Blog 9&10
Over the course of research design I have gained an understanding of various methods and practices relating to social science research. I have learned research methods through a lens of outdoor recreation, parks, and tourism. The three concepts that I am certain and confident about relating to outdoor recreation research are the following; identifying and applying quantitative research, identifying and applying qualitative research, and finally, the steps to developing a research question.
Quantitative research revolves around data and numbers. Quantitative research questions involve both independent and dependent variables. The relationship between both variables must be identified before data is collected. The data will then indicate the degree to which the independent variable affects the dependent variable (Hooykaas, 2022). The numbers found in data collection will form patterns, percentages, and averages. The conclusions found from a quantitative case study can be used to create predictions and generalizations of a larger population of the same demographic. An example of a quantitative question could be the following: How many cups of coffee a day do you drink during exam season?
Qualitative research on the other hand revolves around soft data such as words and pictures. A qualitative research question is presented like a conversational question using words like “how” and “what”. The question should identify the key topic being studied. (Hooykaas, 2022). Qualitative research data is collected directly by the researcher. An example of a qualitative research question could be the following: How does participating in canoe tripping improve problem solving skills?
Both qualitative and quantitative research require strong questions. To develop these questions, there are important steps to remember. Firstly the topic should be something you are interested in so that you don't lose interest. Preliminary research is done at the beginning to determine what has already been published so that your research is focused and possibly new. Next the target of your audience should be considered, this helps with formulating the appropriate language in the question for the desired demographic. Finally, the questions should be reviewed to ensure that language is clear, not leading, and focused on the topic. (Hooykaas, 2022).
The three areas of this course that still confuse me are: structuring interview questions, wording survey/interview questions, and identifying a target audience for research. I would like to be more comfortable with understanding which interview structures are most appropriate for various situations. In this class I have used the funneling technique of asking more specific questions as the interview progresses but I think it would be helpful for me not to just rely on that structure. When I have worded interview questions in the class I have found that my initial questions have been too leading. I would like to get better at using language that promotes non biased answers, and language that makes respondents feel that they can answer questions openly. This skill would help me in my future because non-leading questions allow respondents to share their full perspective. Finally, I have struggled in this class with determining a target audience, specifically for the podcast project. This is because my group's research was done on a skating trial which is used by a very large demographic. I am confused by whether the target audience for research always has to be specific or can it be broad? Is it possible to present research findings or present research questions with language and mediums that are accessible to all people? My group ended up targeting our podcast to young families.
After taking Research Design, there are three things that I know for certain about myself as an outdoor recreation researcher. I prefer qualitative research, having interest in the research topic is important to me, and presenting findings in a medium that is interesting is also important. I prefer qualitative research for a couple of reasons. Naturally I am better at analyzing words, sentences, and conversations as opposed to numerical data. I prefer to do research in the field so that I can interact with subjects and get a first hand feel for the work that I am doing. In class we were lucky enough to have guest speakers on a few occasions. The guest speaker on March 28th gave the class advice to engage in research that we find interesting, as a research project becomes a huge part of the researcher's life. I related to this on a smaller scale. When doing blog posts that I was interested in, I found it a lot easier to find motivation to complete them. On a similar note, I appreciated the unconventional mediums of completing assignments in this class. Both the podcast and the blogs allowed for more creativity than a conventional essay or report. As a researcher I find it helpful to be excited about how I present information.
Moving forward in research, there are three areas in which I would like to continue developing my skills. I would like to further understand how my personal background is affecting my research and how I interact with research participants. This will involve unpacking my invisible backpack, delving deeper into understanding ethics, and finally, critical reflexivity. My invisible backpack is my bias and assumptions based on how I engage the world (Hooykaas, 2022). I have to take into account my own privileges when engaging in research and with research participants so that I am respectful and fair. In terms of ethics I need to further understand how ethics approvals are acquired. Furthermore, when working with communities that are underprivileged I need to learn how to gain research data while also helping the community. Finally I would like to break down my critical reflexivity in depth. Critical reflexivity involves examining your own personal engagement with your research. (Hooykaas, 2022). Reflecting on how I engage with my research and findings will help me mitigate my own biases and work with objectivity.
References:
Hooykaas, A. (2022, January 17). Research Design Lectures Week 2 (PowerPoint slides). Mycourselink.
Hooykaas, A. (2022, January 24). Research Design Lectures Week 3 (PowerPoint slides). Mycourselink.
Hooykaas, A. (2022, February 7). Research Design Lectures Week 5 (PowerPoint slides). Mycourselink.
Hooykaas, A. (2022, February 16). Research Design Lectures Week 6 (PowerPoint slides). Mycourselink.


















