Summary
Highlights
This section introduces Chapter 2, which covers related literature, related studies, and the theoretical basis of a study. It emphasizes that Chapter 2 is a fundamental part of research, not just a requirement, and provides a framework for understanding key concepts and theories. A weak foundation in this chapter can lead to a weak overall study. The discussion clarifies why related literature and studies are important, their differences, and how they strengthen research.
Related literature focuses on concepts, definitions, or theories. It explains ideas but does not present actual research results. Sources typically include books, journal articles, reports, or credible websites that are informative but not full research papers. It may mention studies to explain a concept but not to report findings. An example is provided to illustrate how to identify literature, which lacks participants, a research design, and results. Related studies, conversely, describe actual completed research, including objectives, methodology, findings, and sometimes conclusions or recommendations. An example demonstrates how to identify a study based on the presence of participants, research design, and results.
The theoretical basis of a study is the 'big idea' or theory from experts that guides the research. It acts as a rulebook explaining the connection between variables. The theory chosen should directly relate to the study's topic, for example, Maslow's Hierarchy of Needs for a study on human needs. When writing this section, researchers should state the theory, its author, explain it in their own words, and detail how it connects to their specific study.
This segment addresses common questions regarding the theoretical basis and the 10-year gap rule for references. Most studies use one main theory that best explains their variables; using more than one is only advisable if a single theory doesn't cover all variables, forming a theoretical lens. Theories do not necessarily follow the 10-year gap rule, unlike related literature and studies, which reflect recent research trends. Older theories are acceptable if they remain relevant and widely used. For related literature and studies, prioritizing sources from the last 10 years is recommended, unless older sources are foundational works.
Chapter 3 outlines how the study will be conducted, serving as a step-by-step plan. It differentiates between methods and methodologies. Methods are the specific tools, techniques, and steps used to collect and analyze data (the 'how' of research), such as questionnaires, interviews, or statistical tools like Pearson's R. Methodologies, on the other hand, represent the overall approach, reasoning, and justification for choosing those methods (the 'why' and the overall plan), including the research design and the logic behind sampling and analysis. Methodology is the umbrella term, encompassing the rationale behind the chosen methods.
Research design is the overall blueprint for conducting the research, guiding data collection and analysis. Without a clear design, a study lacks organization. Four common types of qualitative research designs are discussed: phenomenology (focuses on lived experiences), ethnography (studies culture/groups), case study (focuses on a specific case), and grounded theory (develops new theories from data). For each, researchers must explain their choice and its logical fit with the study's objectives.
The research environment is the physical place where the study occurs, such as a school or workplace. Researchers must specify the exact location, provide a brief description, and explain why that location was chosen. Research respondents (participants) are the individuals who will be part of the study, providing answers or sharing experiences. Researchers must specify who they are (e.g., senior high school students), how many will be included, and what characteristics or qualifications they must possess, ensuring these participants have experienced the phenomenon being studied.
Sampling techniques explain how participants are chosen. For qualitative studies, non-probability sampling is commonly used, focusing on participants with specific experiences. Purposive sampling involves intentionally selecting participants with direct experience, knowledge, or relevant characteristics, often used in phenomenology. Criterion sampling selects participants only if they meet specific, predetermined conditions set by the researcher. Snowball sampling begins with initial participants who then help the researcher find other suitable participants, expanding the sample like a growing snowball, useful when participants are difficult to locate.
Focus Group Discussions (FGDs) are a qualitative data gathering method involving a small group of participants discussing a topic facilitated by a moderator (the researcher). Differing from one-on-one interviews, FGDs are group interviews best suited when participants share similar experiences, allowing for richer discussions as they relate to each other's stories. FGDs are effective in generating more ideas and identifying common patterns, themes, or group norms, as participants' responses can trigger memories and build upon each other's input. They are ideal for non-highly sensitive topics (e.g., study habits) and when time is limited, as data can be collected efficiently from multiple participants simultaneously. It is crucial that participants are comfortable with each other and have minimal power differences, to ensure honest and open discussion.