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methodforproposal.docx

methodforproposal.docx

5

Method for Proposal

Latoria Johnson

EEC6678

February 26, 2022

Method for Proposal

The research question is, is there a difference in change in social lives of children who have participated in the dramatic play. Dramatic play for children plays a crucial role in the development and enhancement of children’s social skills. Dramatic plays usually have some story depicting sorrow, happiness, celebration, pity, forgiveness among many other relevant required social skills. A dramatic play where a character is rude, unsocial, or of bad character may affect the child’s perception of society and in the end, affect their social skills. In this study, there are various qualitative methods and data analysis approaches that are used in research on the effect of dramatic play on children’s social skills.

Research Design

In this study, we are going to take upon a qualitative design method in the study. Interview transcripts, for example, can be used in qualitative analysis (Gaber, 2020). The qualitative analysis relies heavily on the researcher’s analytic and inclusive skills and personal awareness of the social context in which the data is collected, whereas quantitative analysis relies on statistics and is largely independent of the researcher. Analyzing phenomena qualitatively does not focus on explaining or predicting but on “making sense of” them. To conduct qualitative analysis effectively, researchers must have a set of analytical strategies in place, as well as a mindset that is both creative and investigative.

In this research am going to utilize the grounded theory in the conducting of qualitative research. The grounded theory encompasses the use of data in making decisions based on comparative analysis. In this case, the application of ground theory can be set out in trying to compare and define the different impacts of drama play on different children. The distinction between these children can be arrived at through checking the children’s previous social behaviors before the dramatic play and after a series of plays. In cases of noticeable changes in social behavior will indicate dramatic plays have an impact on their social engagements. I selected the qualitative method to address the research question as it based the results from textual data than numerical estimates hence easy to determine the change in social behavior and character.

Participants

The participants in the qualitative research will be categories of children of different ages and social classes. The criteria for the selection of participants will be based on their willingness to participate in a dramatic play. The participants will be tested before of their cautious and rude behavior before and after the play to determine the change brought about by the play to their social interactions. For the study, the size of the sample for study will be two groups of ten children each. These two groups will each dramatize their play differently from the other to make certain of the social character difference after the plays. Each participant child in the plays will each have their character to dramatize about with different social characteristics. The participants have to have good public speaking and acting skills to participate in the dramatization and play-acting. They also have to be able to understand and read effectively to participate.

A sampling of the participants will be purposefully considering the different roles available in dramatization. The roles of female actors will have to be done by a girl, while those of males to be done by boys. Some characteristics such as leadership, and character difference will also be a b=very essential considerations for qualitative research. The setting by which data will be collected will be through a questionnaire and dramatization of how the children react differently to different social events. These settings will allow note differences in some responses after what they have learned from the dramatization.

Data Collection

During the dramatic play by the participants, one key data collection method would be most essential to get the most data. This data collection method is observation. Through observation, it becomes possible to collect information without interfering with the play. Another data collection method relevant to the study is the interviewing of the children after the play through some social questions to determine whether there was a change or effect of the play. The use of these two methods ensures that I am able to collect both secondary data and primary data on the effect of dramatization on a child’s social engagement.

I chose these two data collection methods because of their effectiveness and reliability in getting information. Observation helps a researcher avoid having to talk to each and every participant. It also removes bias as the research can compare the changes resultant from before the dramatic play and after the play. An interview will allow for the getting and testis of some social etiquette words the children may have learned from the dramatic play. Hence these two types of data collection methods will allow getting a lot and quality information from participants to answer the research question.

Data analysis

In this research, we are going to utilize descriptive analysis. Descriptive analysis is used to find out what has happened in the past (Smith, 2011). It’s a common first step for companies before going on to more in-depth ground investigations. Let’s take a look at our imagined learning provider from earlier in this chapter as an example. Topnotch Learning may employ descriptive analytics to better understand the completion rates of its students’ courses. Businesses, on the other hand, could be interested in knowing how many people have used their products during a certain period of time. Maybe they’ll use it to see how sales have changed over the last five years. Despite the fact that the organization may not be able to draw inferences from any of these findings, summarizing and presenting the data will help them decide how to proceed.

Reference

Gaber, J. (2020). Qualitative analysis for planning & policy: Beyond the numbers. Routledge.

Smith, J., & Firth, J. (2011). Qualitative data analysis: the framework approach. Nurse researcher, 18(2), 52-62.

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