CHAPTER THREE: RESEARCH DESIGN AND METHODOLOGY
3.3 Research Design and methods
The main inquiry in the present study was to explore the gifted programming options offered across private middle schools in Dubai in the absence of any prior literature or research. The aim of the current research was to bridge the gap in literature regarding gifted education in the local context. Since this was a pilot study and required an inductive process of gathering comprehensive information and understanding while the researcher had to maintain a flexible approach and henceforth qualitative methods were deemed appropriate for this investigation (Morgan, 2014).
Qualitative Research Quantitative Research Induction
Purposes
Generates theory from observations.
Oriented to discovery, explorations.
Procedures
Emergent designs.
Merges data collection and analysis.
Deduction
Purposes
Tests theory through observations.
Oriented to cause and effect.
Procedures
Predetermined designs.
Separates data collection and analysis.
146 Subjectivity
Purposes
Emphasizes meaning, interpretation.
Tries to understand others’
perspectives.
Procedures
Researcher is involved, close to data.
Researcher is the research instrument.
Objectivity
Purposes
Emphasizes things that can be measured.
Results do not depend on beliefs.
Procedures
Researcher is detached, distant from the data.
Relies on standardised protocols.
Context
Purposes
Emphasizes specific depth and detail.
Analyses holistic systems.
Procedures
Uses a naturalistic approach.
Relies on few purposefully chosen cases.
Generality
Purposes
Emphasizes generalization and replication.
Analyses variables.
Procedures
Uses experimental and statistical controls.
Works across a large number of cases.
Table 3.1: Comparing Qualitative and Quantitative Research (Morgan 2014)
The next phase of this study involved analysing the effectiveness of the gifted programming options offered for students across their cognitive and affective domains and quantitative methods suited the purposes. The differences between both these methods as explained by Morgan (2014) are tabulated above.
147 To explain further, the sequential exploratory research design using qualitative methods to inquire and understand the existing gifted programming options initially followed by quantitative analysis of student data to extend or validate the qualitative findings were considered appropriate for the current study (Fraenkel et al., 2019). Although the investigation of the gifted education programs formed the main research problem of this study, it was also guided by the fact that if the existing programs were proven to be effective across the learners’ cognitive and affective domains, the findings would provide stronger advocacy for gifted provisions and services in the region (Davis et al., 2011).
Also, it was essential to decide the scope of the review, as gifted provisions offered can be broad and varied across different institutions. The purpose of the current study is to investigate the gifted programs offered to the identified middle school learners and gauge the effectiveness of this programming across the cognitive and affective domains for the academically gifted students only (Neumeister, Burney & NAGC 2012).
The NAGC Gifted Education Programming Standards were utilized as the rubric to evaluate the gifted programs offered in middle schools for the purposes of this study. As explained by Callahan (2004), any outcome-based approach must be considered against expected standards to gauge its effectiveness. The NAGC standards offered a framework with research-backed benchmarks across the areas of curriculum, learning and development, assessment, learning environment, programming and professional development that allowed the researcher to evaluate the provisions and services provided at schools in Dubai (NAGC 2019).
Similar studies conducted by AlGhawi (2017) used the NAGC standards for exploring the gifted education programming options offered across the primary public schools in
148 Dubai. The author also utilized sequential mixed methods for her study. Also, the study by Matthews and Shaunessy (2010) used the NAGC standards to evaluate the gifted identification, policy and gifted plans using qualitative methods in Florida. Their research made purposeful contributions in terms of documenting the strengths and weaknesses of the gifted programs offered with their local context. The intent of the current study agrees with both studies discussed above. Similarly, Alborno and Gaad (2014) used the tool designed by Booth and Ainscow to evaluate the inclusive provisions within the UAE and report meaningful findings and making future recommendations.
As explained previously, the initial part of the investigation involved exploration and in- depth understanding of the gifted programs offered across various schools in Dubai. The researcher gathered this information by interviewing the educators of gifted programs in schools following the popular curricula in Dubai, namely the IB, UK, Indian, and the US curriculum, while attempting to apprehend their perspectives. The qualitative data collected was scrutinized in combination with the KHDA school inspection reports and this process helped to validate the data collated from the educators.
The subsequent part of the investigation involved three subsections described below:
a) The examination of the effectiveness of these gifted programs which comprised the quantitative data analysis of student ability data (CAT4) and various curriculum-based attainment data (PTE/PTM/PTS, MAP, IBT, ASSET) to analyse the efficacy across the cognitive domain in each of the participating school. All these assessments are standardised assessments mandated by the KHDA (KHDA, 2016).
149 b) Analysing the self-perception of the identified gifted students using the Academic Motivation Scale (AMS) based on the Self-determination theory (SDT) to gauge the effectiveness of the gifted programming provided across their affective domain. The researcher decided to measure only one affective factor to narrow the scope of this study.
c) The final subsection was to find any important implications of student demographic data on the findings in terms of their nationalities and gender.
The last part of the present research consisted of the detailed qualitative analysis of the gifted programs, gauging its effectiveness, descriptive reporting of all the findings and making possible suggestions for improvement based on NAGC standards. Additionally, the researcher hopes that the findings of this study would be used to advocate for broader causes of establishing a federal gifted policy and gifted education standards adapted for the local context to ensure consistency in the provisions and services offered by all educational institutions for our deserving gifted learners.
The assessment of the gifted provisions offered across the fifty-two states in the U.S. was conducted by Kaul and Davis (2018). Their study evidenced positive outcomes for gifted learners considering the need for compliance with the ESSA and made recommendations for further improvements in the gifted programs. Another exploratory study about gifted programs in Australia was conducted by Long et al. (2015). This research used qualitative methods for their investigation and explained their findings across ten public schools.
Analogously, researchers explained the position of gifted programs and challenges faced by educators in India owing to the complex cultural, socio-economic, geographic conditions, and the diversity of affecting factors using qualitative methods (Kurup &
150 Maithreyi, 2012). Learning from the nature of research studies discussed in this section and reflecting on the need of the present study, the researcher designed the research methodology appropriate for the purposes of the current study. The research methodology for the current study can be diagrammatically represented as shown in figure 3.1 below:
Figure 3.1: Research Methodology for this Study
Summarizing all the points highlighted, the current investigation followed the exploratory sequential mixed methodology using a pragmatic paradigm for representing the issues of equity in inclusive education for the underrepresented gifted learners (Creswell, 2012).
The present study involved interviews, survey research, learner ability and attainment data analysis from standardised assessments and documentation reviews. The strengths of the sequential mixed-methods research included the in-depth exploration of the relationships between variables. The initial qualitative methods helped in seeking the important gifted provisions offered and the following quantitative data aided the triangulation of data presenting a holistic picture of the gifted education. Thus, the
151 rationale of the pragmatic approach was suitable for the current study that aimed to investigate the gifted programs and gauge its effectiveness in terms of student outcomes (Fraenkel, Wallen & Hyun, 2019). Another significant strength of this sequential design was the fact that meaningful contributions were made by both the supplementary parts to the key core part of the methodology (Morgan, 2014). The key methodology steps expected to answer the research questions has been tabulated below:
Research Questions Approach Tool Sample Analysis
RQ1) What gifted programs are offered to meet the needs of identified gifted learners in middle schools in the private sector in Dubai?
STEP 1:
Qual
Interview
Master List of Structured Interview Qs, validated by
KHDA report document analysis
6
Learning &
Development, Assessment, Curriculum instruction and planning, Learning environment, Programming, Professional Learning
RQ2) To what extent do these programs enhance the students’ cognitive domain in terms of their English, Mathematics, and Science scores as compared to their predicted scores?
STEP 2:
Quan
Statistical data analysis of CAT4
& curriculum- based English, Math and Science scores
105
Student attainment in correlation to their ability using standardised assessments
152 RQ3) To what extent do these programs
enhance the students’ affective domain in terms of their self-perception?
Quan
Academic Motivation Scale (AMS) based on Self-determination Theory (SDT)
26
Student self- perception (motivation)
RQ4) Are there any significant differences in the student representation and academic performance of the gifted learners based on demographics?
Quan
Statistical data analysis to study demographic data.
105
Any differences based on demographics
Table 3.2: Summary of Research Design and Methodology
The following subsections explain the selection of site, context, participants, instruments, data analysis and ethical considerations for the current study.