Methodology
Data collection
The best data collection tool to use interviews. The interviews were semi-structured to ensure that respondents do not deviate from the research topic. In addition, a semi-structured interview would permit fresh ideas to be brought up during the interview process due to what is said by the interviewee in an attempt to comprehend the respondent more (Phillips & Stawarski, 2008 pp. 26-34). A small sample of not more than ten participants was the best for this type of research. Due to the time factor, interviews were to be conducted once. The focus group for the research is all the students in my college. However, because the population is large, proper sampling method was applied to assist in selecting participants. The participants will be selected irrespective of age and school of study.
Participant Profile Table
Recruitment
The sample of the study comprised of 2 males and 2 females’ undergraduate students. The respondents were selected using purposive sampling technique (Cochran, 2007 pp. 51-87). The participants were divided into groups to enable chain referral for the purpose of the research study. The individuals in the group were to nominate a participant to take part in the investigation study. Apart from using students of different gender, the select participants were to come from dissimilar nationalities. This was used as a way to assist in bias reduction (Thompson, 2006 pp. 15-55).
Ethics
Ethical considerations were important in this research study. Research studies that have a high chance of failing if the section covering ethical concerns is omitted (Bryman and Bell, 2007 pp. 36-68). The inclusion of ethical consideration in any research is essential. To address ethical considerations for the study, use of unacceptable, offensive, or discriminatory language was avoided in interviews and during the entire time of the research. Secondly, the anonymity and privacy of respondents were guaranteed through assigning them numbers instead of using their names. Acknowledgement of other related works done by other researchers in every part of the dissertation was applied through the application of the APA referencing system. The researcher also maintained high levels of objectivity during analyses and discussions throughout the entire process of the research.
Generalizability
The results of the research could not be said to represent the entire undergraduate students’ population from which the sample was obtained. However, it can be transferred to other contexts and situations because it provides vital information about daily student experiences who are in this specific context. The other limitation was that the sample was too small lessening the confidence levels of generalizing (Bunkers, 2004 pp. 63-71).
Reliability and validity
Reflexivity
The answers got from the interviews reflected the importance of the objectives of the research indicating where changes are needed. This was guided by how the researcher’s perception impacted on exactly how the study was comprehended by respondents. The researcher ensured that transferability, reliability, and validity were achieved to foster reflexivity (Thomas & Magilvy 2011 pp. 151-155).
Interview questions
How old are you?
Male/ female?
Degree?
How do you solve your problems?
Do you consult family or friends when you have a problem?
Do you choose to talk to your friends or family first when you experience a problem?
Who helps most in case of a problem?
Do your friends and family keep track and inquire if you solved the problem?
What are most often problems you experience?
Who between family and friends largely helped in solving these problems?
Who takes pride in your problems solving accomplishments?
Do you often open up to family than friends? If no, why?
Do you enjoy spending more or less time with friends more than your family?
Has how friends and family treat you determined who you are comfortable with sharing your private fears and worries?
References
Bunkers, S. (2004). The Lived Experience of Feeling Cared for: A Human Becoming Perspective. Nursing Science Quarterly, 17(1), 63-71.
Bryman, A. & Bell, E. (2007) “Business Research Methods”, 2nd edition. Oxford University Press 17(1), 36-68.
Cochran, W. (2007). Sampling techniques. New York: Wiley, pp. 51-87.
Giorgi, A. (2012). The Descriptive Phenomenological Psychological Method. Journal of Phenomenological Psychology, 43(1), 3-12.
Thomas, E & Magilvy, J 2011, Qualitative rigor and research validity in Qualitative research, Journal for Specialists in Pediatric Nursing, vol. 16, pp. 151-155.
Thompson, B. (2006). Foundations of behavioral statistics: An insight-based approach. New York: Guilford pp. 15-55.
Phillips, P., & Stawarski, C. (2008). Data collection. San Francisco: Pfeiffer, pp. 26-34.
Van Manen M. (2012) Researching Lived Experience: Human science for an action sensitive pedagogy. London, Ontario: Althouse, pp. 18-48.
