Research Methods in Social Sciences

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Identifying a research problem is the first step toward creating a research question. One of the most effective ways of identifying a research problem is through conducting a literature review of existing research to identify research methodology trends in the field. As you identify these trends, new research problems will begin to emerge to you.

In this assignment, you will identify a research problem and consider how it relates to your field of study. Later, this will become a research question in your Project Three: Research Questions. To eventually craft this complex research question, you will need to conduct a preliminary literature review of research to see what has already been studied in your field. This step will help you identify trends in research problems and methodologies so you can hone your own research problem into a well-thought-out and complex question.

A well-developed research question is complex in nature and is best tied to a specific type of research study: quantitative, qualitative, or mixed methodology. Therefore, in the Project One: Research Methods in Social Sciences you will need to identify research studies of each type that will help you eventually develop your research question for Project Three: Research Questions.

Prompt
To support your identification and evaluation of each type of research study in Project One: Research Methods in Social Sciences, you will examine any trends in research methodology relating to your problem, including any difficulties you have in finding different types of research. You will evaluate how these difficulties may limit the research questions you can ask and present challenges for researching your chosen topic. Finally, you will determine what changes you can make to overcome these challenges and find all three types of research related to your chosen research problem. This assignment will prepare you to discuss the benefits and drawbacks of each type of research methodology in Module Four.

Specifically, the following critical elements must be addressed:

Describe the relationship between your chosen research problem and the field of study. Include answers to the following:
What is the research problem you would like to explore further?
How does your research problem relate to your field of study?
Evaluate the impact of methodology trends for your chosen research problem. Include answers to the following questions:
What methodologies are commonly used to study your research problem? Why do you think that is?
What methodologies are less commonly used to study your research problem? Why do you think that is?
How would finding few research study methodologies impact your research question?
Determine methods for overcoming challenges that impact the development of complex research questions. Include answers to the following questions:
If you can’t find a type of methodology, what do you think that says about your research problem?
How could you potentially still use your chosen research problem and find research studies that use each methodology? What changes might you need to make so you can find examples of each methodology?

Sample Solution

Previously to the Industrial Revolution literacy was reserved for the political and social elite, this marked the first time generalised education was considered. Different types of school emerged to fill the gaps, and to provide for England’s newly-industrialised and (partly) enfranchised society, various types of school began to be established to offer some basic education to the masses’ (Gillard, 2011).

‘Schools of Industry started to teach the poor the skills they needed for working in factories, such as manual training and elementary instruction. Kendal School in the Lake District is one example, opened in 1799. Sunday schools were also set up, to teach the word of god.

If the bible societies, and the Sunday school societies have been attended by no there good,” sherwin noted, “they have at least produced one beneficial effect; — they have been the means of teaching many thousands of children to read.’ – (EP TOMSON)

The fore mentioned forms of teaching did not receive negative judgement, purely as it was in the interests of the country (and the upper class) to have the lower class working in factories, productively. This was unlike the following Monitorial Schools, Infant schools and Elementary starting in 1824, when David Stow opened Glasgow Normal School. These schools were established by individuals and groups who believed in mass education and these individuals received hostility at the idea of educating the poor. The distaste of the poor being educated suited the hierarchal system, as the power of words was previously retained for leaders. The kind of power the Spaniards wanted over the Quipu professionals. Literacy rates improved in the working class population in the following years, but the lower class citizens were not equal to the middle class despite being able read and write, just like the native Quipu professionals were not equal to the leaders of the Spanish Empire, at least in their minds. Information however, became more accessible to the lower class through literacy. Politics became more transparent. This information could be pivotal to protest the way in which the country was being run. Corruption became visible to lower classes, the class most likely to receive the negative aspects of industrialisation, such as pollution of their conditions or disregard of their exposure to harmful manufacturin

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