Methodologies, methods, and approaches A methodology is a coherent and logical framework for research based ow views,beliefs, awa* values. This framework guides the choices wade by researchers. Methods are the too/s that researchers use to collect and analyse data, u/riteawd present their findings. Researchers way use the same tools with i/en/differewt Methodologies. There are also some wags to approach research which are wot wiethodo(ogies,because they w are wot coherent awd logical frawieworks, but they are widelyused ^^^^^^ and understood, Ci/aluation is owe example. source: Research awd evaluation for Busy Students emd Practitioners. A Time-Saving Guide. Kara Helen, 2017 Ontological and Epistemological positions Ontology (fiteroifly 'the study of being') refers to how the world is known, wluleepistewiology (literally 'the study of knowledge') refers to how that knowledgeof the world is learned (Orwiston ef al2014:6). Ah example of an epistemological position is someone's view of illness. Forexawiple, illness could be seen as; * caused by independent entities such as viruses and bacteria (positn/ist); * due to a cowiplex range of factors in a specific context (realist); •created through people's actions and decisions (constructionist); * different for different people (interpretivist); •a combination of the above, and also affected by wider social structures such as poverty and ethnicity (transformative). Methodology type: Positivist Realist Constructionist Interpret ivist Transformative Sub-divisions Post-positivist Critical Postmodernist Phenomenologist include: realist Grounded Symbolic theory interactionist Hermeneutic Ontology (how the world is known): Epistemology (how that knowledge of the world is learned): Methods likely to be used: Facts and phenomena exist independently of people Through observation and measurement Randomised controlled trials, surveys, technology-based methods Facts and phenomena are entwined in complex contexts Through assessment of complexity in context Mixed methods People construct facts and phenomena By creating meaning from experience Interviews, arts-based methods, discourse analysis People interpret facts and phenomena By identifying and interpreting multiple realities Interviews, focus groups, participant observation Participatory Feminist Emancipatory/ activist User-led Decolonising People, facts, and phenomena can combine to create change Through relationships with people and the environment Arts-based methods, interviews, community-based research RESEARCH APPROACHES (1) Arts-Based Research Practice THIRD I D \ T ACTION RESEARCH The term 'action research' was corned in Hie 1940s by the Cjerman-Awericansociaf psychologist Kurt lewin. Action research is an approach that enablesgroups of people to invest/gate their own situation or practices, either on theirown or with help from professional researchers, to find out how theu can Hiakepositrv/e changes, it Is an iterative process of reflection and problem solving in. groups orcomwunities. Problems addressed through action research are those which affectmewbers of the group or community carrying outthe research. The process ofaction research involves identifying a problem, collecting information about theproblew, deciding how to solve the problem, trying out the solution, seeing ifthe ART-BASED RESEARCH solution works, and so on. Arts-based researchThe arts and research have a closer relationship thaw many people Participaru Action Research (PAR) realise, Theykave some facets in common, such as paying close attention to a phenomenon and theories representing it for an audience. Artists of all kinds use research in their work, andfor so we their artistic practice is a form of research (Barone and Eisner 2012: 24) Patricia Leavy RESEARCH APPROACHES (2) MIX-M6TH0D RESEARCH Research began as a quantitative, positii/ist discipline, with qualitative researchdevelopiwg much later (Orwistow et al 2014: 11). The initial idea of wixiwgwethods involved combining quantitative and qualitative methods of collectiHgdata. IMPROVEMENT cmit'iA I gf EVALUATION ANALYSIS LOADING / \ ASSESSMENT EVACUATION ft£S€ARCH Evaluation is an approach to assessing tUe value of a service, intervention, or policy. There are a number of types of evaluation, chief among them being process evaluation (how?), outcome evaluation (what changes?), and impact evaluation (what is the effect?). CASE STUDY Please 90 to the IS -> Week 4 -> practical task WJKK 4 Read the Case. WORKING PAPER School Meals Case Study: United States of America Prepared by the Research Consortium for School Health and Nutrition, an initiative of the School Meals Coalition Submitted by: Saied Toosii. Econom ic Research Service, United States Department of Agriculture, Juliana Cohen, Merrimack College S. harvard University; jaseph Gift, Food and Nutrition Service, United Stales Department of Agriculture, Lindsey Turner, Boise State University. Wendi Goslmer, University of California. Berkeley, Marlene Schwartz, University of Connecticut Func 2023 Disclaimer The findings arid conclusions m this publication are those of the author(s) and should not be construed to represent any official USDA or U S Government determination or polrty. 1. Results-Based /Mowitoriwg and evaluation (R8M&C) R8M&£ focuses on achieving specific results setting performance indicators and tracking progress "toward desired outcomes, Ik this case, you would measure key indicators (ike attendance rates, academic performance, and nutritional status. The approach follows a structured framework, typically involving a logical framework (togFrawie), which outlines inputs, outputs, outcomes, and impacts. • Kusek and Rist (2004) describe R8M&E as a process where "monitoring is used as a management too( to improve ttie efficiency aud effectiveness of projects" (p. 5). They advocate using performance indicators to measure success against predefined target ftttps://muntf.rbtHtraini'wg.cow/practica(-rb»H.lit>wl "I think I see why we're not getting anywhere." 2. Theory-Based Evaluation Approach Reference av-d Quotation: * Weiss {1995) argues that Theory-Based Evaluation provides "a framework for understanding the causal Imks between program activities and outcomes" and emphasizes testing assumptions to explain how change happens. https://thetoolkit.me/approaches-tools/theorij-based/ Theory-Based Evaluation is particularly useful when you need to understand how and why a program works (or doesn't work). It involves constructing a Theory of Change (ToC) that maps out the steps from activities to outcomes, with assumptions clearly stated. For this school feeding program, the ToC wight assume that providing meals improves concentration, leading to better attendance and academic outcomes. 3. Participatory Monitoring and Evaluation (PM&E) Participatory Monitoring & Evaluation in Tanzania's Health and Social Service Programmes Field Manual Participatory M&6 emphasizes the involvement of kecj stakeholders— particularly the program's beneficiaries—in all stages of the evaluation. This approach is rooted in the idea that local knowledge and perspectives are crucial for an accurate understanding of the program's impact. 4. Quasi-Experimental Design Quasi-experimental designs are used when randomized control trials (RCTs) are wot , ^ feasible. In the class case, a comparison -^00^ v cowld be made between schools that receive ~*0* v the feeding program (intervention group) and similar schools that do not (comparison group). The goal is to establish causality between the intervention and observed outcomes by comparing changes over time in both groups, <3 5. Mixed Methods Approach A mixed methods approach 'integrates both quantitative avid qualitative data to provide a wore comprehensive evaluation. For the school feeding program, this could involve combining surveys and statistical data (quantitative) with focus group discussions and interviews (qualitative) to mdtYsta^d not only a/hat has changed but also why and houi these changes occurred Mixed-method research design: Ensuring fully-informed decision-making Combining qualitative and quantitative data Enhanced validity and knowledge Integration of methods and analysis Flexibility in research design nitfaf M&£ findings show that while attendance has ved, academic perforwance remains unchanged. Ask the students to discuss how they would adapt their evaluation plan in response to this new information 1. Developmental Evaluation 2. Real-Time Evaluation (RTE) 3. Modifications to tine Theory of Change mm, LOOK THE PRACTICAL TASK WEEK 4, P. 6.