Assessment 4: Analyzing Methodological Approaches to Apply in Qualitative Research

Write a paper that analyzes two different methodological approaches you are investigating that could each be applied for the same research topic.

Introduction

Important: Use the feedback you have received throughout this course to revise the content you write for this assessment. In this fourth and final assessment, you will write a paper that compares two different methodological approaches that could be applied for the same research topic. The essential aspects of qualitative research you will write about in this paper are usually included in qualitative research proposals. This final paper will expand upon and strengthen the essential aspects of qualitative research that you wrote about in the first three assessments. You will revise and refine the content from those papers based upon feedback you have received and what you have learned during this course, and use your revised content as the foundation for this assessment.

Overview

Complete the following for each of your two selected methodological approaches:

• State the research question.
• State a rationale that is supported with research theory.
• Develop a plan for gathering data related to the research topic.
• Explain how the data would be analyzed.
• Address ethical issues that may be present with the data collection and analysis.
• Support your ideas for the data collection plans and data analysis strategies with the appropriate academic sources.

Instructions

Write about two different qualitative, methodological approaches and apply them to the topic you developed. Use the Assessment 4 Template [DOCX] to structure your paper. In your paper:

• Present the research topic you identified in Assessment 1.
• Identify the first selected methodological approach you identified in Assessment 3, as well as the research question that aligns with that approach.
  • Present a 2–3 paragraph rationale that describes the purpose of the research.
  • Describe in 2–3 paragraphs how data would be collected and analyzed using this approach.
  • Include potential ethical issues as well.
• Identify the second methodological approach you identified in Assessment 3, as well as the research question that aligns with that approach.
  • Present a 2–3 paragraph rationale that describes the purpose of the research.
  • Describe in 2–3 paragraphs how data would be collected and analyzed using this approach.
  • Include potential ethical issues as well.
• Support your assessment with appropriate academic sources and include both citations and references in current APA format. Use 5–7 scholarly resources published with the past three years by recognized academic sources.
  • Several resources are available to assist with defining a literature search strategy, including Capella University Library’s Program Library Research Guides, Researching Theory in the Capella Library, Database Guide: Sage Research Methods, and Library Help services.

Additional Requirements

Your assessment should also meet the following requirements:

• Written communication: Written communication is free of errors that detract from the overall message.
• Length of paper: Meets the structure provided in the assessment instructions.
• Resources: 5–7 scholarly resources. Include a reference page at the end of the paper.
• APA guidelines: Double-spaced paragraph formatting in the body of the paper. When appropriate, use APA-formatted headings. Resources and citations are formatted according to current APA style and format. See the Evidence and APA section of the Writing Center for more information on APA style and format.
• Font and font size: Times New Roman, 12 point.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

• Competency 2: Analyze ethical issues that may emerge in qualitative research studies.
  • Explain why a research question is appropriate for each of two the selected methodological approach.
  • Identify how each of the two selected methodological approaches aligns with an appropriate research question for that methodological approach.
  • Identify potential ethical issues for the data collection plan and data analysis strategy for each of the two selected methodological approaches and the associated research question for that context.
• Competency 4: Describe methods for data collection and analysis.
  • Describe how the data collection plan for each of the two selected methodological approaches is associated with the research question for that context.
  • Describe the data analysis strategy for each of the two selected methodological approaches and the associated research question for that context.
• Competency 5: Apply qualitative research methodology.
  • Present a revised research topic appropriate for qualitative research.
  • Present a clear rationale for the research purpose for each of the two selected methodological approaches and its associated research question.
• Competency 6: Communicate in a manner that is scholarly, professional, and consistent with the expectations for members in the identified field of study.
  • Convey purpose in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly writing standards.

  Resources: Ethical Issues in Qualitative Research

In any research study, especially qualitative research, there are always ethical issues and risks to the subject and researcher that must be considered. Even when a researcher uses de-identified secondary data (secondary data from which all identifiers have been removed), the IRB must still review the proposed study—and qualitative studies rarely employ de-identified secondary data.

• U.S. Department of Health & Human Services. (1979). The Belmont report. http://www.hhs.gov/ohrp/humansubjects/guidance/bel…
• Qualitative Research Proposal.

Capella Resources

• University Policy 3.01.01: Academic Integrity and Honesty [PDF].
• Research Ethics Education.
• IRB A–Z Handbook [PDF].

Resources: Credibility, Dependability, and Transferability

According to Patton (2001):

The credibility of the qualitative inquiry depends on three distinct but related inquiry elements: rigorous methods for doing field work that yield high-quality data that are systematically analyzed with attention to issues of credibility; the credibility of the researcher, which is dependent on training, experience, track record, status, and presentation of self; and philosophical belief in the value of qualitative inquiry, that is, a fundamental appreciation of naturalistic inquiry, qualitative methods, inductive analysis, purposeful sampling and holistic thinking. (pp. 552–553)

The cornerstone for judging the overall quality of a qualitative research study hinges on three characteristics of the study:

• Credibility.
• Dependability.
• Transferability.

Credibility

Credibility refers to confidence in the accuracy of the data as reported, as well as a systematic and thorough interpretation by the researcher. It involves carrying out the study in a way that enhances the believability of the findings of the data over time and over conditions. Credibility is assessed by how well you demonstrate your understanding of your research methodology and how well you apply the methodology to data collection and data analysis.

Dependability

Dependability is demonstrated by providing clear, detailed, and sequential descriptions of all procedures and methods, such that another researcher could repeat each of them faithfully.

Transferability

Transferability is demonstrated by showing that the sample fairly represents the target population, as well as by showing that the sample participants have the knowledge, experience, or expertise necessary to provide information that the discipline or field and the target population would find meaningful in regard to the topic.

• Patton, M. Q. (2015). Qualitative research & evaluation methods (4th ed.). Sage. Available in the courseroom via the VitalSource Bookshelf link.
  • Chapter 9, “Enhancing the Quality and Credibility of Qualitative Studies,” pages 652–743.
    • This chapter discusses the quality and credibility of qualitative analysis.
• Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Sage. Available in the courseroom via the VitalSource Bookshelf link.
  • Chapter 10, “Standards of Validation and Evaluation,” pages 253–286.
    • Focus on the following subsections:
      • “Validity and Reliability in Qualitative Research.”
      • “Evaluation Criteria.”
      • “Qualitative Perspectives.” (Phenomenological research, grounded theory research, ethnographic research, and case study research.)
      • “Comparing the Evaluation Standards of the Five Approaches.”
• Hart, M. (2007). Birthing a research project: Design. International Journal of Childbirth Education, 22(1), 22–26.
• Johnson, B. (2001). Toward a new classification of nonexperimental quantitative research [PDF]. Educational Researcher, 30(2), 3–13.
• Walker, W. (2005). The strengths and weaknesses of research designs involving quantitative measures [PDF]. Journal of Research in Nursing, 10(5), 571–582.
• Winter, G. (2000). A comparative discussion of the notion of ‘validity’ in qualitative and quantitative research [PDF]. The Qualitative Report, 4(3).

Reference

Patton, M. Q. (2001). Qualitative research & evaluation methods (3rd ed.). Sage.