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Data that Don’t Necessarily Fit any of the Themes Report (Assessment)


There is a conviction that the more information is collected, the better results are going to be obtained. Still, it is not really so, as in most cases extra information leads to the frustration. The research can omit really useful and necessary information at the expense of the unnecessary one (Case, 2007).

Zeiger (2000) offers numerous methods for making the research effective and do not spend much time on collecting unnecessary information which requires not only time, but in most cases money. It is natural that while the research, especially qualitative one, the transcriptional data is collected (Sprenkle, 2005). The transcriptional data usually contains the information which is unnecessary for the current research.

Still, if there is a problem and the extra data is collected, it is necessary to do all possible to use the extra information for the further research (Johnson & Christensen, 2007).

Using the information we have collected for the research as the example, we are going to identify the one which does not fit any research question and is considered to be unnecessary for this exploration. At the same time, we are going to state some specific variants for the further research where this extra and unnecessary for the current research information is going to be used.

Dwelling upon the research we have conducted, it is necessary to point out some specific information which has been collected during the research, but it cannot be used in the current exploration due to the specifics of the themes.

Thus, the main purpose of the research was to define the blended model of learning using not only the traditional methods of teaching but also some specific innovative technologies, but also identify the correlation between hybrid learning method which should involves web cameras, the Internet, microphone, projector screens, etc.

The themes the research was directed at were as follows, students’ relation to innovation technologies in teaching, students’ evaluation of the classroom setting, the assessment of the techniques the teacher uses while the lesson.

It is possible to conclude that in most cases the information and data collected while the research was necessary and fit the themes and research questions identified as the core for the study. Still, as the qualitative method for the research was used and the information was collected by means of the interviewing, it is obvious that some extra facts were collected.

Thus, we managed to get the information that some students doubt whether the utilization of too many innovative technologies may be helpful. Moreover, it was considered that students worry about the time teachers should spend on innovative technologies and the time they should use traditional methods. The first use of the gadgets was also mentioned as the problematic issue.

Of course it is possible to insert this information in the current research having made it subordinate, still, these data should be considered separately and the further research is necessary. Thus, it is obvious that the number of gadgets for the first lesson and its balance with the traditional methods for teaching is a topic that requires deeper consideration.

Moreover, the time for using the innovative technologies and traditional methods should b also researched. The blended method should be used, the combination of qualitative and quantitative research. It is possible to create two groups each of which will be put in different environment.

The main purpose of the research should be the effectiveness of the use of the innovative technologies at the classroom, the most appropriate time of its use and the most effective number of the facilities.

The first group will use as much innovative technologies as possible, and the second groups will be offered the balanced method. Students’ attention, desire to study and the effectiveness of teaching methods are going to be evaluated. The researchers should use the interview as the method for collecting qualitative and descriptive data.

At the same time, the students involved in the experiment should pass the test which is going to check their knowledge obtained for the experiment and made it possible to gather the qualitative data. The grades for the test should be the main information used for the further research connected with the effectiveness of the use of the innovative technologies while the research.

In conclusion, it should be mentioned that the research we have conducted contains some specific information which does not fit to the research questions and the hypothesis we have stated. To make this information useful, it is necessary offer the further research which should explore the effectiveness and measure of the innovative technologies used in the classroom.

Moreover, there are many cases when the research devoted to one question considered some information which was identified as unnecessary. Thus, each research paper states the recommendations for the further research using the data which is considered unnecessary in this research.

Reference List

Case, D. O. (2007). Looking for information: a survey of research on information seeking, needs, and behavior. Bingley: Emerald Group Publishing.

Johnson, B. & Christensen, L. B. (2007). Educational research: quantitative, qualitative, and mixed approaches. New York: Sage Publications.

Sprenkle, D. H. (2005). Research methods in family therapy. New York: Guilford Press.

Zeiger, M. (2000). Essentials of writing biomedical research papers. New York: McGraw-Hill Professional.

This Assessment on Data that Don’t Necessarily Fit any of the Themes was written and submitted by user Griffin Hurst to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly.

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Hurst, G. (2019, June 25). Data that Don't Necessarily Fit any of the Themes [Blog post]. Retrieved from https://ivypanda.com/essays/data-that-dont-necessarily-fit-any-of-the-themes/

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Hurst, Griffin. "Data that Don't Necessarily Fit any of the Themes." IvyPanda, 25 June 2019, ivypanda.com/essays/data-that-dont-necessarily-fit-any-of-the-themes/.

1. Griffin Hurst. "Data that Don't Necessarily Fit any of the Themes." IvyPanda (blog), June 25, 2019. https://ivypanda.com/essays/data-that-dont-necessarily-fit-any-of-the-themes/.


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Hurst, Griffin. "Data that Don't Necessarily Fit any of the Themes." IvyPanda (blog), June 25, 2019. https://ivypanda.com/essays/data-that-dont-necessarily-fit-any-of-the-themes/.

References

Hurst, Griffin. 2019. "Data that Don't Necessarily Fit any of the Themes." IvyPanda (blog), June 25, 2019. https://ivypanda.com/essays/data-that-dont-necessarily-fit-any-of-the-themes/.

References

Hurst, G. (2019) 'Data that Don't Necessarily Fit any of the Themes'. IvyPanda, 25 June.

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