Stuart McMahon -18377822

Research, Teaching and Learning

Assessment 1 ---- 984Words

Assignment One – Research Critique

The case study ‘Are you being your best?’ Why Students Behave responsibly was

undertaken by educational faculty at La Trobe University. The focus of the research article

Lewis and Fogelgarn undertook was to set out to explore which “factors may be associated

with the internalisation for values capable of producing prosocial behaviour in the absence of

external restraints” (Fogelgarn and Lewis, 2015, p. 280). They achieved this by discovering why

students behave or don’t behave through a participator case study. First, they outlined

previous research done within the introduction and how it prompted them to qualitatively

discover why students would choose to disregard rules if public accountability was removed

(Fogelgarn & Lewis, 2015, 229). Interviews were the sole data collection technique used, de-

identified responses from 125 interviews were thematically analysed to collect and code

emerging themes, in essence, a grounded theory design. This paper will discuss the

methodology, results and conclusion sections to attempt to discover any oversights or general

issues within the study, thereby, evaluating the quality of this qualitative study.

Methods Section

The Methodology used in this study was affective to an extent in answering the

research question ‘why students would behave responsibly’, however, more steps needed to

be taken to improve the strength and validity of this case study. The researchers use of

convenience sampling is realistic, and the subjects chosen are likely to be “comparable” to

students across Australia (Shank, Brown & Pringle, p.65). This sampling technique is perfectly

legitimate, however, to further strengthen the study its necessary to move away from

unsystematic sampling to purposive. Horsburgh (2003) states “sampling decisions should be

purposive, in that selection of participants is made based on their ability to provide relevant

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Stuart McMahon -18377822
Research, Teaching and Learning
Assessment 1 ---- 984Words

data on the area under investigation” (p. 311). Therefore, it’s necessary to go further by

gathering a sample that is “stratified by year level, gender and school type” (Fogelgarn & Lewis,

2015, p.290). Structured interviews were beneficial in guiding the research focus as they were

young, the reliability of the test strengthened as there is 6 questions. It was also critical to

undertake these interviews within the classroom Kervin, Vialle, Howard, Herrington, & Okely

(2006) state “It is important participants feel relaxed and any power relationships between the

interviewer and the interviewee are neutralised” (p.77). Maintaining normality is crucial in

receiving data without bias, however, the researchers presence and constant ‘probing’ may

bias responses (Kervin at el,. P. 78). The researchers did achieve ethical requirements “all

participating schools, students and parents have permission” (Fogelgarn, & Lewis, 2015,

p.280). To enhance the validity of the study, triangulation is necessary to discover if the data

“converge on each other”, this may have been staging multiple interviews overtime, however,

this is missing. (Shank et al,. 110). 10-minute interviews suggest the authors lack depth and

involvement which as McMillan (2012) argues “accurate and credible qualitative research

requires the researchers to be intimately involved, it cannot be done in 20 minutes interviews

(p. 307).

Results Section
The Results section provides considerable data that adequately answers the research

question, although, to do further justice additional steps needed to be taken. An issue that

affects the rigor of the results is with the researcher’s logico-inductive analysis as Horsburgh

(2003) argues two researchers faced with the same qualitative task will produce different

accounts due to their individual philosophies and theoretical commitments” (2002, p. 309).

Therefore, the organisation of data specifically the themes and quotes may vary depending on

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Research, Teaching and Learning
Assessment 1 ---- 984Words

the author bias, utilising NVivo would have been more efficient (Kervin et al,. p. 79) . Students

may be unable to equally articulate their answers during interviews, meaning the researchers

interpretation of data may not be accurate, the use of member checking would improve the

authenticity and credibility of this study. (Kervin, et al,. ,p. 79). Despite, this the results do

provide relevant data that allow us insight into the behavioural motivations of students.

Conclusion Section
The researcher’s conclusions are supported by the data and it is clear and concise. This

section concludes on how the data supports the research aim by applying it to other theorists,

despite being a strong approach, it is this was not outlined in the research aim of the study

(Fogelgarn and Lewis, 2015, p. 290). Applying this data to the theoretical perspective of

Kohlberg and Erickson provides a “developmental view of moral development, it takes the data

and further explores the origins of value internalisation (Fogelgarn and Lewis, 2015, p. 286).

There use of evidence from the data supports the claims, an example, is they use an extract

from the interview and argue “this view aligns s with Erikson third stage of psychosocial

development” (Fogelgarn and Lewis, 2015, p. 286). They conclude the discussion, relating back

to their specific research question and discuss the role of value internalisation, and how during

the interviews student’s who were challenged would not change their stance because it was

‘wrong’. The authors make it clear the limitation of the study “the results are limited by the

unsystematic sampling employed” strengthening the reliability of the research (Fogelgarn and

Lewis, 2015, p. 290). Although, more steps that are omitted should have been discussed but it

was not done. They adequately recommend a course of action to produce value internalisation

and moral agency in students through “prosocial classroom management and specific

pedagogies but acknowledge “further required to examine the link between these elements”

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Research, Teaching and Learning
Assessment 1 ---- 984Words

(Fogelgarn and Lewis, 2015, p 290). This study does advance the field of moral development in

education, although, acknowledges further study is needed to be done.

Conclusion
It is evident that Lewis and Fogelgarn clearly answerer their research question, the

sample used provided data that further explores student behaviourally motivations and the

role of value internalisation. Although, steps are missing from this study that are necessary to

improve the validity of the data. The interpretation of this data could have been strengthened

if more aspects of a quality qualitative study had been incorporated. This study has done well

in eliminating bias, however, it does move beyond the original research question. By using the

data to support other theory’s that were not introduced at the beginning of this study. To

conclude, it is a sound study that further advances the field, but necessary steps needed to be

taken that have been highlighted above to strengthen this study.

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Stuart McMahon -18377822
Research, Teaching and Learning
Assessment 1 ---- 984Words

References

Horsburgh, D. (2003). Evaluation of qualitative research. Journal of Clinical Nursing, 12(2),

307-312.

Kervin, L., Vialle, W., Howard, H., Herrington, J., & Okely, T,. (2006). Research for educators

(2nd Ed). Melbourne, Australia. Cengage learning.

McMillan, J. (2012). Educational Research: Fundamentals for the Consumer, 6th Edition.

Boston, MA: Pearson.

Shank, G., Brown, L., Pringle,. J (2014). Understanding education research: A guide to critical
reading. London, England. Paradigm Publishers.