After reading this weeks articles and starting my pilot study, I am questioning the validity of my evidence. I am so sure in my mind that art-making is an intricate part in a dyslexic's understanding of what they learn, but I am so worried that my findings won't match up to my gut feelings. SO, I am questioning the choice of student demonstration. Is the method of demonstration the right one? What if..... it shows no difference? Is that ok? and... What then. Do I need to change the demonstration, and by doing so, am I altering the evidence to sway the findings to my liking?
This is what I will add to my map in color
Variables- there are many variables to this study.
Set variable-student skills, time limit, place, word or phrase prompt.
Unknown variables- time of day, medication, unavoidable distractions.
I'm sure these 2 lists will grow.
I think these are great reflections on your research and the fact that you may not find what you are looking for with your research. To include the variable is a good idea. At least it makes you aware of what may be the cause to the unexpected results.
ReplyDeleteI think that's what quantitative research can do... be objective. Have an theroy (like yours) and use quantitative method to prove it or disprove it.
Qualitative may help you investigate how art can improve Dyslexic children's learning enjoyment? Something that can observed.
Allison -
ReplyDeleteIf your research doesn't find what you're looking for, that doesn't mean it's bad research. Instead, research that identifies findings different than the hypothesis are important to the field (because you're likely not the only one operating on the assumption that your research holds, for instance). Plus, saying "hey, this really didn't turn out like I thought" is more honest than rearranging the study to get the results you want.