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Bachelor's · Chapter 18 · English

Chapter 18 — Research methods I

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Chapter 18 — Research methods I

Lesson map

Lesson 18 published. Map, example, EX052.

flowchart TD
  N0["Learning outcomes"]
  N1["18.1 Question"]
  N2["18.2 Methods"]
  N3["18.3 Ethics"]
  N4["Synthesis"]
  N0 --> N1 --> N2 --> N3 --> N4
  N4 --> EX["Worked example"]
  EX --> Q["Exercise EX052"]

Logical drawing

flowchart LR
  N0["Learning outcomes"]
  N1["18.1 Question"]
  N2["18.2 Methods"]
  N3["18.3 Ethics"]
  N4["Synthesis"]
  N0 --> N1 --> N2 --> N3 --> N4 --> Q["EX052"]

[Learning outcomes]
    |
    v
[18.1 Question]
    |
    v
[18.2 Methods]
    |
    v
[18.3 Ethics]
    |
    v
[Synthesis]
    |
    v
[Worked example] --> [Exercise EX052]

Learning outcomes

You will (1) frame a research question about privacy practice; (2) choose methods suited to schools; (3) plan ethical research with children's data.

18.1 Question

Elena's research methods course asks her to plan a small study. She asks: why do teachers adopt classroom apps without checking their data practices? The question matters because unchecked apps create most of the trust's sharing risks found in Chapter 9. She frames it as an exploratory question, suitable for interviews, rather than a hypothesis to test, because little is known about teachers' reasoning in this setting. Her question asks why teachers adopt apps without vetting. She expects varied reasons and wants to hear them in teachers' own words.

18.2 Methods

Elena plans semi-structured interviews with ten teachers across four schools. She writes an interview guide with open questions about how they find apps, what they check and what they would need to check more. She plans to analyse transcripts thematically, coding recurring reasons. She also plans to compare interview themes with the app register, to see whether stated practices match actual sharing. Interviews last about thirty minutes and use the same core questions for every teacher. Answers are compared with the app register.

18.3 Ethics

Elena's study involves adults, not children, but discussions may mention pupils. She plans to tell participants not to name children, to delete any names that appear in transcripts and to store recordings securely and delete them after transcription. She obtains ethics approval from Fairhaven and permission from the trust. Participants give informed consent and may withdraw. She notes that research about privacy must model good privacy practice. Recordings are deleted after transcription. Teachers are asked not to name pupils, and any names mentioned are removed from transcripts.

18.4 Limits

Elena notes limits: ten teachers cannot represent all teachers; participants may present themselves favourably; and her placement role may influence what they say. She plans to state these limits in her report and to ask a colleague who is not part of the placement to conduct two interviews as a check. Dr. Asante reminds her that acknowledging limits is part of good research, not a weakness. Her placement role might make teachers less candid. A colleague conducts two interviews to check for this effect.

Worked example

Elena frames an exploratory question on teachers' app adoption, plans ten interviews with thematic analysis, sets ethics safeguards against naming children and lists limits.

Synthetic case. The study plan is synthetic.

Errors and limits

Interviews capture reported behaviour; compare with records where possible.

Exercises

Synthesis

Chapter 18 plans research. Chapter 19 sets the scope and theory of data protection.

Continue studying — chapter 18 of 40

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