Week 7 Discussion Methodology

Week 7 Discussion Methodology

Describe the research methodology you plan to use for your study, including the research design, data collection methods, sampling strategy, and data analysis procedures. Explain how your chosen methodology aligns with your research questions and objectives, and discuss potential challenges or limitations associated with your approach.

Paper For Above instruction

The selection of an appropriate research methodology is pivotal in ensuring that a study effectively addresses its research questions and objectives. For the current investigation into teachers’ perceptions of challenges in providing unstructured play within third-grade mathematics instruction, a qualitative research methodology has been deemed most suitable. Specifically, a basic qualitative design will be employed to acquire deep insights into teachers’ subjective experiences and perceptions, facilitating an understanding of the phenomenon from their perspectives.

The qualitative research approach allows for an exploration of complex, context-dependent issues such as educators' challenges, beliefs, and attitudes. Given that the primary aim is to understand teachers’ perceptions, a qualitative methodology offers the flexibility necessary to capture nuanced insights that quantitative approaches might overlook. The chosen design aligns with the overarching goal of uncovering rich, detailed descriptions of teachers’ experiences in incorporating unstructured play into mathematical instruction.

Data collection will be conducted through semi-structured online interviews with third-grade teachers across various regions of the United States employing the Common Core standards. Semi-structured interviews are advantageous because they allow the researcher to prepare guiding questions while remaining flexible to probe further into interviewees' responses or pursue emergent topics. This approach enhances the depth and breadth of data collected, fostering a comprehensive understanding of the perceptions and challenges faced by teachers.

The sample will be purposefully selected to include teachers who meet specific criteria—namely, current or recent (within the past two years) third-grade mathematics teachers utilizing the Common Core curriculum. Purposeful sampling ensures that participants have relevant experiences and insights aligned with the research questions, thereby enriching the data quality. The target sample size will be approximately 10 to 12 participants, with recruitment continuing until data saturation is achieved—that is, when no new significant themes or insights emerge from subsequent interviews.

Recruitment strategies will leverage online platforms such as LinkedIn, Walden University communication channels, and Facebook groups dedicated to educators. To promote participation, incentives like a $20 gift card may be offered, and ethical guidelines will be adhered to by seeking approval through research ethics procedures at Walden University. To address potential barriers such as scheduling conflicts, flexibility in interview timing and the use of online communication tools will be prioritized.

After data collection, the interviews will be transcribed verbatim and subjected to thematic coding. Coding will involve identifying recurring patterns and themes related to teachers’ perceived challenges and strategies in facilitating unstructured play amid academic demands. Thematic analysis is selected to systematically categorize qualitative data into meaningful units, thus enabling the researcher to interpret the underlying meanings and relationships within the data.

To ensure the validity and reliability of the findings, techniques such as member checking—where participants review and confirm the accuracy of transcripts and interpretations—and peer debriefing will be employed. Additionally, maintaining a detailed audit trail of all research activities and decisions will bolster dependability and transparency throughout the research process.

Overall, the chosen qualitative methodology, centered on semi-structured interviews and thematic analysis, is well-suited to explore teachers’ perceptions intimately and contextually. While challenges such as recruitment difficulties and scheduling conflicts are anticipated, careful planning and ethical adherence are expected to mitigate these issues, ultimately facilitating a rich and valid understanding of the phenomena under study.

References

  • Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Sage Publications.
  • Erickson, F. (2011). Chapter 3: A history of qualitative inquiry in social and educational research. In N. K. Denzin & Y. S. Lincoln (Eds.), The SAGE handbook of qualitative research (4th ed., pp. 43–58). Thousand Oaks, CA: Sage Publications.
  • Lambert, M. (2012). A beginner’s guide to doing your education research project. Sage Publications.
  • Patton, M. Q. (2015). Qualitative research & evaluation methods (4th ed.). Sage Publications.
  • Walden University, LLC. (2017). Qualitative methodology highlights [Handout].
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  • Francom, G. M., Lee, S. J., & Pinkney, H. (2021). Technologies, challenges, and needs of K-12 teachers in the transition to distance learning during the COVID-19 pandemic. TechTrends, 65(4), 589–601.
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