descriptive statistics (X)

17. Choose a concept that does not describe quantitative research

− Systematic
− Interpretive (X)
− Positivism
− Generalisation

18. Informed consent is about

− Telling participants information that they are interested in

− Hiding sensitive information from participant
− Confidentiality
− Being transparent about the aim of the study and what data will be used for (X)

19. Confidentiality has to do with

− Using pseudonyms
− Keeping data confidential
− All of the above (X)
− Not revealing participants outside the research group

20. A researcher in movement education investigates the effect of additional cardio-respiratory training
on the cardio-respiratory fitness of learners. Firstly, he divides the class into two groups and tests the
cardiorespiratory fitness of all the learners, using the Mc Queens step-up test. Thereafter, group A
continues with the usual Movement Education in class time, while group B does the usual Movement
Education but also two sessions per week of extra cardio-respiratory training after school. After two
months, he tests the cardio-respiratory fitness of both groups again. Identify the specific strategy of
inquiry

− Phenomenology
− Grounded theory
− Experimental design (X )
− Case study

Angelic Steenkamp 076 416 3052 RESF 412

Name: _________________________
Score: ______ / ______

eFundi test 1 (SU 1) / eFundi toets 1 (LE 1)

For this test, study all material in the study guide in Study Unit 1. / Vir die toets, bestudeer
al die materiaal in die studiegids onder Leereenheid 1.

Part 1

Informal research is not important./ Informele navorsing is nie belangrik nie.

True

False

Only people with postgraduate qualifications can conduct education research

because they possess the required skills and knowledge in scientific research./
Slegs mense met nagraadse kwalifikasies kan onderwysnavorsing doen omdat
hulle oor die vereiste vaardighede en kennis in wetenskaplike navorsing beskik.
True

False

We rely on informal research to organise and improve human activities. / Ons

maak staat op informele navorsing om menslike aktiwiteite te organiseer en te
verbeter.
True

False

In the process of research, data analysis comes before data collection. / In die
proses van navorsing kom data-analise voor data-insameling.
True

False
Part 2: Multiple choice

Educational research aims to/ Opvoedkundige navorsing het ten doel om

A. accumulate knowledge / kennis opgaar.

B. All these options/ Al hierdie opsies

C. Inform./Lig in.

D. improve practice./ praktyk te verbeter.

After Dimpho learned about the different elements in the process of education
research, she wanted one word to describe the outcome of setting up a plan to
conduct research, which word describes this outcome? / Nadat Dimpho van die
verskillende elemente in die proses van onderwysnavorsing geleer het, wou sy
een woord gehad het wat die uitkoms van die opstel van 'n plan vir navorsing
beskryf, watter woord beskryf hierdie uitkoms?
A. Project / Projek

B. Design / Ontwerp

C. Proposal / Voorstel

D. Report / Verslag

E. Plan / Plan
Choose the most correct definition. Scientific research is defined as: / Kies die
mees korrekte definisie. Wetenskaplike navorsing word soos volg omskryf:
A. Searching for everyday solutions to problems by means of following a
scientific procedure that is approved by a scientific committee. / Soektog na
alledaagse oplossings vir probleme deur ʼn wetenskaplike prosedure te volg
wat deur ʼn wetenskaplike komitee goedgekeur is.

B. A systematic procedure not focusing on the details of reporting facts, but

it focuses rather on collecting as much as possible data. / ʼn Sistematiese
prosedure wat nie op die klein besonderhede van gerapporteerde feite fokus
nie, maar dit fokus eerder daarop om so veel as moontlik data in te samel.

C. A systematic procedure not focusing on the details of reporting facts, but

it focuses rather on collecting as much as possible data. / ʼn Formele proses
waar die navorser protokolle sorgvuldig en krities volg gedurende die data-
insamelingsfase van ʼn projek.

D. An academic task that is done every day by the staff of a university to

contribute to the pool of knowledge. / ʼn Akademiese taak wat elke dag deur
die personeel van ʼn universiteit gedoen word om by te dra tot die poel van
kennis.

E. Formal intention to enhance our understanding of a particular

phenomenon and communicate findings with a larger scientific community. /
Formeel beoog om ons begrip oor ʼn spesifieke verskynsel te verryk en om
bevindinge te kommunikeer aan ʼn groter wetenskaplike gemeenskap.

Which one of the following statements is false? / Watter een van die volgende
stellings is vals?
A. Research supplies us with new information with which we can do very
little. / Navorsing maak voorsiening vir nuwe inligting waarmee ons baie min
mee kan verrig.

B. Research is a planned, systematic and organised investigation. /

Navorsing is ʼn beplande, sistematiese en georganiseerde ondersoek.

C. In research, the investigation is connected to what is already known about

the topic. / In navorsing is die ondersoek gekoppel aan wat reeds oor die
onderwerp bekend is.

D. In research, we use the data collected to answer the questions we posed.

/ In navorsing, gebruik ons die ingesamelde data om die vrae te beantwoord
wat ons gerig het.

E. Research requires us to ask questions at the start of the investigation. /

Navorsing vereis van ons om aan die begin van die ondersoek vrae te vra.
You are the principal researcher on a research project. What step will you take
first when writing a proposal for this research project? / Jy is die hoofnavorser van
ʼn navorsingsprojek. Watter stap sal jy eerste neem wanneer jy die voorstel vir
hierdie navorsingsprojek skryf?
A. Read literature and make summaries of the literature. / Lees literatuur en
maak opsommings van die literatuur.

B. Have a meeting with colleagues to bounce ideas. / Hou ʼn vergadering met

kollegas om idees uit te ruil.

C. Make a mind map of your research interests. / Maak ʼn breinkaart van jou
navorsingsbelangstellings.

D. Identify a research problem for the project. / Identifiseer ʼn

navorsingsprobleem vir die projek.

E. Write up goals for the project. / Skryf doelstellings neer vir die projek.

The purpose of doing research is to / Die doel van om navorsing te doen is

A. test research tools. / navorsingsinstrumente te toets.

B. collect data. / data versamel

C. gain an understanding of a phenomenon. / 'n begrip van 'n verskynsel te

kry.
Name: _________________________
Score: ______ / ______

eFundi test 2 (SU 2) / eFundi toets 2 (LE 2)

Study all the material in Study Unit 2 and in Chapter 4 in the prescribed textbook
"Introduction to research in education for student teachers"

Part 1

When doing a broad scan of relevant literature you have to read analytically. /
Wanneer ʼn breë skandering van relevante literatuur gedoen word moet jy
analities lees.
True

False

When writing a review of related literature, you never include your own thoughts.
/ Wanneer jy 'n resensie van verwante literatuur skryf, sluit jy nooit jou eie
gedagtes in nie.
True

False

11 A literature review must present both sides of an argument and cover only
recent issues. / ʼn Literatuuroorsig moet beide kante van ʼn argument aanbied en
slegs onlangse kwessies dek.
True

False

Browsing the shelves in the library is the most efficient way to locate relevant
journals. / Om deur die rakke in die biblioteek te blaai is die doeltreffendste
manier om relevante tydskrifte op te spoor.
True

False
Part 2

The primary purpose of the literature review is to facilitate detailed background

of / Die primêre doel van die literatuuroorsig is om gedetailleerde agtergrond van
te fasiliteer
A. Present Studies / Huidige Studies

B. Future Studies / Toekomstige studies

C. None of these. / Nie een van hierdie nie

D. Previous studies / Vorige studies

10 The literature collected is reviewed and preferably arranged / Die literatuur

wat ingesamel word, word hersien en verkieslik gerangskik
A. Randomly / Lukraak

B. Chronologically / Kronologies

C. None of these. / Nie een van hierdie nie.

D. Alphabetically / Alfabeties

The following are the reasons for conducting a literature review, except…/ Die
volgende is die redes vir die uitvoer van 'n literatuuroorsig, behalwe …
A. To illustrate how the subject has been studied before and outline gaps in
previous research. / Om te illustreer hoe die onderwerp voorheen bestudeer
is en leemtes in vorige navorsing te skets.

B. None of these.

C. To provide a context for the research and justify the research topic. / Om
'n konteks vir die navorsing te verskaf en die navorsingsonderwerp te
regverdig.

D. To show where your research fits into the existing body of knowledge. /
Om te wys waar jou navorsing inpas by die bestaande liggaam van kennis.

E. to form the foundation from which the rationale for the study, the problem
statement, research questions and the design of the research emerge. / om
die grondslag te vorm waaruit die rasionaal vir die studie, die
probleemstelling, navorsingsvrae en die ontwerp van die navorsing na vore
kom. / Nie een van hierdie nie.
Literature review bridges the gap between. / Literatuuroorsig is om die gaping
tussen ____________ te oorkom
A. facts established from time to time and facts in the past. / feite wat van
tyd tot tyd vasgestel is en feite in die verlede.

B. newly established facts and outdated facts. / nuut vasgestelde feite en

verouderde feite.

C. previous facts to current established facts. / vorige feite tot huidige

vasgestelde feite.

D. previously established facts and newly established facts. / voorheen

vasgestelde feite en nuut vasgestelde feite.

Before you can search for articles and books, or cite these sources, you need first
to: / Voordat jy na artikels en boeke kan soek, of hierdie bronne kan aanhaal,
moet jy eers:
A. understand the definition and role of literature review. / die definisie en rol
van literatuuroorsig te verstaan.

B. familiarise yourself with the library. / maak jouself vertroud met die
biblioteek.

C. Understand the definition and role of a literature review and have a clear
and final research topic in mind. / Verstaan die definisie en rol van 'n
literatuuroorsig en hou 'n duidelike en finale navorsingsonderwerp in
gedagte.

D. know how to write a research proposal in plain English. / weet hoe om 'n
navorsingsvoorstel in gewone Engels te skryf.

E. have a clear and final research topic in mind. / 'n duidelike en finale
navorsingsonderwerp in gedagte het.
The important point for compiling a literature review is to… / Die belangrike punt
vir die samestelling van 'n literatuuroorsig is om …
A. present arguments, counter-arguments and evidence about an issue and
present, contextualise, analyse and interpret sources and issues. /
argumente, teenargumente en bewyse oor 'n saak aanbied en bronne en
kwessies aanbied, kontekstualiseer, ontleed en interpreteer.

B. present arguments, counter arguments, and evidence about an issue and

to criticise and evaluate issues, and merely accept what is said. / argumente,
teenargumente en bewyse oor 'n kwessie aan te bied en kwessies te
kritiseer en te evalueer, en bloot te aanvaar wat gesê word.

C. present, contextualise, analyse and interpret sources and issues. / bronne

en kwessies aanbied, kontekstualiseer, analiseer en interpreteer.

D. present arguments, counter-arguments and evidence about an issue. /

argumente, teenargumente en bewyse oor 'n saak aanbied.

E. criticise and evaluate issues, and merely accept what is said. / kwessies te
kritiseer en te evalueer, en bloot te aanvaar wat gesê word.
Name: _________________________
Score: ______ / ______

eFundi Test 3/ eFundi toets 3

Part 1

Research designs can be empirical or non-empirical. An example of an empirical

research design is historical research. / Navorsingsontwerpe kan empiries of nie-
empiries wees. 'n Voorbeeld van 'n empiriese navorsingsontwerp is historiese
navorsing.
True

False

The choice of the research design is not influenced by the research question. /Die
keuse van die navorsingsontwerp word nie beïnvloed deur die navorsingsvraag
nie.
True

False

In ethnographic research, the researcher becomes part of the context they are
researching. For this reason, it is important for the participants and the
researcher to trust each other./ In etnografiese navorsing word die navorser deel
van die konteks wat hulle ondersoek. Dit is juis daarom belangrik dat die
deelnemers en die navorser mekaar vertrou.
True

False

Lindie wants to use purposive sampling as a method in her qualitative research

study. Purposive sampling is a probability sampling method./Lindie wil
doelgerigte steekproefneming as metode in haar kwalitatiewe navorsingstudie
gebruik. Doelgerigte steekproefneming is 'n waarskynlikheidsteekproefmetode.
True

False
In her ethnographic study, Lesedi uses observations to collect data because this
is the only method used by ethnographers./ In haar etnografiese studie gebruik
Lesedi waarnemings om data in te samel, want dit is die enigste metode wat deur
etnograwe gebruik word.
True

False

When qualitative researchers record the data they collect, it can be done through
handwritten notes, audio recording and/or video recording../ Wanneer
kwalitatiewe navorsers die data wat hulle versamel, aanteken/rekordeer, kan dit
gedoen word deur handgeskrewe notas, klankopname en/of video-opname.
True

False

A research study that is ethical will automatically be trustworthy./ ʼn

Navorsingstudie wat eties is, is outomaties geloofwaardig.
True

False

The term “participants” is usually associated with qualitative research. /Die term
“deelnemers” word gewoonlik geassosieer met kwalitatiewe navorsing.

True

False

The term “respondents” is usually associated with qualitative research./Die term

“respondente” word gewoonlik geassosieer met kwalitatiewe navorsing.
True

False
Qualitative interviews should be strictly structured so that the researcher
conducting the interview can maintain control and prevent participants from
deviating from the topic./Onderhoude in kwalitatiewe navorsing moet streng
gestruktureerd wees, sodat die navorser wat die onderhoud voer, beheer kan
behou en keer dat deelnemers afdwaal van die onderwerp.
True

False

Document analysis is one form of qualitative research./Dokument-analise is een

vorm van kwalitatiewe navorsing.
True

False

During document analysis as a qualitative research method, the content of

documents is analysed thematically, just as the analysis of data that was
collected during interviews./Tydens dokument-analise as kwalitatiewe
navorsingsmetode word die inhoud van dokumente tematies ontleed, net soos
die ontleding van data ingesamel tydens onderhoude.
True

False

There is no difference between document analysis as a qualitative research

method and a literature review /Daar is geen verskil tussen dokument-analise as
kwalitatiewe navorsingsmetode en ‘n literatuuroorsig nie.

True

False

An interview schedule (protocol) should not include questions to which a

participant can only answer Yes or No./ n onderhoudskedule(-protokol) behoort
nie vrae in te sluit waarop n deelnemer slegs Ja of Nee kan antwoord nie
True

False
The following question is an appropriate question in an interview schedule
(protocol): "Tell me more about how you as a teacher experienced online
teaching during the Covid-19 lock-down"./Die volgende vraag is ‘n geskikte vraag
in ‘n onderhoudskedule (-protokol): “Vertel my meer van hoe jy as onderwyser
die aanlyn-onderrig tydens die Covid-19-inperking ervaar het”.
True

False

The following question is suitably formulated for an interview schedule (protocol):

"Was the online teaching during the Covid-19 restriction unpleasant?"/Die
volgende vraag is goed geformuleer vir ‘n onderhoudskedule (-protokol): “Was
die aanlyn-onderrig tydens die Covid-19-inperking onaangenaam?”
True

False

Qualitative research involves the use of words, while numbers and percentages
are also very important in the analysis./Kwalitatiewe navorsing behels die gebruik
van woorde, terwyl getalle en persentasies ook baie belangrik in die analise is.
True

False

In the analysis of qualitative data, it is important to state how many participants

have a specific, similar opinion, because if it is the majority, it is more important
than when only one participant has a specific view./In die analise van
kwalitatiewe data is dit belangrik om te noem hoeveel deelnemers ‘n spesifieke,
eenderse mening het, want as dit die meerderheid is, is dit van groter belang as
wanneer net een deelnemer ‘n spesifieke siening het.
True

False

In the analysis of qualitative data, an attempt is made to better understand the

phenomenon under investigation./In die analise van kwalitatiewe data word
gepoog om die verskynsel wat ondersoek word, beter te verstaan.
True

False
In the analysis of qualitative data, themes and categories that emerge are
sought, which helps to give structure to the analysis./In die ontleding van
kwalitatiewe data word daar gesoek na temas en kategorieë wat na vore kom, en
dit help om struktuur te gee aan die analise.
True

False
Name: _________________________
Score: ______ / ______

eFundi test 4 (SU 5&6)

Part 1

The range, the variance and the standard deviation are terms used in qualitative
research
True

False

A sample is a group of respondents/participants selected from a larger population

True

False

Population is the total number of people living in the same geographical area
True

False

Random sampling is not a type of probability sampling

True

False

Stratified sampling technique is used to ensure that there is a fair representation

of different groups
True

False
Phenomenological research is considered a quantitative strategy of inquiry
True

False

Survey research is used in qualitative methods

True

False

Giving consent is not an ethical principle

True

False

Research strategies in quantitative research include

A. Phenomenology

B. Experimental design

C. A &C

D. Survey

One of the research strategies in quantitative research is

A. Survey

B. Narrative design

C. Phenomenology

Quantitative research aims to Kwantitatiewe ondersoek het ten doel om

A. Understand a phenomenon

B. A &C

C. Generalise

D. Test
A quantitative research aims to
A. Understand

B. Generalise

In an experimental design the sample is most commonly selected

A. Purposefully

B. Conveniently

C. Randomly

A questionnaire with closed-ended questions is a data collection method in

A. Quantitative

B. Qualitative research

C. Quantitative and Qualitative research

Lickert scale is a concept used in

A. Quantitative and Qualitative research

B. Quantitative research

C. Qualitative research

Data analysis method in quantitative research is

A. Descriptive statistics

B. Narrative analysis

C. Content analysis

Choose a concept that does not describe quantitative research

A. Generalisation

B. Systematic

C. Interpretive

D. Positivism
Informed consent is about
A. Confidentiality

B. Hiding sensitive information from participants

C. Telling participants information that they are interested in

D. Being transparent about the aim of the study and what data will be used
for

Confidentiality has to do with

A. Using pseudonyms

B. Keeping data confidential

C. Not revealing participants outside the research group

D. All of the above

A researcher in movement education investigates the effect of additional cardio-

respiratory training on the cardio-respiratory fitness of learners. Firstly, he divides
the class into two groups and tests the cardiorespiratory fitness of all the
learners, using the Mc Queens step-up test. Thereafter, group A continues with
the usual Movement Education in class time, while group B does the usual
Movement Education but also two sessions per week of extra cardio-respiratory
training after school. After two months, he tests the cardio-respiratory fitness of
both groups again. Identify the specific strategy of inquiry
A. Phenomenology

B. Grounded theory

C. Experimental design

D. Case study
RESF TOETS 2
1. Sipho wants to apply a qualitative strategy to research how schools in a
particular province are implementing food kitchens in their feeding schemes.
Which data collection methods will be most useful?
A. Surveys
B. Standardised questionnaires
C. Documents
D. Interviews

2. Select TWO quantitative data collection methods below:

A. Group administration of questionnaires
B. Postal open-ended questionnaires
C. Non-experimental pre-tests
D. Telephonic interviews
E. Post-tests
F. Open-ended questionnaire
G. Documents

3. Interviews in qualitative research should preferably be semi-structured so that

participants experience freedom to air their perceptions and beliefs
• True
• False

4. Nieuwenhuis(2020) explains that in ethnographic research, the cultural or

social group being research must be observed
A. In their natural setting
B. Through interaction with its participants
C. By asking open-ended questions
D. With a lot of detail
5. In ethnographic research, the researcher becomes part of the context they are
researching. For this reason, it is important for the participants and the
researcher to trust each other.
• True
• False

6. Larissa needs to decide on a sampling technique. She is not sure which one to
use. She wants to conduct a survey design and needs Senior and Further
Education and Training Phase (FET) Life Science teachers teaching in
Limpopo to participate in her study. Which sampling method would you
recommend that she can use to have a representative sample of the
population and save on travelling costs?
A. Simple random sampling
B. Systematic sampling
C. Cluster sampling
D. Stratified sampling

7. Sarah wants to explore the life stories of learners with disabilities and how
inclusive their schools are to meet their learning needs. Please help her
identify the MOST appropriate qualitative research strategy to use.
A. Ethnography
B. Narrative research
C. Grounded theory
D. Phenomenology

8. Choose the BEST option. Sarina wants to set up a survey. She must make
sure that her survey is….
A. Internally reliable and externally valid
B. Reliable and valid
C. Subjective yet reliable and valid
D. Trustworthy, reliable, and valid
9. Tshepiso wants to analyse the data to draw conclusions about the population.
Which method of data analysis should he make use of? Choose the BEST
answer.
A. Descriptive statistics
B. Content analysis
C. Histograms
D. Inferential statistics
E. Frequency tables

10. Research designs can be empirical or non-empirical. An example of an

empirical research design is historical research.
• True
• False

11. Stratified sampling in quantitative research is a type of non-probability

sampling.
• True
• False

12. Inferential statistics is used to enable the researcher to generalise the findings
back to the population.
• True
• False

13. Quantitative researchers often make use of hypothesis testing.

• True
• False
14. Nieuwenhuis(2002) is of the opinion that content analysis is a ……… Method
to discover and describe actions, content, people, places, and events.
A. Descriptive
B. Analytical
C. Statistical
D. Illustrative

15. A focus-group interview is different from a one-on-one interview because

it………...
A. Takes longer
B. Is more expensive
C. Is subjective
D. Involves dynamics based on interaction between participants

16. Maree and Peterson (2020:189) emphasises a classic example in experimental

designs. This example is known as:
A. Solomons three- or four-group design
B. True experimental design
C. Quasi-experimental design
D. Pre-test-post-test design

17. A quantitative researcher aims to be as objective as possible so the findings

can be generalised to the sample.
• True
• False

18. Purposive sampling is a type of non-probability sampling.

• True
• False
19. Refilwe wants to analyse his quantitative data obtained from surveys. Which
method of data analysis should he make use of? Choose the BEST answer.
A. Discourse analysis
B. Hermeneutics
C. Descriptive statistics
D. Content analysis

20. Peter understands that the research design is a general plan of his research. It
remains important to plan the research as meticulously as possible, but
Peter’s supervisor has prepared him that sometimes, no matter how well he
has planned, he might have to change some aspects of his research design.
Please indicate under which circumstances Peter might have to make
changes?
A. All the above-mentioned aspects could change the research design
B. Possibly he is unable to get participants for his research study. Possibly he has
run out of research funding.
C. Possibly his data collection methods had to change from collecting data in
person, to doing it electronically because of Covid-19

21. The term “respondents” is usually associated with qualitative research

• True
• False

22. The term “participants” is usually associated with qualitative research,

• True
• False

23. The following is an example of terminology used in descriptive statistics:

average, standard deviation, and p-value.
• True
• False
24. Riana is doing an undergraduate module on research methods. She is unsure,
which one of the strategies below is a quantitative strategy. Can you help
Riana and identify a quantitative strategy in the list below?
A. Post-test (non-experimental)
B. Case Study
C. Survey
D. Pre-test phenomenology

25. The following question is suitably formulated for an interview schedule

(protocol): “Was the online teaching the Covid-19 restriction unpleasant?”
• True
• False

26. Marina had an urgent social engagement and did not watch the video on
experimental research she does not know examples of these designs, can you
help her by choosing the BEST option?
A. The quasi-experimental and the Solomon’s two group design.
B. The pre-test-post-test control group design and Solomon’s three-or four-group
design.
C. The pre-experimental and the post-experimental design.
D. The survey control group design and the pre-test-post-test control group design.

27. There is no difference between document analysis as a qualitative research

method and a literature review.
• True
• False

28. In quantitative research surveys can be unreliable and yet valid.

• True
• False
29. Choose the MOST fitting explanation that reflects quantitative research.
A. Quantitative research is a systematic experimental process in which the
participants are divided into an experimental and control group so that the
researcher can subjectively determine if the experiment’s findings can be
generalised back to the population.
B. Quantitative research aims at using probability sampling methods so that a small
number of participants can be invited to participate, and the findings can be
generalised back to the population.
C. Quantitative research is a subjective process where numerical data is collected
from a sample of participants so that the findings can be generalised back to the
population.
D. Quantitative research is a systematic and objective process where numerical
data is collected from a sample of participants so that the findings can be
generalised back to the population.

30. A pre-test is different from a survey because it……

A. Is used to measure attitudes of participants about the experiment.
B. Is used to measure the dependent variable.
C. Is used to measure the independent variable.
D. Is used to measure the impact of the treatment.

31. Simple random sampling is a type of non-probability sampling.

• True
• False

32. Jessica has ensured trustworthiness of her research and it is critical that
qualitative research should reject _________ at all costs because of its
subjective and context specific nature.
A. Invading privacy
B. Unethical practice
C. Deception
D. Generalization
33. Dipuo is contemplating what research design she should choose. One of the
first things that she should think about is whether her choice of design will be:
A. Well aligned with her research topic.
B. Appropriate for the kind of data required to answer her research question.
C. Something that will be interesting for him.
D. Time consuming.

34. Case Study and phenomenology qualitative strategies research phenomena.

What makes them different? Phenomenology specifically researches ________
and case study research describes the case.
A. Theory that has been generated
B. Participants’ experiences
C. Participants in their natural setting
D. Through observations

35. Document analysis is one form of qualitative research.

• True
• False

36. Qualitative research uses smaller numbers of participants through subjective

research to make tangible connections with participants. This means that the
researcher:
A. Signs a contractual agreement with the participant.
B. Gets to know the participant.
C. Unlocks the participants’ lived experiences.
D. Meets the participants regularly.
37. A sample is a set of participants selected from a larger population for the
purpose of conducting a survey.
• True
• False

38. When analysing qualitative research, what advice would you give Johan with
regards to preparing the data:
A. Transcribe the data.
B. Make sure the responses are valid.
C. Ask the participants to check their responses.
D. Store your data on your and your participants’ computers for safekeeping.

39. Nieuwenhuis (2002) argues that during qualitative interviews the researcher
can ask probing questions so that the participant can:
A. React and the researcher can read their body language.
B. Get to the point so that the interview is not so time consuming.
C. Further elaborate on and clarify what they have said.
D. Add interesting information not directly related to the research question, so that it
could serve as secondary findings.

40. Stratified sampling is used to ensure that there is a fair representation of the
results.
• True
• False
41. Dr Zahra Orji is reflecting on quantitative research. She is a research lecturer
and has to explain the nature of the quantitative research process to her
students. Which explanation is the BEST for her to use in her teaching?

A. Quantitative research can be compared to a science laboratory where the

researcher views the participants as objects and is focused on the known
variables by making use of predetermined methods to objectively collect data
from the participants to generalize the findings back to the population.

B. Quantitative research can be compared with reading literature on a topic. The

different sources of literature becomes participants. Where each participant
provides a personal view and a subjective point of view of their experiences. The
participants’ data are analysed so that the findings provide a holistic and focused
view of the topic being studied.

C. Quantitative research can be compared with a lottery, where numbers are

generated randomly. In the same way participants are chosen at random to
participate in the study where the researcher then make use of flexible guidelines
to gain data and analyse it subjectively.

D. Quantitative research is a focused activity where the researcher make use of

established guidelines to identify dependent and independent variables.
Predetermined methods is selected in advance before the researcher collects
data from the participants. When the researcher analyses the data dependent
and independent variables are holistically assessed.

42. Qualitative research involves the use of words, while numbers and
percentages are also very important in the analysis.
• True
• False
43. When qualitative researchers record the data they collect, it can be done
through handwritten notes, audio recording and/or video recording.
• True
• False

44. Keeya is a schoolteacher. She has noticed that many of her learners struggle with
mapwork skills in Geography because they are second language speakers. To try
and address this problem, Keeya has theoretically developed another more useful
approach to doing mapwork that uses symbols and not language. Which qualitative
research strategy should she employ?
A. Narrative research
B. Phenomenology
C. Grounded theory
D. Ethnography
E. Case Study research

45. In his research Stefan wants to ensure that his research is trustworthy. One way to
do this is through credibility which means that:
A. The researcher must be biased.
B. The researcher does not use the participants’ responses out of context.
C. The researcher must make sure that the instrument is internally reliable.
D. The researcher must make sure the instrument is internally valid.

46. When qualitative data is analysed with a priori coding, codes are established
_______ the data analysis.
A. during
B. after
C. to clarify
D. before

47. Sasha is studying for his test on quantitative research he cannot understand what
validity is. Help Sasha by choosing the MOST correct explanation of validity.
A. When the instrument measures what it intends to measure.
B. When the instrument measures an item consistently the same.
C. When the instrument measures the independent variable accurately.
D. When the instrument measures the dependent variable repeatedly the same in
different contexts.
E. When the instrument measures the dependent variable in relation to the
independent variable.
1. When writing a review of related literature, you never include your own thoughts

• True
• False

2. When doing a broad scan of relevant literature you have to read analytically (onseker oor
antwoord)

• True
• False

3. A literature review is considered critical when it provides a descriptive overview of the sources used

• True
• False

4. The following is an example of a correct reference list entry: Boote, D. N. & Beile, P. 2005. Scholars
before researchers: on the centrality of the dissertation literature review in a research preparation.
Educational researcher, 34(6): 3 – 15.

• True
• False

5. The primary purpose of the literature review is to facilitate detailed background of? (onseker oor
antwoord)

• primary studies
• present studies
• future studies
• none of these

6. Literature review bridges the gap between?

• facts established from time to time and facts in the past

• previously established facts and newly established facts
• previous facts to current established facts
• newly established facts and outdated facts

7. The literature collected is reviewed and preferably arranged?

• alphabetically
• none of these
• randomly
• chronologically

8. Literature includes

• research findings
• previous studies
• all of these
 • scholarly publications

9. Rihanna started a letter to review, she asked you what she should avoid when she is busy with her
literature review. How would you answer her

• avoid keeping your references up to date and only type the reference list before you complete
the literature review
• avoid making use of more than one source written by a specific author
• avoid being too vague when you write a literature review
• avoid citing too many scientific sources and rather add lots of everyday articles such as an article
in the people's magazine
• avoid contrasting viewpoints and provide concise summaries of the literature

10. Choose the correct reference list entry:

• fgdfg

11. A literature review must present both sides of an argument and cover only recent issues

• true
• false

12. Good qualities of the literature review include that it should be: concise, providing contrasting
viewpoints, clear and be scientifically based

• true
• false

13. It is absolutely necessary to do their references 100% correct according to the rules

• True
• False

14. Before you can search for articles and books, or cite these resources, you need first two

• have a clear and final research topic in mind

• understand the definition and role of literature review
• know how to write a research proposal in plain English
• understand the definition and role of the literature review and have a clear and final research
topic in mind
• familiarize yourself with the library

15. Marina had an urgent social engagement and did not watch the video on referencing, she does not
know what et al. means, can you explain to her by choosing the correct option

• with intext referencing it is used to show that not all views of the authors is discussed
• with intext referencing it is used to indicate multiple authors
• with intext referencing it is used to indicate a single author
• with intext referencing it is used to synthesize similar views of authors
16. Look at the following reference list entry and then identify which type of source it is: Alston, W.P.
1998. Internalism and externalism in epistemology. In: Alcoff, L., ed. Epistemology: the big questions.
Malden, MA: Blackwell. pp. 45-79.

• chapter in a collected work

• dictionary with an editor
• printed encyclopedia
• conference proceedings published as a collection

17. Select the false statement about the role of a literature review in your research project. And
literature review serves

• to demonstrate our ability to analyze and synthesize the literature

• to distinguish key theories and researchers, what are the debates and issues
• To note the key positions and how you position yourself in these
• to identify the research gap in the body of knowledge and to agree with the experts in the
research field

18. The following questions are important to ask when critiquing the literature, except

• which research methodologies seem most reliable, valid and why

• which approaches and findings seem most reliable, valid and why
• what are the authors gender and the context of this study
• which arguments are more persuasive and why