Qualitative Research

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Qualitative Research
Research · March 2017

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Running head: QUALITATIVE RESEARCH FINAL PROPOSAL 1
Qualitative Research Final Proposal
Sharon Golden
Keiser University
RSM 810: Qualitative Research
Dr. Thompson
October 25, 2014
Can be used for educational purposes only

QUALITATIVE RESEARCH FINAL PROPOSAL 2
Qualitative Research Final Proposal
Qualitative Research is best used when there is not much known about a situation
(Medecins Sans Frontieres, 2007). Qualitative research can help form a phenomenon that can
later be tested by qualitative methods (Medecins Sans Frontieres, 2007). One example of this,
that is the basis for this discussion, is to perform qualitative research on the following topic:
Perceptions of Orange County Florida high school Algebra teachers, in light of their lived
experiences, on the criteria used to assess students' mastery of a subject area. Since the aim of
this research is to understand how individuals perceive a specific issue the most appropriate
research method to use is a qualitative one (Merriam, 2009).
The Problem:
Graduation requirements for many states include the use of standardized testing such as,
the end of course exams. Some states such as Florida also require that the students end of course
exam score to be used as part of the criteria used to assess students mastery of a subject area and
must be included in the calculation of the student’s final course grade. Additionally, while some
states like Texas and Georgia require that the end of course exam counts for 15% of a student’s
course grade, Florida has mandated that it will count for 30% of the student’s course grade
(Warner, 2013). Therefore, for the 2011-2012 school year Orange County, Florida began to
implement the end of course exams in high schools (The Florida Legislature, 2014); hence, the
purpose of the end of course exams are meant “to provide student academic achievement and
learning gains data to students, parents, teachers, school administrators, and school district staff"
(The Florida Senate, 2014, Florida Statutes 1008.22).
In Orange County, Florida the end of course exams are being used as one of the
assessment tools for passing high school students from one grade level to the next (Anonymous,

personal communication, April 19, 2013). Some Orange County, Florida teachers' have skeptical
views on the use of end of course exams accounting for 30% of the student’s grade for passing
from one grade level to the next raises validity questions (Anonymous, personal communication,
April 19, 2013). One Orange County, Florida teacher expressed that she is not convinced that the
end of course exam is a valid method for assessing high school students performance entitling
them to move on to the next grade level (Anonymous, personal communication, April 19, 2013).
Research on how high school Algebra teachers, in light of their lived experiences, perceive
the criteria used to assess students' mastery of a subject area is little to nonexistent. The research
in this report on the perceptions of high school Algebra teachers who are actively involved in the
process of grading students for mastery of a subject area will contribute to the scholarly body of
knowledge on research topics such as, standardized testing in education, grading mastery of a
subject area, and high school Algebra teachers’ perceptions of grading criteria.
The purpose of this case study is to explore Orange County Florida high school Algebra teacher's
perceptions, in light of their lived experiences, of the criteria used to assess students' mastery of a
subject area.
Overarching Research Question
The overarching research question that this study seeks to answer is how do Orange
County Florida high school Algebra teachers, in light of their lived experiences, perceive the
criteria used to assess students' mastery of a subject area?
Sub-questions:
1. How do Orange County Florida high school Algebra teachers describe the criteria and
process of assessing students' mastery of a subject area?

2. What is Orange County Florida high school Algebra teachers’ beliefs concerning the
criteria used to assess students' mastery of a subject area in
view of student achievement?
Limitations of Qualitative Research
Factors that are often beyond the control of the researcher that may affect the study's
outcome or the interpretation of the results are considered limitations of the study (Merriam,
2009). For this reason it is advantageous to state the limitations of the study for the readers.
Stating the limitations of the study provides readers with a method to acknowledge any errors or
interpretation problems they may have with the results of the study. Describing the limitations of
the study helps the reader to gain a more realistic understanding of the study's results. The
limitations of this study are described below.
Limitations of study
This study's limitations consist of small sample size selection and time constraints. The
Orange County public school system is the 10th largest in the nation and is the fourth largest in
Florida (OCPS, 2014). To better accommodate schools and students the district is divided into
five geographic areas, in which there are twenty two public high schools (OCPS, 2014). Each
public high school has an average of 20 Algebra teachers (Anonymous, personal communication,
October 10, 2014). Orange County Public Schools also have a number of charter schools and
virtual schools that high school students can attend (OCPS, 2014). Therefore, sample size
selection is a limitation of this study due to the number of high schools that are spread out over 5
geographical locations and the time allotted for this study to take place. Time is a limitation of
this study because school is in session only from mid-August until the end of May for the school
year. Interviews must be conducted during this time frame with regards to FCAT testing, end of

course exam testing, holidays, and any teacher professional development, teacher sick days, or
any other scheduling conflicts that may come up during the school year. In light of the vast
amount of high schools that are spread out among five geographical areas and pre-scheduled
school events, sample size and time constraints are limitations of this study.
Delimitations of Qualitative Research
Factors which affect the study that the research does have some control over are
considered delimitations of the study (Merriam, 2009). The delimitations of this study are
described below.
Delimitations of Study
Delimitations establish the scope and parameters of the study. This is often done by setting sample
size limits or the geographic location from which data is collected (Merriam, 2009). Delimitations
of this study are population chosen and characteristics of the population selected.
The population chosen for this study consists of 30 high school Algebra teachers. Two high school
Algebra teachers will be selected from 10 different high schools in the Southeast district of Orange
County Florida. Population characteristics consist of
Algebra high school teachers with at least one year experience of grading students for mastery of
a subject area
Transferability
Transferability is concerned with how one study's findings can be applied to other
situations (Merriam 2009). Lincoln and Guba (1985) state that contend "the burden of proof lies
less with the original investigator than with the person seeking to make application elsewhere."
this means the investigator must provide enough descriptive data to make transfer ability
possible (Merriam, 2009).

Enhancing Transferability
To enhance transferability of the study purposeful selection of a typical sample will be
conducted. The sample selection for this study will include Orange County, Florida high school
Algebra teachers. The majority of high school Algebra teachers have previous experience
assessing students for mastery of a subject area. Therefore, readers will be able to make
comparisons with their own situation (Merriam, 2009). In addition, rich, thick descriptions will
be used to describe the data collected, which will help afford readers the opportunity to transfer
the results of the study to other settings (Merriam, 2009).
Significance of the Study
The findings of this study will benefit school leaders as they make decisions that directly
affect student achievement. This study will help school leaders to take into account the criteria
used to grade students for mastery of a subject area. The variables for this study are student
achievement and grading criteria used for subject area mastery.
Qualitative Research Studies
When performing a qualitative research study it is important to select a study design that
correlates with your question (Merriam, 2009). There are many different types of qualitative
research designs that can be used as the fundamental framework in the conduction of a study. For
instance, a phenomenological study is the meaning of lived experiences for individuals of a
phenomenon (Merriam, 2009). Phenomenologist focus on common experiences of participants
through the collection of data (Creswell, 2006). They focus on the conversion of individual
experiences of a phenomenon to a universal description that incorporates all individuals'
experiences (Creswell, 2006). Another qualitative research design is grounded theory study,
which generates a theory (Creswell, 2006). The theory is generated by data gathered from

participants that share the same process or interaction (Creswell, 2006). One more qualitative
design is ethnography, which is a design that focuses on a cultural group were the researcher is
descriptive and interpretive of participants shared and learned values (Creswell, 2006). Finally, a
case study is an in-depth analysis of a small number or of a single unit (Hancock, 1998). Some
case studies include a series of cases (Hancock, 1998).
This study has selected to use the case study methodology as the fundamental framework
for this research. This case study seeks to understand and interpret how Orange County Florida
high school Algebra teachers, in light of their lived experiences, perceive the criteria used to
assess students' mastery of a subject area. Therefore, adding to the body of scholarly knowledge
for further research on the criteria used to grade high school students' mastery of a subject area.
Research Design
A case study is an in-depth study of a group, community, person, or event (McLeod,
2008). This is a descriptive case study aimed at providing insight into Orange County Florida
high school Algebra teachers perspectives of the criteria used to assess students' mastery of a
subject area (Bogdan & Biklen, 2007). A case study consists of a complete analysis of a bounded
system (Merriam, 2009). A bounded system is a single unit that has boundaries (Merriam, 2009).
A case study can be performed on an individual person, a group, community, program, or policy.
Detailed data is acquired for analysis through the use of multiply methods such as: interviews,
observations, audio, video, and documents (Merriam, 2009). Case studies are often used in the
education field (Tellis, 1997). Since this qualitative research study will focus on the criteria used
to assess students’ mastery of a subject area a case study is the most appropriate method to use
for analysis.
Selecting a case study for research purposes has advantages and disadvantages.

One advantage of using a case study methodology is that the insight that is gained from the
research that helps to advance a field’s knowledge base (Merriam, 2009). Another advantage is
that investigators can retain meaningful characteristics of organizational processes or real-life
events (Yin, 2003). Using a case study method allows a topic to be investigated with greater
detail using a smaller number of participants (McLeod, 2008). A disadvantage to using a case
study for research is that some view it as preliminary research that cannot be used for testing
propositions, therefore dismissing the credibility of the case study (Yin, 2003). In addition, the
results cannot be generalized to the wider population. Also, the researcher’s feelings may
provide a bias influencing the case, the study is difficult to repeat, and case studies are time
consuming (McLeod, 2008).
Population and Sampling
The demographics of the participants involved in the study are Algebra high school
teachers from 10 different high schools in the Northeast District of Orange County, Florida.
Participants will have at least one year previous experience grading students for mastery of a
subject area. The study will employ a purposeful, nonprobability sampling method since the
answers sought from questions asked pertain to what occurs, the implications of occurrences, and
the relationships that link the occurrences (Merriam, 2009). In order to attain purposive sampling
the selection criteria necessary to perform the study was considered before selecting participants
and sites to be studied (Merriam, 2009). In analytic induction purposeful sampling is when
specific participants are chosen to because they will help facilitate the growth of the developing
theory (Bogdan & Biklen, 2007).
Robinson (1951) notes in his version of analytic induction that phenomenon needs to be
redefined and explanation of specific phenomenon needs to be reformulated until a universal

relationship is achieved. During this process negative cases are sought for comparison purposes
(Bogdan & Biklen, 2007). This study will seek out negative cases for comparison of the study's
results. A typical sample will be used because it reflects the average person. Meaning that any
who fit the profile of an Orange County, Florida Algebra high school teacher could be included
in the sample (Merriam, 2009).
Data Collection Tools/Methods
The data collection methods consist of field notes, semi-structured interviews and focus
group transcripts, official and unofficial documents, official statistics, audio files, researcher’s
reflective notes, and other case studies will be used as data collection methods (Bogdan &
Biklen, 2007). Field notes consist of any observation that is written or recorded, and are
analogous to the interview transcript (Merriam, 2009). After each interview field notes will be
made using in-depth descriptions to describe what happened during the interview process, the
environment the interview took place in, researcher thoughts or ideas, and any other descriptive
notes the researcher may have pertaining to the interview (Bogdan & Biklen, 2007).
Interview sessions will consist of semi-structured interviews using open-ended questions
to obtain data for the study. Three separate interviews will be conducted with each participant
and will be ninety minutes long. Dolbeare & Schuman (1982) created the three interview series,
which “allows the interviewer and the participant to explore the participant’s experience, place it
in context, and reflect on its meaning” (Seidman, 2013). The first interview will focus on the
participant’s teaching background and experience with grading students for mastery of a subject
area. The second interview will focus on the details of the experience, and the third interview
will focus on the reflection on the meaning (Seidman, 2013). Since focus groups are meant to
help facilitate talk among participants about specific issues the focus group sessions will have a

less structured forum (Merrim, 2009). Interviews and focus group sessions will be recorded
using a voice recorder and the data recorded will then be transcribed, preserving the data for
better analysis (Merriam, 2009).
In addition MAXQDA, software program for qualitative and mixed methods data
analysis will be used. This program will be used to import data from field notes, interview and
focus group transcripts, official and unofficial documents, official statistics, audio files,
researchers reflective notes, and other case studies (MAXQDA, 2014). MAXQDA software will
be used to create a coding and sub-coding system and transcribe, organize, sort, and categorize
data (MAXQDA, 2014).
Beta Test
Interview questions were beta tested to determine if questions coincided with over-
arching question and sub-questions of the study. A pilot interview was conducted (see Appendix
A) with the following interview questions:
Interview Questions
1. Can you describe the criteria used in assessing students' mastery of a subject area?
2. Can you describe the State of Florida standardized test that is used as part of the
criteria to assess students’ mastery of a subject area?
3. As a teacher, can you describe your part of the process, in detail, for assessing
students' mastery of a subject area?
4. Can you walk me through the process you go through when assessing students'
mastery of a subject area?
5. What are your thoughts on standardized testing as a method for assessing students'
mastery of a subject area?

6. Can you describe your years of experience assessing students' mastery of subject
area?
7. What are your thoughts on the criteria used to assess students' mastery of a subject
area on student achievement?
8. Can you describe an experience you've had were the results of the assessment of a
student's mastery of a subject area had an effect on student
achievement?
9. In your opinion, is there any part of the assessment process that can be improved
upon?
The participant interviewed concluded that he felt the interview questions asked were well
worded and coincided with the topic of the study’s over-arching question and sub-questions
(Anonymous communication, October10, 2014).
Research Procedure
The first step in the process of a research study is to get permission to conduct the study.
Approval for the institutional review board (IRB) is sought. Approval from the school district of
Orange County, Florida must also be acquired in order to perform the study. Furthermore,
permission from the participants to be interviewed and take part in the study must be voluntary
and signed forms from the participants agreeing to the study must also be achieved (Bogdan &
Biklen, 2007). Below is the 12 step qualitative research process for this study:
1. Choose the design of the study: Who the study is for, were it will take place, when it
will take place, and how it will take place is decided;
2. Determine research questions: Create open-ended, non-leading questions;
3. Obtain approval from Keiser University and the IRB to perform the research study;

4. Gain approval from Orange County Public Schools to perform the research study;
5. Selection of participants;
6. Pilot interview (see Appendix A);
7. Set up meetings with participants to obtain approval forms for the study;
8. Data collection: Perform individual and focus group interviews with participants and
gather any other data necessary for the study;
9. Analyze data: Throughout the study;
10. Validate data: Throughout the study;
11. Generate results of study:
12. Validate results of study;
13. Write report
Having a systematic process to follow helps ensure reliability and validity of data collected.
These steps are described in more detail in the sections below.
Data Analysis
During the data analysis process, data will be organized and broken down into
manageable units. Data will be coded, sub-coded, synthesized, and patterns will be sought. Data
will be categorized by type of data and then alphabetically. Data will be reviewed many times
during the analysis process. Data that was gained from participants and interpretations derived
from the data will be revisited and discussed with participants. A copy of the data will be created
in raw, paper form and saved securely in a file just in case it is necessary to revisit the original
data collected (Bogdan & Biklen, 2007).

Validity and Reliability
Researcher bias and selective sampling are only two ways that data can become
contaminated. To ensure that qualitative research is valid and reliable an investigation needs to
be conducted in an ethical manner. In addition, certain strategies need to be adhered to in order
to assure the generalizability, validity, and reliability of the study’s findings. One approach to
any concerns about validity and reliability issues is through the review of the conceptualization
of the study, the way data are collected and interpreted, and how findings are presented
(Merriam, 2009).
The strategies that this study will use to promote validity and reliability are:
• Triangulation, which is the use of multiple sources of data and data collection
methods that confirm the study’s findings;
• Adequate Engagement in data collection, which allows for adequate time to be spent
collecting data and may require seeking negative cases;
• Researchers position or reflexivity, in which a critical self-reflection will be
performed by the researcher on assumptions, world view, biases, theoretical
orientation, and relationship to the study that may affect the investigation;
• Peer review and examination, which will include discussions with colleagues on the
process of the study, congruency of emerging findings with data, and interpretations;
• Audit trail, which will include a detailed record of the methods, procedures, and
decision points of the study; Rich, thick descriptions, which will include descriptions
that contextualize the study so readers are able to determine the extent to which their
situations match the research context and findings can be transferred;

• Maximum variation, which will consist of seeking variation and diversity in sample
selection and allowing a greater range of application of the findings by consumers of
the research; (Merriam, 2009).
Following these strategies will ensure that the findings of this study are valid and reliable.
The next paragraph will describe how the strategies listed above will be implemented in this
study’s processes.
Researcher Bias/Researcher Role
Preventing researcher bias is a primary concern when conducting qualitative research.
Qualitative researchers often consider their own biases before conducting a study (Rajendran,
2001). The researchers focus is on understanding the meaning of events and interactions to
participants in specific situations (Bogdan & Biklen, 2007). Psathas (1973) notes that inquiry
begins with silence. The silence is an attempt to gain insight into what is being studied by
bracketing an idea the participants take for granted as the truth, not pre-conceiving its meaning,
and studying it to discover what is actually being taken for granted (Bogdan & Biklen, 2007).
Existing beliefs about a phenomenon of interest are put aside, bracketed, so they do not interfere
with the structure of the phenomenon (Merriam, 2009). Temporarily suspending beliefs
heightens consciousness allowing for a more thorough examination of the structure of the
phenomenon (Merriam, 2009).
Since the interview process will be the primary means of data collection for this study is
important to refrain from personal prejudices, assumptions, and judgments. Epoche is a Greek
word which means to refrain from judgment. Moustakas (1994, p.33) states that "in the Epoche,
the everyday understandings, judgments, and knowing are set aside, and the phenomena are

revisited." So that consciousness itself can be examined prejudices, assumptions, and judgments
need to be bracketed or set aside (Merriam, 2009).
To prevent any pre-conceived beliefs, ideas, or feelings that may influence the research
being conducted, a reflection journal will be created before the interviewing of participants
begins. The researcher must evaluate their own beliefs and prejudices throughout the entire study
(Rajendran, 2001). This reflection journal will give an in depth description of any beliefs, ideas,
or feelings that may be held prior to and during the research study (Merriam, 2009). Detailed
fieldnotes will also be taken throughout the entire study and critiqued by colleagues to help
identify any researcher bias, so that the data collected will not be corrupted (Seidman, 2013).
Horizontalization is another strategy used in this research study to help reduce researcher bias.
The process of horizontalization consists of laying all data out for examination, treating all data
as having equal weight, and then organizing the data into themes. In this process every
participant's perception has equal value, non-repetitive experiences are linked thematically, and
results heed a complete description (Merriam, 2009).
Trustworthiness
Providing an environment of trust when initiating fieldwork will be advantageous to the
process of defending the trustworthiness of the study's final results. As a researcher, when
performing fieldwork it will be crucial to blend into the environment by dressing appropriately
(Bogdan & Biklen, 2007). Blending into the environment will help to prevent data contamination
by eliminating changes in participants' normal behavior (Merriam, 2009). In addition, a friendly,
non-judgmental rapport with participants will be developed to help relieve any self-
consciousness they may have about being interviewed (Bogdan & Biklen, 2007). Another
practice that will be used to help alleviate the participants' concern about any privacy issues is

the use of fake names for the participants and schools being written about (Bogdan & Biklen,
2007). Additionally, since participants will sometimes lie to the researcher by telling them what
they think they want to hear during the interview process, open-ended and non-leading questions
will be asked (Seidman, 2013).
Furthermore, to help prove the trustworthiness of the data obtained for the study, it will
be broken down into units of data, categorized, and coded to ensure manageability and
reliability. The triangulation strategy will be used to check data by comparing data obtained in
interviews to researcher field observations, and documents. Cross checking data through follow
up interviews with participants and through the comparison of data collected with other
participants’ will be conducted. Data will be thoroughly examined for any commonalties or
emerging themes. A member check will also be performed by soliciting feedback from
participants on emergent findings in order to alleviate any misinterpretation of the meaning of
data obtained from them. Peer review discussions with colleagues will be conducted on the raw
data, emergent findings, and interpretations. Furthermore, adequate engagement in the collection
of data will be conducted and purposeful variation in the understanding of data collected will be
sought (Merriam, 2009).
Since the researcher is the primary instrument for data collection and analysis an audit
trail will be created to ensure the validity and trustworthiness of research (Seidman, 2013). The
audit trail will consist of researcher’s notes that will contain in-depth, rich, thick descriptions of
observations of the participants', interview comments, body language, and any environmental
aspects that may be important to record (Seidman, 2013). The audit trail will help to ensure that
the study’s results are consistent with the data collected (Merriam, 2009).

Ethical Considerations
Protecting the participants of the study is an ethical issue when performing qualitative
research (Merriam, 2009). The following are ethical issues that will be addressed when
performing this study to ensure that research has been performed in an ethical manner:
1. Participant consent forms: Initial meetings with participants will be held either in
person or by Skype to explain the consent form. If Skype is used for the meeting then
the consent form will be sent to the participant via email. Explaining the consent form
to the participant will ensure voluntary recruitment of participants (Bogdan & Biklen,
2007).
2. Insurance of confidentiality and security of information: Participants will not be
exposed to risks that are greater than the gains they might derive (Merriam, 2009).
Taking extra measures in the beginning of the research process to make sure that ethical
concerns are addressed will be beneficial to the study. The qualitative researcher needs to be able
to respond to outsiders concerns about ethical issues (Merriam, 2009). The researcher must be
able to show they have considered ethical issues that may arise during the study.
Summary
Orange County Florida high school Algebra teachers’ perceptions, in light of their lived
experiences, of the criteria used to assess students' mastery of a subject area has not been
researched. More research is necessary to prove the validity of the criteria used to assess
students' mastery of a subject area. There are many different qualitative studies that can be
performed as a basis for research. Therefore, it is important to be selective when choosing a
qualitative design to use for research. Additionally, it is imperative that the design chosen
corresponds to your overarching question and sub-questions.

References
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theories and methods, (5th e.d.) Boston. MA: Pearson Education Inc.
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Research.pdf
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study.html
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San Francisco, CA: Jossey-Bass.
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thodology.pdf
OCPS. (2014). Retrieved from www.ocps.net/PocketBudgetGuide2011_12.pdf
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the social sciences, (4th e.d.). New York, NY: Teachers College Press.
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Seidman, I. (2013). Interviewing as qualitative Research, 4th ed. A guide for researchers in
education & the social sciences. New York, NY: Teachers College Press.
Tellis, W. (1997). Application of a case study methodology. The Qualitative Report, 3(2).
Retrieved from http://www.nova.edu/ssss/QR/QR3-2/tellis1.html
The Florida Legislature (2014). The 2014 Florida Statutes. Retrieved from
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g=&URL=1000-1099/1008/Sections/1008.22.html
The Florida Senate (2014). The 2013 Florida Statutes. Retrieved from
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Warner, Z. (2013). State exam scores in course grade calculation: Review of current
practice and some proposed guidelines. NERA Conference Proceedings 2013. Paper 6.
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Research Methods Series, (5). Sage Publications. Retrieved from
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Appendix A
The participant selected for this pilot interview was a teacher I use to work with at
a school in Orange County, Florida. The day of the interview I wore a black skirt that was knee
length, a white blouse and a black blazer. I had my hair pulled back and I wore no distracting
jewelry. I wanted to blend in at the school that I was having the interview at so I dressed
accordingly. The participants interview was set for 2:30 p.m. on Friday October10th 2014. I
arrived at the school at 2:15 p.m. and I parked in a visitor parking space. The school was still
very busy as students and teachers were still leaving for the day. I got out of my car and walked
across the parking lot into the administration building. I asked to speak with the teacher I was
interviewing with. As I walked to the administration building I saw students rushing past me.
Some were dressed in jeans and tee shirts, and others were dressed in casual type clothes. I
remember thinking that the school buildings were in better shape than when I used to work there
because the school had been rebuilt. However the environment seem to be the same because
students and teachers had a good rapport with each other, and students seemed comfortable being
themselves.
The secretary then called the participant that I was interviewing. After giving me a sticker
with my name on it, which served as a pass to be on campus, she told me to go to his classroom.
The teacher I interviewed had on black slacks and a school shirt with the school emblem on it.
The participant was dressed neatly and well groomed. He was very happy to see me as we
haven't worked together for quite some time. After saying our hellos I went over the process of
what the interview would consist of. I made sure the instructor was fully aware of that none of
the answers that he gave would for the actual research questions would be used in my research
paper and that his name and the school's name we're going to remain anonymous. I also assured

him that the sole purpose of this interview was for me to get a feel for what it was like to perform
the interview process. I also requested that he give his critique on what he felt went well in the
interview and what he felt I could improve on. I placed the tape recorder on the desk, and turned
it on. I went over the topic of the study and presented the overarching question and sub-
questions, which were received well by the participant. I then asked the participant the interview
questions one at a time and did not interrupt him when he answered. The participant seemed to
answer the questions rather easily without any hesitation in his voice. He paused only a few
times when answering. I noticed at those times it seemed like he was trying to find the best
words to describe his answers.
At the end of the interview I asked the participant to give me his views on how he
thought the interview went and what he thought. I should do differently the next time. The
participant stated that he felt the interview went rather smoothly and that he thought that with
more practice I would become an expert at it (Anonymous communication, October10, 2014).
The participant felt that the questions were well worded and coincided well with the topic of the
study (Anonymous communication, October10, 2014). We said our goodbyes and I walked to
my car. I noticed when I walked to my car across the parking lot, how the school was much
emptier than when I had arrived. I got in my car and wrote down my thoughts on the interview.
My thoughts are that, besides being slightly nervous, the interview went well. I obtained
a great experience and good information that will help me to better the interview process in the
future. The only part that I feel could have been a better experience for me was the participant
selection. I feel I might have gotten more substantial feedback if I had been able to interview a
participant that I had not known. However, even though I tried to find a participant that I had
never met before to interview I was unable to do so. The time constraints of this project coupled

with the time constraints of teachers' busy schedules did not afford me the opportunity to
interview a participant that I had never met before.
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Research · March 2017

Mini Proposal Bivariate Correlation View project

Learner Needs Analysis View project

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Qualitative Research Final Proposal

RSM 810: Qualitative Research

October 25, 2014

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Qualitative Research Final Proposal

research method to use is a qualitative one (Merriam, 2009).

(The Florida Senate, 2014, Florida Statutes 1008.22).

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Overarching Research Question

criteria used to assess students' mastery of a subject area?

process of assessing students' mastery of a subject area?

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criteria used to assess students' mastery of a subject area in

view of student achievement?

Limitations of Qualitative Research

limitations of this study are described below.

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Delimitations of Qualitative Research

County Florida. Population characteristics consist of

possible (Merriam, 2009).

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To enhance transferability of the study purposeful selection of a typical sample will be

the results of the study to other settings (Merriam, 2009).

Significance of the Study

achievement and grading criteria used for subject area mastery.

Qualitative Research Studies

instance, a phenomenological study is the meaning of lived experiences for individuals of a

phenomenon (Merriam, 2009). Phenomenologist focus on common experiences of participants

experiences of a phenomenon to a universal description that incorporates all individuals'

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case studies include a series of cases (Hancock, 1998).

A case study is an in-depth study of a group, community, person, or event (McLeod,

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that investigators can retain meaningful characteristics of organizational processes or real-life

consuming (McLeod, 2008).

Population and Sampling

theory (Bogdan & Biklen, 2007).

redefined and explanation of specific phenomenon needs to be reformulated until a universal

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in the sample (Merriam, 2009).

Data Collection Tools/Methods

Interview sessions will consist of semi-structured interviews using open-ended questions

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better analysis (Merriam, 2009).

data (MAXQDA, 2014).

A) with the following interview questions:

criteria to assess students’ mastery of a subject area?

students' mastery of a subject area?

mastery of a subject area?

mastery of a subject area?

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area on student achievement?

student's mastery of a subject area had an effect on student

(Anonymous communication, October10, 2014).

will take place, and how it will take place is decided;

2. Determine research questions: Create open-ended, non-leading questions;

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6. Pilot interview (see Appendix A);

gather any other data necessary for the study;