I need a response to the instructor’s questions
The instructor response:
The first question that comes to mind here is whether the truancy behaviors have any relationship to the supervision of the teachers (which you mentioned early in your post). That is, where do the teachers fit into this study, and why? IF the researchers simply wanted to understand what behaviors these students engaged in while truant, how does that relate to the supervision issue? Moreover, an exploratory design suggests that they simply wanted to know what these kids are doing, correct? I guess I am a bit fuzzy here and would appreciate some clarification.
Dahl, P. (2016). Factors associated with truancy: Emerging adults’ recollections of skipping school. Journal of Adolescent Research, 31(1), 119–138. doi:10.1177/0743558415587324
My Response: In the article entitled “Factors associated with truancy: Emerging adults’ recollections of skipping school” by Dahl (2016), the researcher aims to evaluate the things that happen during the time a student is absent from school are not being supervised by teachers. The researcher uses a research question that seeks to determine how youths spend their time away from school. Analyzing the research question and the research objective, it is clear that the research question the author uses is logically connected with the study objective. Besides, the researcher has designed the research question appropriately to address the research problem, which is concerns the issue of truancy among school-going children. By identifying how the students spend their time during truancy, the researcher can appropriately determine the factors linked to truancy.
The researcher uses qualitative, explanatory study design to get the perspective of former truants on the way they spent their time when they skipped school. Through their perspective, the researcher would evaluate the things that students engage themselves with or how they spend their time during truancy. Therefore, the research question guides the researcher while undertaking the study using this study design. Besides, the researcher connects the qualitative design with the central question (Moser & Korstjens, 2018). The semi-structured interviews used in this study under the qualitative design guide the researcher to determine how emerging adults (former students aged between 18 and 25 years) spent the periods they were absent from schools they were in. Therefore, the study design is in line with the research question. The research question begins with “How” to help the researcher obtain qualitative data on respondents’ perspectives. Moreover, the focus on studying the way emerging adults spent their truancy, which is a single phenomenon. The question uses the verbs “do” and “spend,” which are explanatory verbs. The research question is designed with a non-directional language since it does not predict the outcome of the study. Also, the research question uses open-ended questions since the respondents answer the questions according to their understanding and are not limited to any options. Therefore, the research question is appropriately designed to align with the study purpose, qualitative design, and data collection method used. Adolescents are specifically targeted in the research question. Besides, the research question specifies the study site, which is out of school.
The use of semi-structured interview questions facilitates data collection from emerging adults about the way they spent their truancy during their school-going times. The interview questions were categorized into four groups that sought to examine the period the respondents were absent from school, the places they went during truancy, their activities during truancy, and the people they interacted with during the truancy (Maguire & Delahunt, 2017). The researcher uses emerging adults to examine their recollection of the things they were doing while they were away from teachers’ supervision. The sample selected consisted of emerging adults from different geographical settings to reduce bias and increase reliability during the study. Based on this evaluation, the research question conveys the overall study purpose that calls for the qualitative study method.
Dahl, P. (2016). Factors associated with truancy: Emerging adults’ recollections of skipping school. Journal of adolescent research, 31(1), 119-138.
Maguire, M., & Delahunt, B. (2017). Doing a thematic analysis: A practical, step-by-step guide for learning and teaching scholars. All Ireland Journal of Higher Education, 9(3).
Moser, A., & Korstjens, I. (2018). Series: Practical guidance to qualitative research. Part 3: Sampling, data collection, and analysis. European Journal of General Practice, 24(1), 9-18.
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