Field Methods in Psychology  Raw data alone is insufficient for

MODULE 1: INTRODUCTION: decision making

 Information is sufficient for decision
Nature of Inquiry and
making
Research
 An example of data is a student’s
Research test score
 A systematic process of collecting,  The average score of a class is the
analyzing, and interpreting information derived from the given
information— data—in order to data
increase our understanding of a
phenomenon about which we are Philosophical Worldview in
interested or concerned. Research
 Indispensable component of  It reveal the assumptions that
academic and industry practices. researchers are making about their
research, leading to choices that are
Data vs. Information applied to the purpose, design,
methodology and methods of the
 The terms Data and Information research, as well as to data analysis
can mean different things in different and interpretation
contexts, but the main differences
between them are:  It is helpful to distinguish among
 Data is a collection of facts. different philosophical worldviews that
 Information is how you understand point researchers in somewhat
those facts in context. different directions in their quests to
make sense of our physical, social,
 Data is unorganized and unrefined and psychological worlds.
facts
 Information comprises processed,  Historically, a good deal of research
organized data presented in a in the natural sciences has been
meaningful context driven by a perspective known as
positivism.
 Data is an individual unit that
contains raw materials which do not Positivist
carry any specific meaning  They believe that, with appropriate
 Information is a group of data that measurement tools, scientists can
collectively carries a logical meaning. objectively uncover absolute,
undeniable truths about cause-and-
 Data doesn’t depend on information effect relationships within the physical
 Information depends on data world and human experience.
Postpositivist  The researcher often begins with
 Philosophy: We cannot be positive in one of these issues as the focal point
our claims of knowledge when of the study: specific issues need to be
studying behavior and actions of addressed that speak to important
humans“ social issues of the day, issues such
 Main Concept: Everything should be as empowerment, inequality,
quantified to produce meaningful oppression, domination, suppression,
concrete results. and alienation.
 Unlike positivists, post-positivists
point out that our observations cannot Pragmatic
always be relied upon as they can also  Philosophy: We need to look to
be subjected to error. This is why post- many possibilities for collecting and
positivists are considered as critical analyzing data
realists, who are critical of the reality  Main Concept: Use of quantitative
that they study. and qualitative data in expressing
research findings
Constructivist  A pragmatic approach to dealing with
 Philosophy: Individuals develop something is based on practical rather
subjective meanings of their than theoretical considerations. A
experiences pragmatic person has a practical
 Main Concept: Experience approach to dealing with situations.
expressed through words can paint a
better picture of a certain phenomena
 Constructivists not only
acknowledge that they bring certain
biases to their research endeavors but
also try to be as upfront as possible
about these biases. The emphasis on
subjectivity and bias—rather than
objectivity—applies to the phenomena
that constructivist researchers study
as well.

Transformative
 Philosophy Research inquiry should
be intertwined with politics and political
change agenda.
 Main Concept: Research should be
conducted to increase quality of life
and produce better societies
Qualitative Research vs.  Observations: Observing subjects
Quantitative Research in a natural environment where
variables can’t be controlled
 Qualitative Research
- Focuses on testing hypotheses Qualitative data collection methods
and theories  Interviews: Asking open-ended
- Analyzed through math and questions verbally to respondents
 Focus groups: Discussion among a
statistical analysis
- Mainly expressed in numbers, group of people about a topic to gather
graphs and tables opinions that can be used for further
- Requires many respondents research
- Closed (multiple choice)  Ethnography: Participating in a
questions community or organization for an
- Key terms: testing, extended period of time to closely
measurement, objectivity, observe culture and behavior.
replicability  Literature review : Survey of
published works by other authors
 Quantitative Research
- Focuses on exploring ideas and Mixed Methods Research
formulating a theory or
hypothesis  A Mixed methods research
- Analyzed by summarizing, combines elements of quantitative
categorizing and interpreting research and qualitative research in
- Mainly expressed in words order to answer your research
- Requires few respondents question. Mixed methods can help you
- Open-ended questions gain a more complete picture than a
- Key terms: understanding, standalone quantitative or qualitative
context, complexity, subjectivity study, as it integrates benefits of both
methods.
Quantitative data collection methods  Mixed methods research is often
 Surveys: List of closed or multiple used in the behavioral, health, and
choice questions that is distributed to a social sciences, especially in
sample (online, in person, or over the multidisciplinary settings and complex
phone) situational or societal research.
 Experiments: Situation in which  Mixed methods research designs
different types of variables are - There are different types of mixed
controlled and manipulated to methods research designs. The
establish cause-and-effect differences between them relate to
relationships the aim of the research, the timing
of the data collection, and the
 importance given to each data Example: Explanatory Sequential
type.  You analyze the accident statistics
first and draw preliminary conclusions
Convergent parallel about which areas are most
 In a convergent parallel design, you dangerous. Based on these findings,
collect quantitative and qualitative data you conduct interviews with cyclists in
at the same time and analyze them high-accident areas and analyze
separately. After both analyses are complaints qualitatively
complete, compare your results to  You can utilize the qualitative data to
draw overall conclusions. explain why accidents occur on
specific roads, and take a deep dive
Example: Convergent parallel design into particular problem areas.
 In your research on cycling safety in
Amsterdam, you undertake both sides Exploratory Sequential
of your research simultaneously:  In an exploratory sequential design,
qualitative data collection and analysis
 On the qualitative side, you occurs first, followed by quantitative
analyze cyclist complaints via the data collection and analysis.
city’s database and on social  You can use this design to first
media to find out which areas are
explore initial questions and develop
perceived as dangerous and why.
 On the quantitative side, you hypotheses. Then you can use the
analyze accident reports in the quantitative data to test or confirm
city’s database to find out how your qualitative findings.
frequently accidents occur in
different areas of the city. Example: Exploratory sequential
design
When you finish your data collection and
 You first interview cyclists to develop
analysis, you then compare results and
tie your findings together. an initial understanding of problem
areas, and draw preliminary
conclusions. Then you analyze
accident statistics to test whether
Explanatory Sequential cyclist perceptions line up with where
 In an explanatory sequential design, accidents occur.
your quantitative data collection and
analysis occurs first, followed by
qualitative data collection and analysis
 You should use this design if you
think your qualitative data will explain
and contextualize your quantitative
findings.