Communication Studies

Week of October 1, 2018

Topic​: Effectively Researching for Data

General Objectives: By the end of this lesson students should:

● Appreciate the importance of effective research

Specific Objectives: By the end of the lesson students should be able to;
● Gather and evaluate information about a presented issue
Instructional Materials:​ Worksheet- “Weapons in School”
Methodology: ​CLT- class discussions, grouping, panel discussion
Summary of Content: ​ R ​ esearch ​- “disciplined process of investigating and seeking facts that will lead one
to discover the truth about something” (Markham et.al. 2001). When we speak of researching information,
we refer to various ways of sourcing knowledge for varying purposes.

ENGAGE
1. Teacher will engage the students in a discussion about the importance of research.
2. Invite volunteers to come to the board and draw a concept map with all they know about research (key
terms, parts of research, process etc).
3. All the key terms are expected to be addressed and the students should be invited to comment on the
relevance of each (see notes page ).
4. Students will be expected to make notes on each and they must be encouraged to do further reading on
each area.

EXPLORE
Step 1: Research component of the IA
1. The students will then be directed to the Exposition and Reflective aspects of the IA- the teacher will
point to the possible impact of understanding/lack thereof of the research process and what it can mean
for the IA and the subject area as a whole.
2. The teacher will then ask 2-3 random students to state the theme of their IAs. These will be noted on
the board.
3. The class will be invited to examine the themes in light of the defined terms about research (eg.
population, possible location of data etc.).
4. Prompt students to speak about how they will conduct the research.

EXPLAIN
Step 2: Going into the field
Students will do a quick quiz (in pairs). NB:- This activity will gauge the students’ prior knowledge on
research and source selection.
Kishauna is conducting research into the kinds of television programmes students at her school prefer to
watch.
➢ Name two sources from which Kishauna could gather​ background​ information on the research
topic.
➢ State two methods of data collection, other than a questionnaire, that Kishauna could use in this
research.
➢ Choose one method of data collection identified in (a) above, and discuss one strength and one
weakness of this method.
➢ Name two sources from which Kishauna could collect ​data​ for her research.

ELABORATE
Step 3: Processing Information
1. The teacher will then place the students in 5 groups (not exceeding 5pax).
2. The teacher/student will then read the scenario titled “Weapons in School” for all to copy in their
notebook (copies should be made available).
3. Each group will be assigned a stakeholder position based on the scenario (Teacher, Student, M.O.E, and
School Board, the Media).

EVALUATE
1. Groups will begin their initial discussions as to what route or the nature their presentation must take
given their role, audience and purpose.
2. The students will be informed that it will be germane to gather necessary information in ensuring that
their presentations are cogent, precise and clear.
Day 2​ - ​Topic​: Evaluating Sources
General Objectives: By the end of this lesson students should:
● Understand how to properly evaluate a source that will be used in research
Specific Objectives: By the end of the lesson students should be able to;
● Define the terms reliability, validity, credibility
● Select an appropriate and credible source to assist their research
Methodology: ​CLT- class discussions, grouping, panel discussion
*****
ENGAGE​:
1. Students will be prompted to debate whether the internet is the most reliable source of information.
2. Teacher will listen to students and comment on the most germane points emanating from the
discussion

EXPLORE
Step 1: Primary versus Secondary Sources
1. Students will be told the difference between both concepts
2. Notes may be shared on this
3. Students will be prompted to share examples that they have come across

EXPLAIN
Step 3: Credibility, Reliability, Validity
1. Students will be directed to the expository component of the IA
2. Students will be told that a major component of the mark scheme deals with evaluation
3. Introduce the students to the three key terms

ELABORATE
4. Prompt students to state/ guess their understanding of the terms
5. Provide notes on each term and allow students to share their own examples.

EVALUATE
Students will be allowed to go in their groups and continue planning the weapons in schools presentation
for Thursday/ Friday’s class.

ASSIGNMENT: Random students will be selected to present on the various methods of data collection
(Survey, Interview, Case Studies, Focus Groups, Observation, and Content Analysis). They should also be
prepared to share the advantages and disadvantages of same.
Day 3​ - ​Topic​: Research Methodology (The advantages and disadvantages)

General Objectives: By the end of this lesson students should:

● Appreciate the importance of effective research

Specific Objectives: By the end of the lesson students should be able to;
● Clearly distinguish between a method of data collection and a source of data
● List at least 4 methods of data collection
● Explain at least 2 advantages and 2 disadvantages of each method

Instructional Materials:​ Cape Communication Studies text (Lord. et. al)

Methodology: ​CLT- class discussions, grouping, panel discussion

Summary of Content:
Research -​ “disciplined process of investigating and seeking facts that will lead one to discover the truth
about something” (Markham et.al. 2001). When we speak of researching information, we refer to various
ways of sourcing knowledge for varying purposes.

ENGAGE
1. Engage the students in a game called “The Hotseat” (See instructions and words for this game on the
following page). T
​ he words all relate to research
2. Ask select students to recap what they recall about all that has been discussed on research thus far
(guiding questions are at the discretion of the teacher).

EXPLORE
Step 1: Methodology versus Source
1. Explain to students that the two terms Methodology and Source are often confused
2. Draw two concept maps with both words and ask students to brainstorm the differences between both
3. Provide students with the equation: Methodology = How while Source =Who/Where (I get my
information from).

EXPLAIN
Step 2: Methods of Data Collection
1. The previous concept map/ brainstorming activity would have provided students with the chance to list
a few methods of data collection.
2. Have a fulsome discussion with the students on the definition etc of each method. Use text book as
guide.

ELABORATE
Step 3: Strengths and Weaknesses of each method
1. Ask students to work in pairs or to work in groups of five
2. Students will be assigned a method of data collection
3. They will be given ten five minutes to brainstorm what they think may be the strengths and weaknesses
(advantages and disadvantages of each method).

EVALUATE
Students will present their findings to the class and explain through the use of drama/role play.
Day 4​ - ​Topic​: Weapons in School (Presentations)

General Objectives: By the end of this lesson, students should:

● Understand the nature of critical evaluation

● Consider content, audience and purpose in presenting data/arguments

Specific Objectives: By the end of the lesson students should be able to

● Present information in speech and writing with accuracy, clarity and fluency.
● Apply different levels of comprehension to examples of spoken and written material
● Gather and evaluate information about a presented issue

ENGAGE

Students will be presented with the mark scheme/ rubric

- Teamwork - 2 mrks
- Vocalics and Paralanguage - 3 mrks
- creativity in presentation - 4 mrks
- Evidence of research - 5 mrks
- critical analysis of the scenario - 6mrks
Total 20 marks

EXPLAIN/ELABORATE

Groups will present in the following order : (5-8 minutes per group): Students, Teachers, School Board,
Ministry of Education, Media

EVALUATE

Culminating Activity ​:

Students will be given feedback on their presentations and possibly told their grades.
LESSON NOTES – Day 1

Data/Information​ – collected facts that allows the researcher to come to a conclusion

Primary Research ​– designed/original research carried out by ‘you’
There are two types of Primary Research (​Qualitative​ and ​Quantitative​)

Qualitative​- relies heavily on findings taken from observation, interviewing and tracing patterns of
behaviour.
● This type of research helps us understand how people feel and why.
● Samples tend to be smaller and the duration may be longer.
● Examples of qualitative research are :
● Historical Research ​(study of past events eg. The effect of dancehall music on clothing styles in the
19​th​ to 20​th​ century)
● Ethnographic Research ​(study of current events in a naturalistic setting eg. The effect of dancehall
music on the behaviour of school children)

Quantitative​ – uses surveys to assist the statistical analysis.

● This may require a larger sample and the researcher may not come in contact with all the
participants.
● Examples of quantitative research are: ​Descriptive Research (​data in order to answer a question
about the current status of a subject or situation)
● This type of research is concerned with ‘the preferences, attitudes, practices, concerns or interest of
some group or people.
● Correlation Research (​seeks to establish a relationship or lack thereof between two variables
● eg. How does the performance at Gsat correspond to the performance of students at CSEC
General?)
 LESSON NOTES - DAY 2
Selecting an appropriate source
● Learning how to determine the relevance and authority of a given resource for your research is one
of the core skills of the research process.
● Appraise a source by first examining the ​bibliographic citation​. This is the written description of a
book, journal article, essay or some other published material that appears in a catalogue or index.
● Bibliographic citations characteristically have three main components: author, title and publication
information. These components can help you determine the usefulness of this source for your
research. If you are using a website, examine the home page carefully.
● * When was the source published?
* Is the source current or out-of-date for your topic?
● * Is this a first edition of this publication or not?
* If you are using a web source, do the pages indicate revision dates?
Primary Research
● Designed/original research carried out by ‘you’
Secondary Research
● Accessing data on the topic which has already been researched (books, internet etc). You must cite
from sources that are authoritative and scholarly
Instrument
● Method used to gather the data (questionnaires, tests, interviews etc.)
Population
● Group of individuals/ items the researcher intends to study

Evaluating Sources for the IA

Credibility
* What are the author's credentials/institutional affiliation?
* Is the book or article written on a topic in the author's area of expertise?
* Is the author associated with a reputable institution or organisation?

Validity
* Does this information relate directly to my topic.
*Is the information covered fact, opinion, or propaganda?
* Is the language free of emotion-arousing words and bias?

Reliability
* Are the ideas and arguments more or less in line with other works you have read on the same topic?
*Can similar results be yielded or found in other settings/ environment
s?
 LESSON NOTES – DAY 3

INTRODUCTORY ACTIVITY ​GAME: HOT SEAT

INSTRUCTIONS:
1. Divide the class in 2 groups/teams
2. Place two empty chairs at the front of the class (on both sides of the room – facing the class)
3. One person on each team should be selected to sit in the​ "hot seat".
4. Appoint a score keeper and possibly two judges
5. The teacher will then place a word on the board and then turn around (to the class) while
exclaiming: ​“Go!!” (and pressing the bell)
6. The aim is for the student in the hotseat to try and get as many words as possible before the
timer (hour glass) runs out. WHen the time has elapsed the bell will be pressed again and it will be the
other team’s time to guess the words.
7. The student in the hot seat will guess the word written on the board based on the​ clues​ given by
their teammates.
PLEASE NOTE!!!:
1. Students giving clues cannot spell, use body language, or use a shortened version of the word to
give clues
2. Students should instead opt to use definitions, context clues, synonyms, metaphors etc.

Suggested Words for Suggested Notes for Culminating Activity:

game - Students may present something like the following

1. Data QUESTIONNAIRE
2. Information STRENGTHS:
3. Primary 1. Easily and reliably scored
Research 2. Quick access to information
4. Sample 3. Primary source
5. Population 4. Facilitates survey of large population
6. Cause and Effect 5. Easily administered
7. Exposition 6. Allows for anonymity
8. Organization
9. Methodology WEAKNESSES:
10. Literature 1. Limited scope for the personal and the subjective
Review 2. Limited scope for probing responses
11. Reliablity 3. Inflexible
12. Authority 4. Responses can be misleading
13. Evidence 5. Limitations posed by literal responses
14. Fact vs Opinion
15. Thwart
16. Credibility INTERVIEW
17. Qualitatve Strengths
18. Duration
1. Allows the interviewer to yield a lot of data
19. Quantitative
2. Allows for greater clarity on issues (that questionnaire would not
20. Pathos
provide
21. Ethnography
22. Correlation Weaknesses
23. Bibliography 1. Time consuming
24. Citation 2. The data is difficult to measure/quantify/analyse
25. Logos
26. Experiment Observation
27. Measurement Strengths
28. Focus Group 1. Provides first hand data
29. Questionnaire 2. Allows the researcher to clarify things that he/she may be ignorant of
30. Survey
31. Freelance Weaknesses
32. Researcher 1. If sample knows that they are being observed they may not be ‘natural’
33. Equipment 2. The researcher may misinterpret what he sees due to ignorance of a
34. Validity particular culture/context/setting.
35. Percentage
36. Ethos
37. Hypothesis
38. Analysis
39. Classification
40. Substantiate