METHOD AND TECHNIQUE FOR DATA COLLECTION

DUAIZ TORRES PEREZ

UNIVERSIDAD POPULAR DEL CESAR

PROFESSOR

MARÍA AREVALO

VALLEDUPAR

2020
 Currently, knowledge about how to do a research can offer many advantages
compared to other colleagues who do not have research abilities because
acquire this kind of abilities makes students better trained due to some qualities
such us observation, organization, reflective attitudes, critical standpoints, take
well-based decision. These qualities led them to be more competitive and more
desirable in the labor market this why is completely necessary to have clear
understanding about who to research and, specifically, how to carry out a
specific procedure in the investigative process in term of order and application.
Now, in order to contribute to make clearer research concepts, the purpose of
this essay is to explain what method and technique for collecting are and what
they imply.

In an investigative process, researcher apply a part of their thought in the

way they carry a research, that is, a chaotic thought stands for a disorganized
procedure. This is what is method imply: order, somatization and organization
that come from sharp mind. The early statement is supported by Aguilera, she
comments that the “methods can be valued as a set of ordered procedures that
allow to guide the acuity of the mind to discover and explain a truth” (p.86). In
the say way Maurial complements saying “method means order, procedures,
system. From the scientific viewpoint is the procedure that science follow to find
the truth”. Then, it is well-established that to be scientific or face an investigative
process, it is required at the end of the researchers o students the ability to see
or think the procedures very clearly, quickly, and in a planned or organized way
for doing science. When there is not order, systemic approach or plans, there is
not science.

Now, it is known there is a great variety in term method and through them the
investigative process can be carried out a bit different way depending on the
logic: inductive, deductive, analytical, hypothetical, synthetic; or the approach,
quantitative or qualitative, used by the researcher. Nevertheless, despite of this
variety, each method follows a universal pattern similar o equal to scientific
method.

According to several authors the scientific method follows the following

process: introduce or define the problem, make a hypothesis, recollect and
analyze data, confront data and hypothesis, generalize the data and produce a
general law, and, at end, make new prediction or hypothesis. In all this process
and steps, there is a concept that play fundamental role in the precision and
rigour of all the process: the technique.

In an etymological sense, technique come from the Greek word teknicos and
make reference the skills or abilities to apply a craft. In the research field, it can
be said that techniques are all those tools and instrument to obtain or collect
important data. In each phase of the procedure of the method, some specific
techniques are required to carried them out (Rubio, 2020). Some useful and
common techniques to collect data are interview, questionnaires, test, check list
or field diaries.

The series of essays in the first and second terms have had the purpose of
reflecting on the conceptual framework of the research as a minimum
requirement to be able to face the challenges in the educational field. This is
why it is concluded, at this point, students in English seminar must be clear that
in which paradigm to place themselves, which approach to interpret reality must
be taken, which series of procedure adjusts to their study and a group of
techniques are appropriate for each procedure of the method. Personally, all
this process of reflection and writing work allowed me to order the mind to
separate each concept. As mentioned in the introduction, researching allows
acquiring a series of skills that make people more competitive and better trained
to apply solutions, not in a mechanical way, but in a methodical and reflective
way.
References

Rodríguez Sosa, J. A. (2014). Paradigmas, enfoque y métodos en la investigación

educativa. Revista UNMSM - Investigación Educativa, 23-39.

https://revistasinvestigacion.unmsm.edu.pe/index.php/educa/article/view/8177

Rubio, N. M., & Montagud Rubio, N. (2020). Los 12 tipos de técnicas de investigación:

características y funciones. Psicología y Mente.

https://psicologiaymente.com/cultura/tipos-tecnicas-investigacion

Maurial, A. (1993) Redaction and Methodology. McGraw-Hill Education