Research Design and Analysis of Student Satisfaction

As Harvey 1995 suggests satisfaction of learners in an institution goes hand in hand with the development of a culture of continuous quality improvement. It’s one path to identify areas of concern within the college. To depict the rate of satisfaction in students research needs to be conducted.

Research is an activity done to discover new understanding or knowledge about a problem according to many dictionaries. Research emphasizes the systematic and careful nature of the work. The main purpose of doing research is to understand phenomena or a problem and to contribute and to contribute the findings in an already existing knowledge base in a particular discipline or across disciplines. For data to be collected during research, certain methods have to be applied. A method is basically a particular research technique or way to gather evidence about a phenomenon. Specific research tools are used to gain an even deeper understanding of a phenomenon. These tools are also referred to as research designs.

As Astin 1993 suggests, student satisfaction refers to the student’s perception/opinion pertaining value of education received while attending an educational institution. Student satisfaction is associated with the students' characteristics, quality of relationships with, faculty, curriculum and instruction, student life, support services, resources, and facilities. Astin, (1993) identified these factors as most important, contact time with faculty members and administrators, availability of career advisors, student social life on campus, and overall relationships with faculty and administrators. In 1986, ben and Bradley concluded the best prediction for student satisfaction are academic integration, institutional fit, social life, and difficulty of the program.

However, with the advancement of technology, factors that determine learner satisfaction are evolving every now and then. Institutions, therefore, need to be able to conduct research every now and then. Research design is the basis at which data can be best obtained and analyzed for feedback that both learning institutions and students need. several research design methods can be used to obtain data concerning this topic of study and each method provides data for analysis.

Statement why the 3 can be chosen in the study of Student Satisfaction

Survey Research Design

Survey as a term is used to refer to sampling survey meaning that information is gathered from only a part of the population. Used to contribute to the geral body of knowledge in a particular area of interest.in general, a survey involves the collection of information from individuals through mailed questionnaires, telephone calls personal interviews) about the social units to which they belong ie according to Rossil et al.,1983. The survey sampling process determines information about large populations with a known level of accuracy, as Rea and Parker, 1992 suggest.

Survey research like other types of field study can contribute to the advancement of scientific knowledge in different ways Babbie et al., 1990). It can be categorized into exploratory, confirmatory(theory testing) surveys, and descriptive survey research (Grover et al.,1998). Let's dive into each one of them

Exploratory survey- takes place during the early satges of research into a phenomenon, when the objective is to gain preliminary insight on the topic. It provides a basis for an in-depth survey. Usually, there is no model and concepts of interest to be better understood and measured. In the preliminary stages, exploratory survey research can help determine the concepts to be measured in relation to phenomena of interest, how best to measure them, and how best to discover new facets of the phenomenon under study. Subsequently, it can help uncover a theory. Sometimes this kind of survey is carried out using data collected in previous studies.

Confirmatory / theory testing survey research – takes place when knowledge of a phenomenon has been articulated in a theoretical form using well-defined concepts, models, and propositions. In this case data collection is carried out with the specific aim of testing the adequacy of the concepts developed in relation to the phenomenon of hypothesized linkages among concepts and of the validity boundary of the models. Consequently, all of the error causes have to be considered carefully.

Descriptive survey research – it is aimed at understanding the relevance of a certain phenomenon and describing the distribution of the phenomenon in a population. Its primary aim is not theory development even though it can provide useful hints both for theory building and theory refinement (walker et al.,1998)

Qualitative data analysis methods are used accordingly

Merits of survey

• Favorable when the information can be obtained directly. This is especially for collective subjective data which includes attitudes, beliefs r values
• Surveying is cost-effective and time-saving. Provide researchers with a great deal of evidence at relatively small costs.
• Used when the study is focused on a large population of people such that only a sample is obtained for the study.
• Uses short answer questions that participants find easy and convenient, especially in the case of structured questions

Demerits

• Sometimes surveys can be expensive, especially the theoretical ones
• The population is not always accessible and the feasibility that the right informants will be found is not always a guarantee.
• Also during survey research, it is not possible if know gave the true information or just said things to get past it.
• You are not always sure if your respondents are gonna keep to their word of response.

Combined /Mixed Method Research Design

Over the last two decades, there have been numerous calls for increased methodological diversity and alternative research methods have been made (Howard et al.,1983). As Morrow and smith 2000 described, these calls have led to important discussions about incorporating qualitative methods into qualitative research but more importantly, the discussions have happened to lead to what we now call mixed-method research.

Mixed method research design, therefore, refers to the collection and analysis of both quantitive and qualitative data concurrently or sequentially given a priority and involves the integration of the data at one or more stages in the process of the research (Creswell et al.,2003). We find that true to what (Teddlie et al.,1998) believe, when both qualitative and quantitative data are included in a study researchers may enrich their results in ways that one form of data does not allow.

Researchers normally find themselves at a tight spot in examining human behavior and that kind of study requires a natural setting. Understanding human behavior is but a complex process. It s therefore clear that understanding this complexity requires not one way of knowing and valuing but rather a mix of all ways available in a framework that honors diversity and respects difference. Researchers contribute to social betterment (Henry et al., 1998)

As Thomas cook,(1985), describes it the results of using mixed methods are rewarding in two-fold. There’s a need to marshal all the multiple ways of knowing and valuing in the service of credible and multiple understanding. Good scientific practice is a trial and error process, a process of looking at errors through multiple lenses, a continuous process, according to Greenwood and Levin,(1998)

And because science is uncertain it is better not to abandon experimental and quantitative methods altogether in favor of new ways from the interpretive and critical sciences, instead embracing new ideas or methods of research while we advance the old ones. Also mixed will help us learn new ways of collecting and analyzing wholesomely. The complex,multi-determined, dynamic social phenomena can be better addressed through multiple perspectives of diverse methods than through the limited lens of just

According to Caracelli and Greene(1997), separate methods can be implemented relatively from one another or coordinated interactively in an integrated design. In an integrated design, there are planned, scheduled points of interaction between the different evaluation methods throughout the duration of the study. Such points of interaction include instrument design, sample selection, initial field contact, key data gathering activities, and several points during data analysis.

With an integrated design, the different methods are blended, united, and dialectically combined into a coherent whole so that evaluation results are more of a synthesis of all study data and less of a report of findings from each method separately.

How data is analyzed

‘Parallel tracks’ where each set of data is analyzed separately and then comparisons and connections are made at the stage of drawing conclusions and inferences. Consequently, cross-over track analysis where interim results from one method are clustered, summarized and then crossed over to another analytic track for further processing. Parallel track analyses match properly with pragmatic frameworks for mixing methods while crossover tracks fit well with the dialectic mixed methods.

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Merits

Using both forms of data allows researchers to simultaneously generalize results from a sample to a population and to gain a deeper understanding of the phenomenon of interest.

As Green and Caracelli stated in 1997, it allows researchers to test theoretical models and modify them based on participants' feedback

It also helps illustrate how accuracy can be obtained from instrumental measurements but also be augmented by contextual field-based information.

According to Merten and Punch 2003, mixed methods investigations can be used to better understand a research problem by conveying numeric trends.

The increased importance of data quality. or rather greater comprehensiveness of findings

Promotes enhanced validity and credibility of inferences – this is well illustrated by the classic triangulation mixed method which is used to measure phenomena with intended convergence of results and thus ruling out of various threats to validity.

Increased value of consciousness and diversity- according to Cook,(1985) multiplsim promises to make policy research more intellectual, value, conscious and debate-centered. Moreover, different methods advance different values and interests according to Green (1997),it invites singularity thus provoking public debate but also promotes diverse perspectives (House and Howe,2000)

Demerits

It can be difficult to learn and apply both methods at the same time,(Grieger et al.,1999).

Interview Research Design

The process by which a researcher and a participant engage in a conversation focused on questions related to the topic of study. Questions about the participants' thoughts, opinions, perspectives, or descriptions of specific experiences are normally what you find in an I interview room. According to Maccoby and Maccoby 1954, an interview a face-to-face verbal interchange in which one person the interviewer, attempts to elicit information or expressions of opinions or beliefs from another person to person or persons.

Unstructured as we see (Lofland, 1994) define is a guided conversation whose aim is to elicit information from the interviewee rich detailed materials that can be used in qualitative analysis. It si important to note that although an interview is sometimes defined as a conversation it s very different from an everyday conversation. In an interview research the a lot of responsibility rests on the shoulders of the researcher since he has to determine the purpose of the research, design of the study, selection of participants and intention to implement it

An interview process normally starts with a researcher approaching a potential source of information he or needs for his/her study, in this case, the participant/interviewee, who in turn agrees or disagrees to participate in that study. If the participant agrees, he signs a document and an agreed time is set for the real interview to take place. On the day of the meeting, the researcher proceeds to ask the questions he had prepared for theat particular study. Normally the participants speak more than the interview expressing their views and experiences.

A qualitative interview mainly involves developing a rapport with participants and discussing in detail aspects of the phenomenon being guided. Because each participant is unique, each qualitative interview is also unique. And questions can be tailored to fit comfortably into the experience of each research interview they also enable the participants to guide the discussion more than others. Qualitative interviews are categorized differently :, clinical, long interview(McCracken,1988), nondirective and focused interviews(Merton &Kendall,1946), focus group interviews(Barbour et al.,1999), and many more.

Designing a qualitative interview study begins with a clear statement of the purpose of the study which is the problem statement. The problem usually describes the gaps in the literature or what is not well understood and simultaneously that provides for the rationale of the study. It is worth noting that sometimes the purpose of the study comes only after the researcher has known what types of people to be interviewed, or the kinds of questions to be structured.

Selecting participants – once again the purpose of the study guide toward the possible participants. An interview researcher should select people who have the knowledge and experience in that particular area of study. This is to enhance the accuracy of the findings. It is also a wise decision to select from a wide range of the population of participants. As LeCompte and Preissle (1993), describes. qualitative research uses criterion-based selection which is a process upon which they make a list of characteristics or attributes the participants in the study possess. Common criterion-based strategies qualitative researchers use to select participants include comprehension selection, network selection,typical-case selection, unique case selection, and reputation-based selection.

But how many participants should be in interview research? Since this type of research is so contextualized, it depends on the weight of the interviews, and the extent to which the participants are able to respond to the research purposes and questions. It is also important that a researcher decide hitherto on the type of database to be used to analyze the data and interpret it so that as to consider that a database can analyze. In terms of timing a good interview will use one and half hours, few participants interviewed at greater depth will give more than more and no quality time is invested during the interview process.

Additionally, it is important while planning an interview to always consider and put in place the gain of participants. How will they benefit after contributing to certain research? The interview may lead to an article or book but most importantly is that the participant be able to agina from the interview involvement as well, like a sense of satisfaction. Again the gains cannot be defined as they evolve with time and the depth of interview and interaction with the researcher.

Constructing an interview guide

One should really invest time in this activity because it clears their minds first, on the specific issues they want to talk about. But basically, interview questions should:

• Short and clear and objective- this means precise and at the same time they would lead to detailed responses from participants and be understood easily, nobody wants to confuse the interviewee. It should also go a long way toward encouraging participants to provide a detailed narrative
• Ask participants to recall specific events or experiences in detail to encourage fuller narratives-a retelling event would lead to wonderfully detailed stories. These types of stories enable a researcher to fully understand a human phenomenon. As opposed to when questions are so general that they drive away the mind f the respondent and they are left wondering what to answer and real-life experiences fade in such time.
• Be open-ended in place of close-ended- close-ended questions are normally biased in that the researcher gets to ask the questions expecting a structured answer. A good research question will give for the interviewer to fully express themselves in their own way and the information that is so rich for the researcher.
• Descriptive and evaluative- according to Whyte (1984), a descriptive question requests for a telling of what happened at a particular time and event and the evaluative is a request for an assessment/examination of how a participant feels about that event or happening.
• The information is raw and most importantly accurate
• Information obtained is precise and rich in terms of outcomes

Demerits

• Can be time-consuming and expensive
• Sometimes locating participants is not an easy task
• Survey as the research design I choose to do study Student Satisfaction

Rationale – the target group is in large numbers given the number of students in my institution. Also, it will be easier for students to fill out a questionnaire than participate thus won’t consume a lot of time as opposed to participating in a research method that will consume a lot of time and energy which may not pleasant to students. Finally getting participants will not be such a hectic activity, which is valuable for my research, the more participants the more accurate my results will be, and also because students can easily understand the meaning of research questions since they can easily relate to them.

In this study :

• Both open-ended and closed questionnaires will be used.
• The questions will be administered through telephone and mail.

Well-defined questionnaires and detailed questionnaires addressing the issues that are concerned for students will be distributed occasionally during data collecting periods. Emails will be sent calls made and calls made at appropriate times.

References

1. Salkind, N.J. ed., 2010. Encyclopedia of research design (Vol. 1). Sage.
2. Leech, N.L. and Onwuegbuzie, A.J., 2009. A typology of mixed methods research designs. Quality & quantity, 43(2), pp.265-275.
3. Hanson, W.E., Creswell, J.W., Clark, V.L.P., Petska, K.S. and Creswell, J.D., 2005. Mixed methods research designs in counseling psychology. Journal of counseling psychology, 52(2), p.224.
4. Creswell, J.W., Hanson, W.E., Clark Plano, V.L. and Morales, A., 2007. Qualitative research designs: Selection and implementation. The counseling psychologist, 35(2), pp.236-264.
5. Saris, W.E. and Gallhofer, I.N., 2014. Design, evaluation, and analysis of questionnaires for survey research. John Wiley & Sons.
6. Owens, L.K., 2002. Introduction to survey research design. In SRL fall 2002 seminar series (pp. 78-105).
7. Lavrakas, P.J., 2008. Encyclopedia of survey research methods. Sage Publications.