Data Collection and Analysis in Educational Research

Data Collection Methodology

The first step in attaining a desired research goal is to develop a scientific approach toward the situation, event, occurrence, or phenomenon being investigated. No research question can be answered by gathering and analyzing data if the initial investigative issue is not stated in testable terms or form. Once a research investigator has established and properly formatted the specific research design to be used to investigate and test a desired phenomenon, attention can be given to the required method of data collection.

On the basis of the method chosen, the researcher will be permitted to draw the necessary conclusions from statistically analyzed data. Should a research investigator not choose the best-fit method of data collection, any inferences drawn from the data analysis are subject to a tremendous amount of error and inaccuracy. In order to avoid data error and inaccuracy, the research investigator must give particular attention to how data to be analyzed is collected, which is better known as the sampling procedure.

Sampling alone can skew testing results, infuse uncontrollable error into statistical processes, and violate the empirical premise under which a research investigation is being conducted (Ohlson, 1998). In order for accurate conclusions to be drawn about any research endeavor, there must exist an adequate sample size as well as employment of an appropriate sampling structure. The best-fit sampling methodology to use in a research investigation is that of random sampling. Random sampling is the method of drawing a portion or sample of a greater population so that each member of the population has an equal chance of being selected to participate in the research study. Without true randomization of the sample, measurement data, and the conclusions drawn from it, are weakened, contaminated with error, and generally suspect.

Should the data sampling methodology not be based on random selection, representation to a greater population is subject to misrepresentation. Further, within the sample methodology, consideration must be given to what is known as sample grouping or nested variable consideration (Ferguson, 1964). Other important considerations with respect to data collection involve understanding that errors of measurement are greatly reduced as sample size increases. The sample size must be large enough to reduce potential measurement error. The slightest movement in measurement error can often cause a change in the mathematical value of the required statistical measure; thus producing results that may or may not be sufficient to accept or reject the testable null hypothesis.

Student and Teacher Attitudes Toward School Uniforms

The American educational system has always coveted and encouraged individuality of all students. As such, dress has often symbolized a student's place within any given situation, including education. Putting aside that the clothing industry is a multibillion-dollar industry targeting the youth of America, clothing nonetheless remains the student's hallmark of individuality, socioeconomic status, and peer affiliation. Although the debate continues among students, teachers, and parents regarding the efficacy of equal dress for all students, there exist both pros and cons with respect to school uniforms from the perspective of students and teachers.

The most significant feature of the school uniform debate is that of individual attitude. To force all students to wear a uniform is opposed by both students and teachers who believe cultural diversity will be unappreciated and one's sense of individuality threatened. On the other hand, proponents—both students and teachers—maintain that school uniforms will help to overcome attitudes governing cliques, gang associations, socioeconomic stressors, and individual student isolationism. Still other students and teachers hold the attitude that a school uniform would crush the "individual style" of students and thwart their individuality, a significant psychological development variable especially during adolescence.

One often-overlooked attitudinal consideration with respect to school uniforms, from both the student and teacher perspective, is that of tension. There exists agreement between some students and teachers that a school uniform will help ease the tension that exists for new students entering a system in which the new student does not have to be concerned about looking different and not fitting in. On the same token, attitudes between students and teachers also exist with respect to individual rights. Knowing that rights bear responsibility, both student and teacher attitudes toward school uniforms are sometimes at odds. Many students hold the attitude that they have the "right" to be free to express themselves. However, what is often overlooked is the attached responsibility to the right of free expression. Consequently, having a "responsibility" means doing it constructively, in such a way as to not violate policies, laws, and others' rights.

Unfortunately, in a democratic society, the freedom of responsible right is an acquired attitude of both teachers and students and is unlikely to be favorably resolved in the near future. Quite possibly, the answer lies in both sides adopting the attitude of responsible right through a dress code program.