Educational Research and Experimentation

Author: Yan Wenqing
Publisher:
Publish Date: 2004-06-01
Features: [Excerpt:] 2. Types of Surveys Divided by Investigative Function (1) Current Status Survey. A current status survey refers to the investigation of the present condition of a certain educational phenomenon or subject. For example, surveys on the current situation of student apathy or the current situation of dropouts among primary and secondary school students are both examples of current status surveys. This type of survey is characterized by the time frame of "now" or "currently," focusing on investigating the "current status" or "current situation." (2) Historical Survey. A historical survey refers to a systematic investigation of the process of occurrence, development, and change of a certain educational phenomenon. This method can also be used when the educational phenomenon has not yet disappeared or is still ongoing. Through historical surveys, not only can one learn about the past and present of the surveyed educational phenomenon, but it is also possible to predict its future to some extent. (3) Developmental Survey. A developmental survey refers to the investigation of the characteristic changes of a certain educational phenomenon over a relatively long period to identify its changes and differences before and after. For example, how the development of education changes with social and economic development, or how students' memory abilities change with social development—such surveys belong to the category of developmental surveys. (4) Comparative Survey. A comparative survey refers to the investigation of similarities and differences in phenomena among different countries, regions, schools, teachers, and students. For example, surveys on the relationship between individual development of students and school education, or the relationship between juvenile delinquency and family education, both fall under comparative surveys. The characteristic of this type of survey is "correlation." 3. Types of Surveys Divided by Investigative Methods (1) Questionnaire Survey. A questionnaire survey, also known as the method of filling out forms, involves researchers distributing printed questionnaires to respondents, asking them to fill them out truthfully, and then collecting and organizing the responses for analysis. This is a method of investigation conducted in written form. Questionnaire surveys are widely used. (2) Interview Survey. An interview survey, also known as the method of conversation, is a method where the investigator collects materials directly through face-to-face conversations with the respondents. This method can be used to study a wide range of topics. For example, understanding students' learning interests and hobbies, parents' views on education, teachers' teaching experience, or the management level of school leaders—all can be explored through interview surveys. Interview surveys include face-to-face interviews, written correspondence, and telephone interviews. These methods allow for more detailed, reliable, and authentic insights into the relevant details, further clarifying the situation. Sometimes, discussions can be held with the respondents to deepen the collected information. Face-to-face interviews are the most commonly used method in interviews. Adequate preparation is essential, including preparing an interview outline, using careful and appropriate wording in questions, and maintaining a natural and confident attitude. These are fundamental conditions for the success of interview surveys. (3) Focus Group Survey. A focus group survey involves holding a meeting to investigate, where comrades familiar with the situation and with practical experience chair the meeting. Based on a pre-prepared survey outline, they pose questions and facilitate discussions to gather information. This method allows investigators and respondents to engage in direct dialogue, collaborative discussion, mutual inspiration, and cross-checking, ensuring the collected data is realistic. Participants in focus group discussions must be familiar with the situation, representative, and capable of providing reliable information. However, the number of participants should be appropriate, generally ranging from three to five or seven to eight. Additionally, the meeting should be well-prepared, with focused discussions on specific issues, ensuring each point is thoroughly and accurately addressed. Furthermore, it is essential to guide and inspire participants during the discussion. (4) Test Survey. A test survey is a method that measures certain research phenomena through examination. The subjects and standards for the test should be determined based on the survey's objectives and tasks. The subjects of the test can be students, teachers, or school administrative personnel. The test should strive for standardization and objectivity. The operational procedures must be standardized and strict, while efforts should be made to alleviate the respondents' concerns to improve test reliability. (IV) General Steps in the Survey Method The entire process of educational survey is generally divided into four steps: determining the survey topic and formulating the survey plan; collecting data; organizing data; and summarizing and writing the survey report. 1. Determining the Survey Topic and Formulating the Plan (1) Determining the Topic. Before conducting a survey, it is essential to clarify the survey direction and determine the survey topic. Only by clearly defining the problem to be solved can one reduce theness of the survey and enhance its conscientiousness. When establishing the topic, attention should be paid to the following five points. ① Necessity. This involves considering both the current and future necessity, as well as the micro and macro necessity. In short, the chosen topic should have research value. ② Possibility. Possibility refers to considering whether it is feasible to conduct research on the chosen topic in terms of personnel, time, funding, and the environment. ③ The topic should not be too broad; it should be a drop of water revealing the whole ocean. ④ Emphasize reviewing relevant materials to understand whether the topic has been studied before. If it has, to what extent has it been studied, to avoid meaningless repetitive work. ⑤ Pay attention to the argumentation of the topic, clarifying its practical and theoretical significance, and mastering methods to overcome difficulties. (2) Formulating the Plan. Formulating an educational survey plan is a crucial guarantee for the smooth progress of the survey research. A well-designed educational survey plan often marks a good start for the success of the survey. An educational survey plan generally includes the following content. ① Survey Topic and Objectives. Clearly state the specific name and main content of the survey topic, as well as the primary objectives and significance of this survey. ② Survey Subjects and Scope. Specify the population being surveyed, as well as the age, gender, sampling methods, and sample size of the survey subjects. ③ Survey Methods. Explain which method or combination of methods will be used for the survey. ④ Survey Steps and Time Arrangement. Describe how the survey will be conducted in several steps, the specific content and time arrangement of each step, and the completion deadline. ⑤ Use of Survey Funds. Explain the source and budget of the funds required for the survey and how these funds will be used. Since human cognition is limited and situations are often dynamic, whether the initially formulated survey plan is suitable for the constantly changing objective conditions can only be tested in the practice of the survey activity. During the planning process, to make the plan more realistic, exploratory surveys can be conducted first to gain a preliminary understanding of the research object, or opinions from relevant experts can be sought for guidance. 2. Collecting Data Collecting data involves using methods such as questionnaires, interviews, tests, and focus group discussions to comprehensively gather information during the educational survey process. To ensure the reliability of the collected data, the following points should be noted when collecting survey data. (1) The data should be as objective as possible. During the survey process, investigators should avoid subjective biases and tendencies, collect data truthfully, without preconceived notions or arbitrary selection, otherwise, the objectivity and authenticity of the data will be lost. (2) When multiple investigators use focus group discussions or interviews to collect data, they must use unified standards and standardized forms for recording the survey results, otherwise, it will affect the reliability and validity of the data. (3) When collecting data, attention should also be paid to distinguishing facts from opinions, as opinions often carry subjective biases. The data provided by respondents should be verified to ensure the reliability of the data. (4) It is necessary to use multiple methods or channels as much as possible, collecting data from different angles, sides, levels, and environments to ensure a broader and more comprehensive understanding.