Investigative Methods in Interdisciplinary Studies Essay solution

Investigative Methods in Interdisciplinary Studies Essay solution

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Type	Essay
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Description/Paper Instructions

Investigative Methods in Interdisciplinary Studies Essay

IDST 395: Investigative Methods in Interdisciplinary Studies

ESSAY #2: Direct Observation Study (200 points)

By 11:59pm on Sunday, March 17: Propose Observation Phenomenon and Annotated Source List. Identify some human behavior to be observed. Upload a list of at least two scholarly studies which are similar and/or related which will guide the hypothesis and observational work. Essentially, this is a brief, preliminary literature review. Include a three or four sentence description of the findings of each study. This portion is worth 25 points.

By 11:59pm on Sunday, March 24: Observation Plan: Set Hypothesis, Methods, and Perimeters. Upload a plan for instructor feedback, refinement, and finalization. This piece should include 1) the goal of the research; 2) observation location(s) and time frames; 3) a working hypothesis (based upon initial thinking and literature review); and 4) any other relevant information specific to the chosen study. This portion is worth 25 points.

By 11:59pm on Sunday, April 7: ESSAY 2: DIRECT OBSERVATION Final Draft due. 150 points.

This will likely be in the five-page range (double-spaced). Font style should be straightforward, 12-point font. Double-space the paper, and the margins should not exceed one inch. Follow APA (or preferred) style, include a cover page (which does NOT count as a “text” page), and cite sources accurately and as needed.

In this project, conduct a sequence (at least two sessions) of observational research studies. This will take some planning and execution on a relatively short timetable. DO NOT WAIT TO BEGIN! There are several steps involved in order to successfully complete this project.

1. Find at least three relevant studies which relate to the phenomena of interest. These will serve as sources for the Annotated Resource List.
2. Decide on a PLACE to conduct the observational research. What human behaviors are of interest? How might those manifest in the general public? For example, if a student’s academic interests lie in communication and marketing, think about all of the places in which public advertisements, store displays, or point of purchase signs are used to influence people’s opinions and actions. If a student’s areas of study include sociology and psychology, s/he might think about key places where people make decisions related to their well-being.

Do not make this unnecessarily difficult! Think about easy access to large, observable groups that can be easily revisited a couple of times. Think about school/work schedules and how to access the location. Consider the following for inspiration:

1. Commercial business with a “relaxed” atmosphere. Think local coffee house or library, or perhaps even a restaurant at lunch or dinner. In this type of place, anyone can be very inconspicuous and easily “blend in” while doing the research. And, coffee and food are fun, too!
2. Major public place of commerce. The mall, Wal-Mart, Kroger, DSU, etc. Be aware that some major stores do not allow the taking of images with phones or cameras.
3. Other location determined by personal access. Topper Café, local church, place of employment, a sports venue…the possibilities are endless depending on day-to-day existence.

The rule of the road here is to MAKE THIS WORKABLE. Do not “add” activity into one’s daily life, but recognize what pieces of existing life lend itself to this project.

3. Clearly determine WHAT will be observed. This is the FOCUS of the research problem and hypothesis. No paper can “do it all.” Focus on specific behavior(s) and stick to those in the observations.

Decide how to narrow the focus of the observational research, which includes both choosing the research question and stating the hypothesis. Each student’s areas of interest and knowledge inform their choices. When choosing a place, think about why it is interesting. What connects? Why?

Sometimes, setting a specific age range or type of consumer or product can be helpful. In other words, who or what will be observed? People? Trends? Marketability of products? Signage?

The hypothesis should be proposed in the form of a question:

What are the ________of consumers who drink _______?

How many cars fail to properly stop at the intersection of _______?

4. Determine HOW the observation will be done. What DATA is needed? Formulate the research design and methods of gathering data.

The structure of the research must be clearly determined in advance. Decide on data-gathering methods and how to record relevant observations. These may include categorizations of particular non-verbal human behaviors or environmental concerns to be recorded in the form of data or field notes. Whatever the methods, keep the thesis question at the front of the research at all times. What information will be needed to address the hypothesis? Creating a list or graph to assist in data collection often proves quite helpful.

(EG: See page 3: http://www.radford.edu/~jaspelme/201/Cell_Phone_experiment_protocol.pdf)

5. Do the OBSERVATIONS. This is the actual gathering of data or field notes. Plan on several days, place, or approaches towards test, observing, etc.

Carefully construct the data collection sheet with clear, complete, concise, and efficient coding.

For field notes or personal observation, a minimum of two sessions is required. Three would be even better. The more information gathered, the better. One session of observation or one method of data collection is not enough. The more relevant information gathered, the better the study will be. If a student is unable to work over several days, s/he can combine methods and/or approaches to bolster the research.

6. Write the ESSAY, which describes the observational study as a response to the research question/hypothesis. At least TWO different methods/times are needed for analysis/interpretation. Look at the hand-washing studies linked below for help on how to write about the study.

The end product is a five-page essay that addresses seven parts.

1. Introduction. 10 points. Establish the importance and relevance of this observable phenomenon.
2. Brief literature review. 20 points. Establish similar past work by citing a few past, similar studies. Cite and discuss at least three other relevant studies. These do not have to match perfectly, but should help set the context for the study conducted for this assignment.
3. Methods. 30 points. Describe all of the details and perimeters of the observations including, but not limited to: location, times, vantage point, methods of recording data, weather (if applicable), etc. Be exact, precise, and thorough with this section. Do not assume the reader knows anything and give as many details as possible about the observation field.
4. Results. 30 points. Report the data recorded during the observations. Here, give the numbers and the observational data, but do not analyze them yet. In short, what was observed?
5. Discussion. 30 points. Explain what happened based on the data (limited as it is). Did it match the hypothesis? Did it address the research question? What was interesting about the work? Did the findings match previous studies? What limitations were revealed in the study?
6. Conclusion. 20 points. Can any conclusions be drawn from the data? What might similar, future studies ask in order to further this type of work?
7. References. 10 points. List any referenced material following an approved format.

EXAMPLES

Kinnison, et al. “Handwashing study on signage, gender, and race.” American Journal of Health Education Vol. 35 No. 2 (March/April 2004): 86-89.

Anderson, et al. “Gender and ethnic difference in hand hygiene practices among college students. American Journ al of Infection Control Vol. 36 No. 5 (June 2008): 361-368.

RUBRIC QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points:  Student failed to submit the final paper. 20 points out of 50:  The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50:  The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately.  Elements of the required response may also be lacking. 40 points out of 50:  The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples.  The answer is complete. 50 points:  The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples.  No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points:  Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points:  Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points:  References to scholarly sources are occasionally given; many statements seem unsubstantiated.  Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points:  Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented.  APA 6th Edition is used with only a few minor errors.  There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points:  Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented.  APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points:  Student failed to submit the final paper. 5 points out of 20:  The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors  10 points out 20:  The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20:  The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points:  The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points:  Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements.  The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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