Paper Expectation

Study Title

This study is entitled Challenges and Prospects for Students with Intellectual Disabilities in Nigeria.

Problem statement

There are many challenges that students with intellectual deficits face while consuming their social and educational lives. Research has previously exposed some of these challenges though not at a deep perspective. Different methodologies have been applied to study these challenges and identify feasible remedies. However, not many researchers who apply the qualitative designs conduct comparable quantitative approaches to find out whether similar results can be identified.

Purpose

The purpose of this paper is to compare and contrast the qualitative and quantitative research designs commonly applied in research and which can apply in the studying of the challenges and prospects for students with intellectual disabilities in Nigeria. The second objective is to select either the qualitative or quantitative approach and discuss the best practices for the selected design.

Research questions

The following research questions guide this research paper.

1.      What is the meaning and applications of the qualitative and quantitative research designs?

2.       What are the similarities and differences between the quantitative and qualitative research designs?

3.      What are the expectations of each of the above research approaches for a typical study?

4.        Which of the designs (qualitative or quantitative) best suits this study and what are the best practice suggestion of the method selected?

The Qualitative Research Method

Qualitative research method refers to a research method used to study non-quantifiable characteristics such as human attributes like behavior and habits (Brew & Lucas, 2009). In this design, the data or information to be gathered is not numerical; the Respondent discusses or answers most of the questions based on his or her point of view rather than give provable facts. As such, a qualitative research design can be said to harbor the following characteristics. Fist, an interview guide is a primary tool for data collection of a qualitative study, though other methods can be incorporated such as observation and the questionnaire method. If a questionnaire is used, it has to contain only or mostly the open-ended questions (Kothari, 2005). That leads to the second feature of the qualitative research strategy that it is focused on non-factual information. Due to the inclusion of open-ended items, the respondent has the liberty to give true or non-true information.

 Thirdly, this type of research is short of range and utilizes a smaller population compared to the quantitative research types. That is due to the limitation of interviewing exercise that consumes a lot of the researcher’s time. As posted by Kothari (2005), the qualitative study requires researchers to spend a larger a lot of time to gain a full understanding of the phenomena under investigation. Lastly but not least, most items in this type of research addresses the why of a phenomenon under consideration and as such mostly lead to a quantitative study post results.

A qualitative research is sometimes considered stronger than the quantitative. That is due to the following reasons. Firstly, it allows for the various levels of variables to effectively and sufficiently affect the outcome (Christensen, Johnson & Turner, 2010). Also, the study tool (interviews) allows the researcher to investigate the subject in further depth with regards to a particular issue as he/she has greater control during the conversation. It is also simpler as it allows subjects to be studied or observed in their natural environments. It is also flexible, and the researcher can at any time alter some questions and direction of inquiry to be deeper insight into a phenomenon. However, it is weaker than the quantitative as it allows flexibility of respondents input, some of which can be false and skewed (Kothari, 2005).

Quantitative Research methods

Quantitative research methodology refers to the process whereby the data is gathered systematically, entered, analyzed and reported in numerically formatted statistical values in the bid to explain what was observed in response to the hypothesis (Brew & Lucas, 2009). Here, the researcher is mostly clearly conscious of the specific information being sought before the initiation of the study. As such, data collection will be expected to adhere to a specific and practically rigid framework. Characteristically, the quantitative research methodology utilizes large groups of respondents. That is due to the use of surveys or questionnaire as the primary tool of questionnaires with minimal of interviews (Balnaves & Caputi, 2001).

The use of questionnaires makes the data collection face quicker and extensive as it only requires the researcher to disseminate the questionnaire either through hand delivery or email or parcel posting. It is thus less time consuming. This type of research is accurate as it allows for variables with statistical outliers to be frequently discarded. That is because numerical data reporting may be more factual as the respondent might be forced to check his records rather than answer a particular inquiry by mere thoughts (Christensen, Johnson & Turner, 2010). The analysis phase is also quicker. Contrary to the qualitative approach where data is to be first coded and then entered into statistical analysis tools, the quantitative data is mostly entered directly and analyzed. There is a disadvantage to the quantitative research as compared to the qualitative. The questionnaires for this type of research often contain closed-ended questions with only a few answer options. That discourages most of the respondents who may leave some questions unanswered (Brew & Lucas, 2009).

Summary of Similarities and differences

Similarities

There are several aspects in which qualitative and quantitative research designs are similar. First of all, both are methods of research which are limited by variables. Firstly, qualitative and quantitative research methods may be used to study the same phenomenon. Though the qualitative method might be used in this case to scrutinize on the challenges of these students whereas the quantitative would be used to measure the frequency or total of students facing a particular challenge, both would supplement each other for extensive investigation of the same hypothesis (Balnaves & Caputi, 2001).

Besides, the qualitative research is affected by the researcher conducting the research. For instance, the different researcher may choose to gather different categories or pieces of information and different ways to interpret it. Apparently, the choice of each will have a significant impact on the outcome of research (Kothari, 2005).

There are also considerations to make when applying any of the two methods. Firstly, a pilot study should be conducted to validate the tools of data collection.  (Christensen, Johnson & Turner, 2010). Secondly, the sample size is an important feature to be considered in both. Deciding an appropriate sample size is critical in both regards is critical for the following reasons. First, a good sample size should be large enough to be a feasible representative of the population. That limits the influence of outliers or extreme observations in the analysis. Sample size determination is also important for economic and ethical purposes (Christensen, Johnson & Turner, 2010).

Differences

Firstly, the qualitative research mainly focuses on gathering verbal data rather than measurements. The gathered information is thereafter analyzed in an interpretative manner, subjective, impressionistic or even diagnostic. The second difference is on aim, the basic objective of a Qualitative Research is to provide a comprehensive, detailed description of the research topic. On the other hand, a quantitative Research focuses deeply into the counting of features and finally constructing statistical models and figures to summarize what was observed (Brew & Lucas, 2009). Thirdly, compared to qualitative research, the quantitative research designs provide the researcher clearer pictures of what to expect as results before engaging in the research phases (Brew & Lucas, 2009). Fourthly, as seen earlier, the data collection tool for the qualitative research designs is the interviews while the questionnaires are basic to a quantitative inquiry.

The type of data to be collected also differs. Most questions in a Qualitative Research require responses in the form of words (interviews), images (such as videos) or objects (such as artifacts). On the other hand, data in a Quantitative Research will mostly appear in numerical figures in the form of raw data tables and statistical analysis tables (Balnaves & Caputi, 2001).

Qualitative or Quantitative

Having seen the strengths, weaknesses and applications of the quantitative and qualitative methods of research, I choose to use the qualitative methods for this study. I chose this method because the topic of study ‘challenges and prospects of students with intellectual disabilities in Nigeria’ does not necessarily require much of numerical evidence. Best practices suggestions in the qualitative study methodology include the following. First is a case study. The purpose of this qualitative study approach will be to describe in depth the experience of students with intellectual disabilities through direct observation and interaction with each student respondent (Creswell, 2009).

The second qualitative approach I will use is the ground theory. This approach is used in uncovering the problems that exist in social scenes and how individuals may handle them. Though its main purpose is to develop a theory, the findings can be used to explain what challenges the students to face, and necessary interventions concluded (Creswell, 2009). 

References

Balnaves, M., & Caputi, P. (2001). Introduction to qualitative research methods: an investigative approach. London: SAGE

Brew, A., & Lucas, L. (2009). Academic research and researchers. Maidenhead: Society for Research into Higher Education & Open University Press

Christensen, B., Johnson, B., & Turner, A. (2010). Research methods, design, and analysis. Boston, MA: Allyn & Bacon.

Creswell, W. (2014). Research design: Qualitative, quantitative, and mixed methods approach. Thousand Oaks, California: SAGE Publications.

Kothari, R. (2005). Research methodology: methods & techniques. New Delhi: New Age International (P) Ltd

Sherry Roberts is the author of this paper. A senior editor at MeldaResearch.Com in graduate paper writing service if you need a similar paper you can place your order from custom research paper writing service.

Making Words

Abstract

The paper discusses the dissemination of knowledge through the education process. The paper outlines the basic approaches implemented to acquire knowledge and skills. The documents explain the basics towards accessing literacy boundaries and elements among the beginners. The paper outlines the different methods and methodologies that facilitate proper understanding of the syntax and semantics of the language. The paper gives an overview of the formation of a language and how knowledge is perceived to create positive words. The article explains the major concern dealing with basic contents of a language like the alphabets and the symbols.

Introduction

Knowledge and understanding are attributes transferred from one person to another. The beginning of accessing literacy is a process that is developing in stages. Individuals must engage in a social setting to acquire knowledge. The acquisition of understanding is expensive and requires virtues of patience, persistence, and tolerance. The elimination of illiteracy must involve a literate and the illiterate. The facilitators require skills and wisdom to deliver the information in the most appropriate manner. Defined methods and methodologies exist specifying the terms and procedures followed in delivering the information. The government defines syllabus and the policies to govern the process of delivering knowledge and information. Specific disciplines like languages have constant variables known as the symbols and alphabets that have universal acceptance. The language disciplines have specified syntax and semantics that define the rules followed to implement a particular task. The students and instructors must conform to the defined language syntax and semantics to enhance communication among and between people.

The major approaches to beginning reading instructions

The process of acquiring Knowledge is continuous. The potential of gaining and perceiving a particular concept is different from different learners. The main issue in learning and perceiving knowledge is the ability to understand the reading of instructions. The different between being literate and acquiring knowledge is the power to have the ability to read instructions. There are different methods applied to impact learners with strategies to learn reading instructions. The first approach has a name as the basal approach. The basal approach involves the introduction of the simple concepts that are easy to understand to form the basis of difficult concepts in future. The basal approach allows the teacher to access the advancement of the students. The teacher improves the complexity of learning according to the level of the student. The basal approach introduces difficult concepts like later in the future. The second approach has a reference as the phonic approach involves learning the letter sounds and the sounds of related words. The phonic approach creates an opportunity for the children to understand different basic letters and how they have a relationship. The phonic approach enables the children to comprehend formation of the words clearly (Adams, 1990). The third has a name as the literature approach. The real book approach requires the children to select the book of interest while the teacher instructs them as well as assisting them on how to progress. The fourth approach has a name as the writing approach the children are encouraged to read their writing first and then the writings of their friends. They should guide the pupils on what to write. The writing practice improves the children reading capability and improves the fluency in uttering words (Clarke, 1988). The teachers should apply the combination of all the methodologies to implement to enjoy the mutual benefits depicted by the four methodologies (Adams, 1990).

The mode of delivering to the children should have an implementation of the four methodologies. The writing block should begin the lesson taking approximately five minutes. The teacher Internalize what she is writing. Via implementation of the wiring block the experience of writing patterns, and the spellings have automatic comprehension. Within the lesson, the children chose the writing of their interest and transferred the pieces of writings on their papers. The teacher guides them on how to spell the subjects of their interests. Then the child has to publish the piece of work revise as edit the published document. Finally, the lesson ends with children exchanging the published articles. The basal block strategy should follow the writing block. The instructor provides the children with books to read. The first session the whole class reads a single page at once. The class repeats the page is reading to familiarize with words. The instructor introduces a play forum for the children to read in shifts. The children read the sentences within the page in turns. The process continues until a single student manages to read the entire page alone. The process should involve exchanging partners to enhance friendship competition in reading. The most fluent should have a pair with corresponding friends.

Early Literacy skills

The education system provides five modes of metrics that determine the literacy and knowledge levels among individuals. To acquire knowledge and skills to create words and form a constructive combination of words structure basic cognitive awareness of letters should have an implementation. To form words that make sense the understanding of the letter names is the basic step to ensure has accomplishment. The pupils must understand the specific names of the letters and symbols to apply them in the daily life. The order of the alphabets should be learned to facilitate clear perception of the content of the words. The number of the alphabets and their particular naming is significant in the formation of words. The children should have a clear understanding that the existence of a particular alphabet has equal importance with the others. The children require internalizing the naming of letters to a point of mentioning the letters randomly. The children should have knowledge about the sounds of different letters. Children require an understanding of the application of all the letters and sounds. The consonant letters and the vowel letters must have clear explanation to the students and the pupils. The design of the combination of letters requires clear demonstration to show that the words have formation by combining the appropriate consonants and vowels. The word formation criteria should follow the step by step procedures according to the arrangement of the vowels and consonants. For example, the first vowel and the first consonant sounds should have the initial implementation in designing words. The learning creation of words for beginners should be systematic and chronological. The children should have knowledge and understanding based on the word segment approach. Children should apply the form of segmenting words and letters in the formation of particular words.

The idea of the phonological letters (the letters that require a combination of consonantal sound) should have a clear understanding by the children. The spelling of words using the phonological letters is common. Hence the basic understand of the application of the phonological sounds has vital importance (Ravid, 2012). The phonological letters require a special operation that enhances the pupils to understand and comprehend the letters. The application part becomes challenging if not clearly explained. The facilitator should implement the use icon based demonstrations. The children should have knowledge about the word decoding. The word decoding refers to the ability to split the words into different syllables. The learners must understand the syllables used in the formation of the words. The syllables enable the children to understand the pronunciation of different words. The understanding of the syllable criteria enables the pupils to internalize the spelling of the word easily and with expertise experience. The students should clearly understand the syllable methodology approach to gain the skill of differentiating the confusing sounds during words formation. The main measures of understanding the literacy skills of the student require determining and testing if the student has well knowledge of the letter names, letter for sounds, the segmentation, and the decoding.

The spelling analysis is a tool applied in determining if the student has eligible knowledge and skills information of words (Powell & Aram, 2008). The best word processing individuals should improve the daily ways of spelling via special practicing of word spelling during the process of writing. Professional word processors practice writing word sentences without referring to the original sources of words. The secret to improving the spelling aspect is ensuring that the reading habits ratios are higher than the relax time. The persistent reading enables the learners to understand the words formation for clear outlining of the words spellings. The habitual use of the particular phrase as well as writing in large scale has the importance in the scrutinizing and mastering words formation. The little children should have motivation via the creation of reading groups to mobilize the young children to develop reading habits. The grouping sessions should have the basic of competition approach to the spelling of the words. The children group session should bring about the utilization of creative words formation. The young kids should venture into learning spelling via the application guided principles. The teachers should facilitate spelling-oriented strategies like dictation of words. The young children should take control of forming a complex word in the completion groups. The out of class operations should have creative facilitators to promote spelling control among the children. The out of classroom operations like formulating spelling games by making the young children sing the letters of certain words improve pupils eloquence towards learning spellings (Powell & Aram, 2008).

The Listening Skills and Word Mastering

The most sensitive approach in the formation and development of young children that have dynamic skills in writing correctly require strong power in the perception of communicated words. The children should acquire the skills of listening and interpreting the words communicated correctly. The type of training required to equip the children with the ability to form correct words involve communication of the particular words. The young children should have story telling sessions and periods. During the story telling sessions and the periods the student should give a narration as the others are writing the narration. The process of narration and writing the communicated speech has a great advantage. The involved pupils are writing within a session of pressure. Writing a narration in the high speed and pressure enhance the children to develop high recognizing brains that master the word formation (Spencer, 2002). The pressure written narration should be compared and contrasted by the participants. The writing of each participant should undergo analysis process, correction process, and revision to give the student the correct spelling of the words. The teacher should participate in writing the narrated story. The teacher’s document should act as the specimen to the pupils narration work. The objective of the narration session is to prepare the student to arrange the letters and the wording fast and at high levels of accuracy. The young children should have involvement in speech writing and delivery of the speech. The pupils in a class should have a common topic. The topic should have development within a specific number of words. The class members should narrate the story to the entire class. The variant content of the developed speech should give the teacher clear picture of the level of the pupils. The creativity and the number of spelling mistakes indicate the pupils understanding of specific words. Each pupil uses the most common word and the word that he has clearly understood during the study duration. The speech of each pupil should be ready to instill new ideas and new words to the rest of the students. The spelling mistakes and errors should have a collection from the class members. The diversity of ideas developed by different members of the class provides the basis for the formulation of new study areas. During the common speech development, it is highly recommended to the pupils for use the recently learn lessons visualize the understanding capacity of different pupils.

Tongue Twister

The power of the students to understand the closely related words should implement the words with common sound and confusing pronunciation. The children should have training on the application of the words that has similar pronunciation (Kemp, 2006). The reading and writing of the words should be facilitated via the group sessions or during the out of class sessions. The teaching of the tongue twister among the young children opens a platform for the pupils to understand the relationship between and among the common words. The pronunciation of a particular word or words depicts the spelling of that word by the pupils. The platform created by the closely related words enhances the student to acquire information about the application of particular words. The tongue twisters have a high level of confusing spellings and mistakes thus making the pupils observe caution while reading through the tongue twisters. The tongue twisters generated within the learned lesson should set the pace in developing of other new and sharing the tongue twisters within the class setting. The facilitator should ensure the pupils have effectively and efficiently come into contact with the contradicting phrases. The phrases that have contradiction should have a proper way to tackle and deal with those areas. The strategies applied in the studying the tongue twister includes the formation of groups that create a challenging tongue twister to each other. The session should be in the form a game that the participants should find a way to participate in it. The session subjects the participants in various sessions to learn new methods of applying and using the confusing words. The pupils have a clear picture of the formation and writing the words without much difficulties. However, the manifestation of the words to the learners has challenging effects. The pronunciation of words and the application of the words form the main difference in the process of understanding the specific words to apply.

The Methodologies Applied in Information Awareness

The graphical representation of alphabets and figures help the kids to understand easily. The facilitator should make use of the charts with a pictorial representation of symbols and the alphabets. The use of pictorial representation together with the corresponding letters and symbols enable children to associate the picture with the letters. The pictorially oriented style of disseminating knowledge improves the kid’s perception and understanding. The application of the graphics associated with the represented pictures attracts the children attentions to concentrate on the learning new information. The second methodology of disseminating knowledge with an impact is the application of the repetitive nature. The facilitator who handles children should understand that the facts taught new and complex, for the children to understand a concept the facilitator must repeat several times. The repetition of alphabets enhances the children to form the clear patterns of flow hence understanding the order of the alphabets with time. The creative teaching influences the understanding of the kids positively. The concentration power of children has a lower potential of persistent. The children require breaking the monotony of through games, jokes, and narratives. The facilitator should have the ability to invent creative aspects to keep the process of learning interesting and enjoyable to children. The mind of the children is playful, require social promotion and want to be involved the complete profession must consider the needs of children to win their concentration while teaching. 

Conclusion

The illiterate and literate individuals have a difference in their way of operations and carrying out tasks. The process of delivering intelligence is vital in the society and world at large. The language determines the culture, traditional and beliefs of the community. Communication and information delivery depend on the language utilized to deliver the information. The organization and structure of information delivered depend on the nature of the words and sentences constructed. The ill-formed sentences dismantle the information hence no communication takes place. The selection of then elements to use in the communication of information relies on skills and understanding of the language structure. Understanding the basic attributes of language is the beginning of acquiring knowledge. The acquisition of knowledge depends on personal interests and goals to accomplish a given task. Time, money, as well as the mind, require total involvement in the process. Young children have much favor to acquiring new knowledge due to the presence of the flesh mind. The nature of the facilitator depends highly on the delivering of information to the children. The children way of life and continuity of learning new concepts require special nurturing to win their concentration. 

References

Adams M.J. (1990) Beginning to Read. Cambridge , MA: MIT Press

Clarke, L.K. (1988) invented versus traditional spelling in first graders writing. Effects on

learning to spell and read. Reaserch on Teasching of English. 22, 281-307

Kemp, N. (2006). Children's spelling of base, inflected, and derived words: Links with

morphological awareness. Reading and Writing, 19, 7, 737-765.

Sherry Roberts is the author of this paper. A senior editor at MeldaResearch.Com in graduate paper writing service if you need a similar paper you can place your order from custom research paper writing service.