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[SAMPLE ANSWER] Assignment 2 Research Proposal - Methodology

Assignment 2 – Research Proposal - Methodology

Research Proposal – Research Design

Word Limit – 2500 words

Due Date – 7 November 2020

 

Format for Assignment 2

Please complete your research proposal using the headings below.

• Research Question (re-state, one line)
• Aims and objectives of the research (use dot points)
• Research design (referenced, argued)
  Overall research approach/ methodology including:

• • Epistemology
  • Theoretical perspective
  • Method: data collection methods/instruments
  • Population and sampling method(s)
  • Data analysis
  • Dissemination
• Ethics - Key ethical considerations and how these will be addressed

Note: APA referencing needs to be followed. 10% variance is allowed.

How do I design a study? - Examples of research questions

Research questions:

• What are the experiences of parents living in Victoria who received increased Newstart during Covid in 2020?
• What are the impacts of Covid poverty on families in Victoria in 2020 lockdown?
• In what ways do young people (12-17 years) use social media in day to day life in contemporary Australia?
• How do ex-couples navigate post separation parenting arrangements in contemporary Australia?
• What meanings do middle aged men ascribe to their clothing choices in corporate work settings in Australia?
• How do social workers navigate personal distress arising from work in child protection contexts in South Australia?

[FULL ANSWER]

In What Ways Do Young People (12-17 Years) Use Social Media In Day To Day Life In Contemporary Australia?

Research Question

In what ways do young people (12-17 years) use social media in day to day life in contemporary Australia?

Aims and Objectives

The primary objective of the study will be to understand ways in which the young people utilise social media in day to day life in modern-day Australia. The secondary objectives include:

• To understand young people’s frequency of social media use and the underlying motivations.
• To understand level of knowledge of social media and networking services among the population.
• To understand experiences of the young people with regards to their interaction on social media.
• To establish coping mechanisms against the excesses of social media use (bullying, stalking) among the study population.
• To offer recommendations that could make social media use even better and safer for the young people.

Research Design

A qualitative research design is preferred for this study. The design yields non-numerical data aimed at understanding phenomena, and experiences of respondents with a view to gaining a comprehension of people’s social realities (Mohajan, 2018). While a quantitative design commences from established theories and tests them in specific contexts, its qualitative counterpart starts from a point of ignorance then builds theories based on experiences and observations (Alston & Bowles, 2003). In the context of this study, there is no preconceived knowledge whatsoever appertaining to how contemporary Australian youth use social media, or their understanding of the subject. Thus, the researcher will have to deeply engage the respondents so as to come up with useful data. Alston and Bowles (2003) also note that while quantitative researchers prefer to stay away from the participants and have minimal influence, qualitative investigators immerse themselves into the study and highly interact with the participants. This particular merit of a qualitative design will be useful in the sense that the researcher will be able to record the raw emotions and non-verbal cues, which go a long way in cementing interpretation of the results.

A qualitative research design is equally flexible in the sense that it incorporates a variety of epistemological viewpoints, allows a combination of different methods where necessary, and promotes the use of different techniques to interpret the observable experiences (Rahman, 2016). Therefore, a qualitative design could make it possible to change the methods in correspondence with the setting and, particularly, with regards to the one that proves helpful in achieving all the objectives of this study. Qualitative research has also been regarded as simple and has the ability to simplify complex concepts (Rahman, 2016). While the uses of social media are known, experiences of users may not just be different, but also complex. Incorporation of a qualitative design is meant to simplify the understanding and interpretation of these experiences. From a different standpoint, qualitative designs have been criticised for their narrow lenses in capturing human experiences (Alston & Bowles, 2003). In this study, however, such narrow lenses will be vital in encapsulating only the required data that are relevant to the objectives. A broader perspective would probably yield too much data whose analysis may become time consuming and challenging, with the results not being as riveting. There may also be questions about bias given that a qualitative researcher’s values and beliefs matter during the research. Effective methods and strategies will be used to minimize the bias and its impacts on the results.

Epistemology

Epistemology is concerned with creation, development, and communication of knowledge (Bradshaw et al., 2017). In simpler terms, it focuses on the manner in which a researcher can gain knowledge about their study subject (Žukauskas et al., 2018). A qualitative study like this one will adopt a subjectivist epistemology. Bradshaw et al. (2017) state that subjectivism embraces the reality of every object and takes into contribution the role of a researcher in the process of knowledge acquisition. In this context, the researcher understands that the reality (social media use) varies from one participant to the other for every networking site. Yet in the course of an interview and during data analysis, the manner in which a researcher organizes their questions and examines the themes significantly shape how participants provide responses. In the same breath, an interpretivist approach will be espoused. Interpretivism rejects the positivist idea that just one verifiable reality or truth exists (Rehman & Alharthi, 2016). Correspondingly, this study holds that it is only through subjective analysis of the social media uses among the youth and their experiences, that the actual reality can be comprehended.

Theoretical Perspective

Among the theoretical perspectives projected to underpin this research include technological determinism, uses and gratification theory (UGT), as well as the rich-get-richer hypothesis. According to the rich-get-richer hypothesis, sociable adolescents draw additional benefits like improved relationships through electronic means (Shapiro & Margolin, 2014). The perspective hints that sociable and less sociable teens may use the social media differently. While these social differences will not be variables or parameters in this study, the theory will be useful as a foundation for the use of social media for friendship formation and overall interaction, perhaps even entertainment especially among the highly sociable teens. Technological determinism (TD) maintains that technology is a critical agent of socio-cultural transition, and it determines human experiences as well as their environments (Giotta, 2017). As a major technological innovation of the modern world, social media affects every user. After identifying how Australian teens use the social media, the theory will be applied in analysing their experiences, whether positive or negative. In fact, it is from this theory that important recommendations of technological change will come. The UGT seeks to understand the benefits and gratifications that draw and keep users attached to particular social media sites (Hossain, 2019). It is assumed that a person stays on sites that are able to fulfil their needs. Understanding why the teenagers lean towards specific sites also promotes comprehension of how they use their preferred networking sites.

Method and Instruments

As already noted, a qualitative design allows the use of different data collection methods. Some of those methods include open-ended surveys, focus groups, ethnography, and in-depth interviews. In-depth interviews will be used to gather data for this study. In in-depth interviews, a researcher aims to collect more refined information beyond the capture of other types of interviews. Surface level answers will be probed deeply to gain a better understanding of the experiences. According to Guest et al. (2013), in-depth interviews are popular with qualitative research designs because they are versatile, adaptable and can generate deeper understanding of meanings. The following study has both a primary and a list of secondary objectives. The secondary objectives will be achieved by asking follow-up questions after the main research questions. An in-depth interview allows for modification of the structure of these questions, which means that the researcher will decide how best to structure and connect these questions based on the prevailing atmosphere for particular respondents. Interviews are generally appropriate where not much is already known about the topic, yet profound insights are necessary (Gill et al., 2008). If this research is to make meaningful recommendations in line with the last objective, there is a need for deeper information and extensive exploration of the topic.

In-depth interviews can be conducted one-on-one or through the phone (Phellas et al., 2012). There is need to consider both modes in light of the COVID-19 pandemic and social distancing requirements. Telephone interviews are, however, the least preferred because questions need to be short and simple, it is difficult to ask riveting questions and, there is no opportunity to note non-verbal cues (Phellas et al., 2012). Face-to-face in-depth interviews will be used unless circumstances do not allow. On that note, both voice recorders and interview transcripts will be the main instruments for the study as Rutakumwa et al. (2019) suggest. A digital voice recorder, though expensive, will be useful in capturing the responses and transferring them to cloud storage for future reference. Transcripts, on the other hand, will contain summary of the responses for quick analysis. A phone may also be used for audio recording if cost becomes an issue. Smartphones will be required where telephone interview is conducted.

Population and Sampling

The target population for the study will be the teens. The Australian Government Office of the E-safety Commissioner (2018) defines teens as young people between the age of 13 and 17 years old. The population will comprise of male and female participants from the age of 12 years old. Altogether, they will be majorly referred as ‘young people.’ The population is suitable because apart from being the main social media users in Australia, they are also vulnerable to the extremes of the networking sites. According to the Australian Communications and Media Authority [ACMA] (2009), 90% of the young people use social media services with up to 97% having at least one profile in one site. In this regard, it is expected that their experiences will be rich in credible information. Given the assumption that men and women use the social media differently, an equal number of boys and girls will be selected for the study. A simple random sampling method will be used in recruiting participants in correspondence with Alston and Bowles (2003)’s definition. With an understanding that an equal number of boys and girls is need, random sampling ensures that every member of the population stands an equal chance of selection. Random sampling provides an easy and fair way of recruiting participants, exhibits a high representativeness of the population, and is unbiased (Sharma, 2017). Results from such a sampling method can be generalised because of the high representativeness and low levels of bias.

Data Analysis

Interpretation of the qualitative data will be done through a thematic analysis method. As a foundational method for most qualitative researchers, Nowell et al. (2017) note that qualitative analysis involves identification, collection, and organization of themes before reporting on the notable patterns. The main goal of a thematic analysis is to take note of important patterns or trends in the data (themes), and use them to fulfil the objectives and aims (Maguire & Delahunt, 2017). Just like the rest of the methods suggested for this study, thematic analysis is highly flexible and is not restricted to a specific epistemological line (Nowell et al., 2017). The method comprises six steps including familiarization with the data, generation of codes, searching for themes, reviewing of the themes, defining the themes, and, finally, writing up the patterns (Maguire & Delahunt, 2017). Themes expected to come up in this study for the code of ‘social media usage,’ for instance, include entertainment, staying up to date with current affairs, and maintaining connection with loved ones, among others. One key merit of thematic analysis revolves around its flexibility especially because it can be customised to fit any context and situation of the study (Nowell et al., 2017). On the same note, it requires no theoretical experience and does not use any sophisticated technology and, therefore, instrumental errors become minimal. It also allows for comparison of various themes and the data is clearer. However, thematic analysis has also been criticised for being time consuming and leading to inconsistency during data analysis (Nowell et al., 2017). In this study, the inconsistency and potential incoherence will be minimised by analysing the data against an explicit epistemology.

Dissemination

Dissemination is the last phase of research. Some of the ways to disseminate or report on the findings of a research include conference papers, journal articles, books or book chapters, newspapers, pamphlets or flyers or even in form of an interdepartmental report (Alston & Bowles, 2003). Nowadays, even the social media can be used as a channel for dissemination of research findings. Findings from this study will be mostly disseminated through the news media, mostly newspapers and the television. Given that there is no specific target audience for the results, television viewers and newspaper readers from a variety of backgrounds can access and utilise the findings in a manner they deem fit. Brownson et al. (2018) assert, however, that news media rely heavily in advertising money and, therefore, maybe somewhat expensive in as much as it is more effective.

Social media may prove cheap and equally effective in the dissemination of these findings. The channel could also be more useful because, unlike news media, social media has a global reach. Audiences from all over the globe can access, download, and use findings from research. In fact, Brownson et al. (2018) point that the use of social media could achieve more downloads and citations. Sharable groups and pages will be created on Facebook where all information appertaining to this research can be found. No audience limitation will be placed and, as such, anyone can access the results. Hashtag trends on Twitter will also be used to promote access to the information and, where necessary, influencers may be used to facilitate these trends for a broader reach. Still, disseminating the research findings through reputable journals remain the greatest aspiration of the researchers. Publishing findings in a peer-reviewed journal is the greatest achievement and shows a communal acceptance of the work (World Health Organization [WHO], 2014). No particular journal has been identified yet, but any in the field of social sciences will work.

Ethics

Broadly, any social research must adhere to ethical principles like beneficence, meaningful contribution to existing knowledge, and autonomy which involves informed consent as well as confidentiality (Alston & Bowles, 2003). In most qualitative studies, however, the most common ethical issues and considerations surround autonomy and may involve confidentiality, consent, involving minors, and anonymity (Goodwin et al., 2019). With regards to informed consent, researchers must ascertain that participants are made well aware of all the implications (both positive and negative) concerning their decision to take part in the exercise. In this study, a special one-day session will be conducted with all the shortlisted participants in attendance at least one week before the actual day of research. The session will involve induction where the participants are made aware of all particulars of the study (methods, principles, data storage et. cetera), after which they can ask for more clarification and rescind their decision to participate. A consent form will be presented for those who resolve to proceed.

Closely related to this ethical issue entails dealing with a special group (minors). Essentially, the age group consists of minors whose understanding of the concepts may be somewhat pedestrian. Those who require external assistance will be allowed to bring their parents or guardians if they feel uncomfortable participating on their own. Confidentiality requires that any kind of information that the researcher obtains in the course of study must be treated with utmost secrecy (Paul & Bandyopadhyay, 2018). Confidentiality and anonymity can be used interchangeably. In that regard, every detail that the respondents reveal during the study will neither be leaked nor divulged whatsoever. Apart from having participants sign confidentiality forms, pseudonyms will be used to mask their identities when the results are published. Voices may also be changed if such file forms are to be availed in the public domain. Similarly, data storage and management will be done through encrypted cloud vaults with multiple access protocols.

References

Alston, M., & Bowles, W. (2003). Research for social workers : An introduction to methods (2nd ed.). Allen & Unwin.

Australian Communications and Media Authority [ACMA]. (2009). Click and connect: Young Australians’ use of online social media 02: Quantitative research report. In DPC. Australian Communications and Media Authority. https://www.dpc.sa.gov.au/__data/assets/pdf_file/0020/104933/Click-and-connect-young-Australians-use-of-online-social-media.pdf

Australian Government Office of the E-safety Commissioner. (2018). State of play-youth, kids and digital dangers office of the e-safety commissioner. In E-safety. Office of the E-safety Commissioner. https://www.esafety.gov.au/sites/default/files/2019-10/State%20of%20Play%20-%20Youth%20kids%20and%20digital%20dangers.pdf

Bradshaw, C., Atkinson, S., & Doody, O. (2017). Employing a qualitative description approach in health care research. Global Qualitative Nursing Research, 4, 233339361774228. https://doi.org/10.1177/2333393617742282

Brownson, R. C., Eyler, A. A., Harris, J. K., Moore, J. B., & Tabak, R. G. (2018). Getting the word out. Journal of Public Health Management and Practice, 24(2), 102–111. https://doi.org/10.1097/phh.0000000000000673

Gill, P., Stewart, K., Treasure, E., & Chadwick, B. (2008). Methods of data collection in qualitative research: Interviews and focus groups. British Dental Journal, 204(6), 291–295. https://doi.org/10.1038/bdj.2008.192

Giotta, G. (2017). Teaching technological determinism and social construction of technology using everyday objects. Communication Teacher, 32(3), 136–140. https://doi.org/10.1080/17404622.2017.1372589

Goodwin, D., Mays, N., & Pope, C. (2019). Ethical issues in qualitative research. Qualitative Research in Health Care, 27–41. https://doi.org/10.1002/9781119410867.ch3

Guest, G., Namey, E. E., & Mitchell, M. L. (2013). In-Depth interviews. Collecting Qualitative Data: A Field Manual for Applied Research, 113–171. https://doi.org/10.4135/9781506374680.n4

Hossain, Md. A. (2019). Effects of uses and gratifications on social media use. PSU Research Review, 3(1). https://doi.org/10.1108/prr-07-2018-0023

Maguire, M., & Delahunt, B. (2017). Doing a thematic analysis: A practical, step-by-step guide for learning and teaching scholars. AISHE-J: The All Ireland Journal of Teaching and Learning in Higher Education, 9(3). http://ojs.aishe.org/index.php/aishe-j/article/view/335

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Phellas, C. N., Bloch, A., & Seale, C. (2012). Structured methods: interviews, questionnaires and observation. In Sage Publications. Sage. https://www.sagepub.com/sites/default/files/upm-binaries/47370_Seale_Chapter_11.pdf

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Rutakumwa, R., Mugisha, J. O., Bernays, S., Kabunga, E., Tumwekwase, G., Mbonye, M., & Seeley, J. (2019). Conducting in-depth interviews with and without voice recorders: A comparative analysis. Qualitative Research, 146879411988480. https://doi.org/10.1177/1468794119884806

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