EVALUATION DATA RESEARCH
Qualitative research seeks to answer the “why” and not the “how” of the research project that is being conducted, this is done through a complex system of analyzing unstructured information such as survey’s , questionnaires, interviews, interview transcripts, open end survey’s, focus groups, observations, emails, notes, video’s, feed back forms and photo’s; most of the time a qualitative report won’t depend on statistical evidence alone it must be accompanied by detailed facts and proven facts and not hypotheses or in accurate data, this can lead to misunderstanding of data findings and can through the whole aim of the research project off and waste valuable time.
A qualitative research project is mainly used for gaining insight into the attitudes, behaviors, value systems, concerns, and needs of a certain culture and their lifestyles. A qualitative report is used to inform researchers or a business group, school board, community, that there is a need to change or modify a something within their respective practice.
Qualitative research doesn’t manipulate variables or include the researchers definitions of variables, it let’s the meaning emerge from the participants of the research project. A qualitative research project is flexible and diverse it can adjust the settings to accommodate the data collection tools, data collection methods as the research project start to progress towards finding a true variable that isn’t manufactured or inaccurate; qualitative techniques are very useful when a subject is too complex to be answered simply “Yes or No”. The broader scope that is covered in the qualitative research program helps ensure that useful data will be generated and that the research methods aren’t...
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...Includes determining and examining the general and specific outcomes of the program, measuring anticipated outcomes, attempting to identify unanticipated outcomes, assessing the merit of the program, conducting a retrospective benefit/cost assessment.
Formative Evaluation: Is the method of judging a program that’s in the beginning or running phase, formative evaluations focuses on the process. (Bhola, 1990)
EVALUATION DATA RESEARCH continued,
Summative Evaluation: Focuses on the end of the program, the outcome. (Bhola, 1990)
Empowerment Evaluation; Empowerment evaluations are intended to improve the programs understanding and also to raise the efficacy of the participant.
External Observation: The process of not being directly involved in a research project. The external observer may be impartial to interpenetrating what is seen.
...pe to receive funding. Fullan (2001) suggested that it takes time and nurturing to establish new programs. Evaluators should keep this in mind when conducting evaluations and when using the participant oriented evaluation approach.
There are two types of research that can be conducted in research studies, these are qualitative and quantitative (Newman, 2011). Qualitative research is a process that uses detailed oriented methodology that tries to achieve a profound knowledge or understanding of specific incident and circumstance, wh...
Qualitative research is an approach that attempts to situate an activity that locates the observer in the world by providing the study to occur in their natural setting and by attempting to make sense of, or interpret information (Denzin and Lincoln, 2005). A characteristic of qualitative research is to use a variety of empirical materials such as personal experience, interviews, and questionnaires. It is imperative to understand the task at hand and how to fully carry out the study when using a qualitative research approach in order to find out the information needed. One view of qualitative research is it involves examining individual’s experiences and documenting those experiences in detail (Jones, 2011). By documenting these observations the researcher is ensuring validity in his or her data and giving the correct creditability to those who participated in the study.
Program evaluation is a skill that requires for skilled people to conduct an evaluation that is credible. My reason for taking this class was to gain the basic understanding of the program evaluation. As I became involved in the readings and class assignments I discovered a profound level of respect for this application. I uncovered that evaluations should dedicate thoughtfulness to all stakeholders who are invested in the program and affected by its evaluation. This process allows a full range of people and groups to take part in the evaluation; this is also a way to identify and develop the needs of stakeholders. Evaluation should be integrated throughout the preliminary phases of program development. A preliminary phase of the evaluation process is to define the program in-depth detail. This collective endeavor can generate a mutual understanding of the program and the evaluation process. In the environment in which I work this is an unknown process, program evaluation happens at the end of the year. In most cases, most programs are unsuccessful because of the fact of having unrealistic goals and outcomes. Evaluations can be formative and summative. Formative evaluations are conducted in the development and implementation phase of the program. This process can be beneficial because it provides with information on how to best attain the goals or make changes to the program. Summative evaluations happen when the programs are well instituted and inform on to what degree the program is attaining its outcomes and goals (Patton, 1987).
According to Smith (1983) quantitative research is to explain, predict and develop laws that can be universally applied and Qualitative research is the interpretation and understanding of what people give to their situation. The researchers clearly stated the purpose of their studies, aim, objectiv...
b) program evaluation an can look at all characteristics of a program - activities, target groups, and outcomes.
Introduction The function of this paper is to critique the book titled “Practical Program Evaluation” by Gerald Andrews Emison. The book has a total of six chapters. The topics include program evaluations and its purpose, the landscape of program evaluation and the importance of the process, the need to understand the client and the interest of the client, knowing the content which concerns the analysis process, control of the work aiding in time management, communication with clarity and personal and professional success. Information concerning the thesis, methods, evidence of thesis support, contribution to the literature and recommendations is discussed.
Described below is a critical appraisal of a qualitative article by Lisa Booth using the frame-work suggested by Ryan, Coughlan and Cronin 2007 to establish its believability, robustness, credibility and integrity (Ryan, Coughlan & Cronin, 2007).
focused on the key qualitative research methods. For each article review, a brief description, guided by Myers (2013), and a critique, guided Pratt (2009), is provided. A summary of the five articles identifying the research method, data collection technique, data analysis approach and critique is provided in Table 1. The narrative review of each article coupled with figures and tables to organize and visualize thoughts (Pratt, 2009) follows the summary table.
This essay intends to compare and contrast the strengths and weaknesses of the quantitative and qualitative approaches to research which addresses young people and bullying using two journal articles. The first article (quantitative) aims to “establish the relationship between recurrent peer victimisation and the onset of reported symptoms of anxiety or depression in the early teen years” (Bond et al. 2001, p. 480) while the second article (qualitative) aims to “investigate the nature of teenage girls’ indirect aggression” (Owens et al. 2000, p. 70).The two articles will be critically compared in terms of research design, methods used, approach to data analysis, reported results and the plausibility and appropriateness of the conclusions and recommendations posed. The aim of this essay is thus to evaluate and assess the methods of social science research currently undertaken in published research.
Program evaluation is a skill that requires for skilled people to conduct an evaluation that is credible. My reason for taking this class was to gain the basic understanding of the program evaluation. As I became involved in the readings and class assignments I discovered a profound level of respect for this application. I uncovered that evaluations should dedicate thoughtfulness to all stakeholders who are devoted in the endeavors of the program and evaluation. This process allows a full range of people and groups to take part in the evaluation; this is also a way to identify and develop the needs of stakeholders. Evaluation should be integrated throughout the preliminary phases of the program development. A preliminary phase of the evaluation process is to define the details of the program. This shared endeavor can generate a mutual understanding of the program and the evaluation process. In the environment in which I work this is an unknown process, program evaluation happens at the end of the year. In most cases, most programs are unsuccessful because of having unrealistic goals and outcomes. Evaluations can be formative and summative. Formative evaluations are conducted in the development and implementation phase of the program. This process can be beneficial because it provides the program with information on how to best attain the goals or make changes. Summative evaluations happen when the programs are well instituted and inform on to what degree the program is attaining its outcomes and goals (Patton, 1987).
In regard to finding an experimental research study, a literature review will identify the specific information during the process of the experiment. With a specific research design, the hypothesis, strategies, statistical analysis, and result will help analyze the thoughts for the final research proposal. According to a research study, a meta-analysis research method was used to treat students with ADHD. A meta-analysis is a research method that combines information from a number of qualitative and quantitative study data to draw one or more conclusion from the evidence given (Boslaugh, 2013).
According to Creswell (2007) in Quality Inquiry & Research Design, everybody sees the world of research from different perspectives. Therefore, the assumption of researchers who choose the qualitative methods approach reflects their own views on the subject matter at hand. Creswell suggest, “When researchers do this, their research becomes shaped by bringing it into the inquiry paradigms, views of the world. Creswell suggest when qualitative researcher views vary according to the beliefs they bring into their research, which represent paradigms” (pg. 19).
Qualitative data analysis is composed of document, observation, interviews, focus groups, and being able to discuss what is being found in each of the piece of data collected (Chenail, 2012). Qualitative data analysis can be viewed as understanding the analysis of data. For qualitative data to be successfully analyzed, the researcher must be able to maintain control of their study, be able analyze their study, analyze themselves, and be able to present this found data in various publications (Chenail, 2012).
Qualitative and quantitative research methods take different approaches to gathering and analysing information. Whether it is a qualitative or quantitative study, the research study begins with a question or series of questions. Both use rigorously designed studies to get the most accurate, detailed and complete results. Qualitative studies common methods are interviews, surveys and observation. A qualitative study aims to provide a detailed description of the study results, often using pictures and written descriptions to describe what the research revealed. A qualitative study looks at the big picture, helping researchers to narrow in on points of interest that then can be followed up on in a quantitative study. While a quantitative study has a narrower focus, it attempts to provide a detailed explanation of the study focus, along with this using numbers and statistics. And the results from a quantitative study can reveal bigger questions that call for qualitative study. Or vice versa a qualitative study may reveal at analysis that a more focus and direct approach may be needed. With both methods analysis is a key part of any study whether qualitative or quantitative.