The INRS7311/7321 Summative Research Assignment requires students to critically analyse three pre-selected research articles. The assessment is designed to test the understanding of research process

ByJamez

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Instruction 

  1. No material may be copied from original sources, even if referenced correctly, unless it is a direct quote indicated with quotation marks. No more than 10% of the assignment may consist of direct quotes.
  2. Make a copy of your assignment before handing it in.
  3. Assignments must be typed unless otherwise specified.
  4. Begin each section on a new page.
  5. Follow all instructions on the Assignment cover sheet.
  6. This is an individual assignment.
  7. The word count for the entire Summative Assignment is between 4000-4500 words. The wordcount is to be stipulated on the cover page of your document. Students should note that the lecturer will not mark beyond the maximum word count (4500 words). This means that students exceeding the word count could substantially lose marks. For example, a student exceeding the 4500-word limit by submitting 5000 words, could find that they lose all marks allocated to the final section of the Summative Assignment if that section falls into the 500 words not marked.

Background

What is the purpose of this Summative Assignment?

The purpose of this Summative Assignment is to develop your understanding of the processes and techniques of research. The Summative Assignment will develop your ability to assess the validity of research findings through interpretation and critical analysis of previous research. This will be done over the course of three questions.

What is required to analyse the research articles?

You will need to break up each of three pre-selected research articles into their various research components in order to identify, compare, analyse and evaluate the research decisions made. The three pre-selected research articles have been chosen because of their sometimes different (and sometimes similar) approaches to research. You will be required to determine where these similarities and differences lie, and what their consequences are for the various stages in the research process.

What is expected in your analysis?

It is expected that you analyse the research articles by deconstructing the research decisions made by the author(s) using the theory covered throughout the module. Your understanding of the various elements of the research process will be assessed through your ability to provide an academically sound critique of the research articles, substantiated by a range of academic sources.

Are there additional learning resources?

Various activities on Learn have been created to guide you through the analysis of the three pre-selected research articles. All answers provided will need to be well argued using more than one source. It is therefore expected that you undertake additional reading in order to appropriately justify any arguments and/or critiques made. You will have to engage with the various paradigms, methodologies and research expectations for both qualitative and quantitative research as well as the ethical considerations applicable to each.

What should be achieved by the end of the semester?

By the end of the semester, you will have applied all the theory you have learned by making sense of why the researchers made the decisions they did, arguing if the decisions were sound, and when asked, providing alternatives. You will need to apply academic literacy skills throughout the project.

Question 1 (Marks: 85)

Write a report in which you analyse EACH of the pre-selected research articles to identify and discuss the research paradigm and design the authors followed, and then explain how this informed the decisions made by the researchers. Then, applying critical thinking skills, you will need to consider alternate research methods, and motivate your choices using sources beyond your textbook.

Q.1.1 Identify the paradigm/tradition for each article. You will need to motivate each choice of paradigm using examples from each of the articles as well as a critical discussion of each of the paradigms chosen. (10)

Q.1.2 Identify the following elements of the research design for each article. You will need to motivate using examples from each article, as well as theory from various sources.

Q.1.2.1 Research methodology. (10)
Q.1.2.2 Type of research. (10)

Q.1.3 Identify the population and sampling types and methods used in each article.

Q.1.3.1 Using examples from each article, as well as theory from the prescribed text, describe the population and sampling methods used in each study. Each answer should outline the target and accessible population, population parameters, unit of analysis and sampling method. (15)

Q.1.3.2 For each article, using appropriate theory, argue in favour of an alternate sampling method, that aligns with the same paradigm/tradition and research question. (10)

Q.1.4 Identify the data collection methods used in each article.

Q.1.4.1 Using examples from each article identify the data collection methods used in each study. Motivate each answer with examples from each article as well as theory from various sources. (10)

Q.1.4.2 For each article, using appropriate theory, argue in favour of an alternate data collection method, that aligns with the same paradigm/tradition and research question. (10)

Q.1.5 Identify and describe the data analysis method in each article. Each answer should be a combination of examples from the articles as well as theory from various sources. (10)

Question 2 (Marks: 85)

Demonstrate your understanding of paradigms, methodologies and research practicalities by considering the impact on each study were the authors to use an alternate paradigm to that represented in the original articles. You will need to select a different alternate paradigm for each research article, so there are no duplicate paradigms in your three chosen alternatives.

Q.2.1 For EACH research project, select an alternate paradigm. You may not use the same paradigm for more than one article. For each alternate, consider the implications of this change in paradigm on the nature of the research and construct new, alternate versions of the following (for each article):

Q.2.1.1 The research problem (considering the five criteria for a research problem); (20)
Q.2.1.2 The research question/s; (10)
Q.2.1.3 Formulate hypotheses and/or objectives based on the alternate paradigm selected; (10)
Q.2.1.4 The data collection method (including a clear explanation of and motivation for choosing that data collection method); (25)
Q.2.1.5 The data analysis method (including a clear explanation of, and motivation for, choosing that data analysis method). (20)

Question 3 (Marks: 30)

The overall purpose of research is to add to the body of knowledge using an ethical and systematic process.

Q.3.1 For each article, discuss how the researchers would have ensured trustworthiness and/or reliability and validity when conducting the research. Your answer can be a combination of examples from the articles and theory from various sources. (15)

Q.3.2 Critically discuss the ethical issues the researchers can be expected to have considered before, during and after the research process.

Brief Summary of Assessment Requirements

The INRS7311/7321 Summative Research Assignment requires students to critically analyse three pre-selected research articles. The assessment is designed to test the understanding of research processes, paradigms, methodologies, sampling, data collection, analysis, and ethical considerations.

Key pointers to be covered in the assessment:

  1. Analyse the research paradigm and design for each article and justify choices.
  2. Identify research methodology and type of research.
  3. Examine the population and sampling types/methods used, and suggest alternatives.
  4. Analyse data collection methods and propose alternate methods where appropriate.
  5. Identify data analysis methods and critique their suitability.
  6. Consider the impact of applying an alternate research paradigm for each study.
  7. Evaluate trustworthiness, reliability, validity, and ethical considerations.
  8. Word count requirement: 4000–4500 words.
  9. Adhere to academic integrity rules and avoid exceeding direct quotes beyond 10%.

Process Guided by Academic Mentor

Step 1: Understanding the Assessment and Reading the Articles

  • The Academic Mentor first explains the purpose of the assessment, highlighting that students must demonstrate their ability to critically analyse research rather than simply summarise it.
  • The student is guided to carefully read each of the three pre-selected articles, noting key elements: research problem, methodology, data collection, population, sampling, and analysis.
  • The importance of critical thinking is emphasised: identify research decisions, assess their appropriateness, and consider alternatives.

Step 2: Breaking Down the Research Paradigms (Q1.1)

  • The mentor guides the student to identify the research paradigm/tradition for each article (e.g., qualitative, quantitative, or mixed methods).
  • Students are taught to justify their choice by linking examples from the article to the theoretical characteristics of each paradigm.
  • Critical discussion: compare how the chosen paradigm influenced decisions like methodology and data collection.

Step 3: Research Design, Methodology, and Type (Q1.2)

  • Mentor explains the difference between research design, methodology, and type of research.
  • The student documents for each article:
    • Research methodology: Qualitative, quantitative, or mixed.
    • Type of research: Exploratory, descriptive, causal-comparative, or correlational.
  • Guidance includes linking these elements to the research problem and objectives of the study.

Step 4: Population and Sampling Analysis (Q1.3)

  • The student is guided to identify:
    • Target and accessible population
    • Population parameters
    • Unit of analysis
    • Sampling method used (e.g., purposive, convenience, random)
  • Mentor then encourages the student to propose alternative sampling strategies and justify why they might align with the same paradigm or research question.

Step 5: Data Collection Methods (Q1.4)

  • Mentor explains the various data collection tools (interviews, surveys, observation, document analysis) and how they fit the paradigm.
  • Student analyses the tools used in each article and their appropriateness.
  • Alternative methods are suggested and justified using supporting theory and examples.

Step 6: Data Analysis Methods (Q1.5)

  • Student identifies and describes the data analysis techniques used in each study (e.g., thematic analysis, statistical tests, content analysis).
  • Mentor helps explain how these methods support the research objectives and how alternative analysis could be applied.

Step 7: Exploring Alternate Paradigms (Question 2)

  • For each article, the mentor guides the student to select a different research paradigm than the original.
  • The student reconstructs the following under the new paradigm:
    • Research problem
    • Research question(s)
    • Hypotheses/objectives
    • Data collection method
    • Data analysis method
  • The mentor ensures each change is supported with justification based on theory and the research objectives.

Step 8: Trustworthiness, Reliability, Validity, and Ethics (Question 3)

  • Mentor explains key concepts: trustworthiness (qualitative) and reliability/validity (quantitative).
  • The student examines how each study maintained credibility, accuracy, and ethical compliance.
  • Ethical considerations are discussed across all stages: before, during, and after researc

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