Methodology and Research Design
The choice of a methodology in a research is based on the properties of the methodology and their ability to meet the purpose of the study in a qualitative research or to answer the research questions in a quantitative research. The analysis of the methodology chosen by the researchers can shed light on the appropriateness of the choices with respect to their ability to meet the purpose of the study. This paper explores the methodology and research design chosen by Humphrey & Symes (2010) in their article on Responses to bullying and use of social support among pupils with autism spectrum disorders (ASDs) in mainstream schools: a qualitative study that was published in the 10th Volume, number 2 of the Journal of Research in Special Education Needs in 2010. The paper will describe the methodology, approach and design chosen by the researchers, the sample and sampling procedures, data collection procedures, and data evaluation practices.
Description and Evaluation of the Research Methodology, Approach, and Design
The researchers used a qualitative research methodology. A qualitative methodology is appropriate for the study because it allows the researcher to gain an in-depth perspective of the dynamics of social support and bullying among children with autism. Instead of using existing hypothesis, the qualitative methodology sets the researcher up to generate novel information that can be used to generate new hypotheses that summarizes the knowledge in the study area. Additionally, the qualitative methodology is lays emphasis on the study context as important tenet in the generation of knowledge (Russell & Gregory, 2003), hence its appropriateness for the purposes established by the researchers.
The research approach employed by the researchers is phenomenological in nature. This approach is suitable for the objectives that the researchers established for the study. Al-Busaidi (2008) argues that phenomenological studies are unique in that they focus on the holistic understanding of a given phenomenon in its particular context. This is important for the researchers to understand the role of social support in determining how pupils respond to bullying and identifying the impediments to the development and use of social support in the event of bullying.
The research design used is cross-sectional and analytical. The cross-sectional aspect implies that the contact with the participants was only at the time of the data collection event; that the researchers did not follow up on the participants for more information after the initial contact. The information was collected at one point in time. The analytical aspect implies that the researchers went beyond the description of the data into analyzing the connection between various variables. This is appropriate for the objectives because it helped them determine how one variable influences another as was outlined in the objectives.
Description and Evaluation of the Sample and Sampling Procedures
The sample and sample selection procedures are crucial for the achievement of the study objectives. The researchers used 36 pupils, all of whom were diagnosed with autism spectrum disorder. The inclusion criteria used in the selection of the sample was that the participants had autism spectrum disorder and were included in the special education need (SEN) register in the schools.
The age of the participants was between 11 years and 16 years and they were drawn from 12 secondary schools. The intended sample for the study was 40 pupils still chosen using the above inclusion criteria. Three of the students exercised their right to withdraw from participating in the study and another participant was excluded (Humphrey & Symes, 2010). This number is appropriate for a qualitative study. Additionally, the elements of the inclusion criteria ensures that the researchers will get good information.
Description and Evaluation of the Data Collection Procedures
The researchers used semi-structured interviews during the data collection exercise. The semi-structured interviews are appropriate for the purpose of the study because while they offer a definite structure with regards to the questions to be explored, they also offer the researcher an opportunity to probe further for more in-depth information and also where clarifications are required. Additionally, the data collection procedures allow the researchers to collect impersonal information related to feelings, thoughts, and experiences.
Description and Evaluation of the Data Analysis Procedures
The researchers employed the qualitative analysis of data using NVivo 7. This is an appropriate choice for the qualitative data analysis. The researchers also engaged in data familiarization, the generation of codes from the data, search and review of themes, the study, and definition of the identified themes and the generation of a report (Willig, 2013). These are the procedures required for qualitative analysis of data according to Braun & Clarke (2006). The serve towards the achievement of the objectives of the study. The thematic analysis employed by the researchers helps determine common thoughts as to what roles social support plays in influencing how students respond to bullying and the impediments to the development and use of social support in the event of bullying (Guest, MacQueen & Namey, 2012).
Conclusion
The study area that drew the interest of the researchers is important to the mainstreaming of education. The researchers designed a study in which they would determine the roles social support plays in influencing how students respond to bullying and the impediments to the development and use of social support in the event of bullying. The methodology and design chosen by the researchers is appropriate for achieving these objectives.
References
Billington, T. (2006) ‘Working with autistic children and
young people: sense, experience and the challenges
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Society, 21, pp. 1–13
Al-Busaidi, Z. (2008). Qualitative Research and its Uses in Health Care. Sultan Qaboos University Medical Journal. 8(1): 11-19.
Braun, V. and Clarke, V. (2006). Using the thematic analysis in psychology. Qualitative Research in Psychology, 3: 77-101.
Guest, G., MacQueen, K. M., & Namey, E. E. (2012). Applied thematic analysis. Los Angeles: Sage Publications.
Humphrey, N., & Symes, W. (2010). Responses to bullying and use of social support among pupils with autism spectrum disorders (ASDs) in mainstream schools: a qualitative study. Journal of Research in Special Educational Needs, 10(2): 82- 90.
Russell, C. and Gregory, D. (2003). Evaluation of qualitative research studies. Evidence- Based Nursing. 6: 36-40.
Willig, C. (2013). Introducing qualitative research in psychology. Maidenhead : McGraw Hill Education, Open University Press
