My research topic is as follows;
"A comparative study of teachers'knowledge and use of punctuation in teaching of English at secondary school level". Kindly suggest me appropriate tool to collect data and test for analysis also.
You do not have enough information? What are your problem and purpose statements and most importantly what are your research questions? You said you are doing a comparative but are you doing a Quant or Qual study?
What you are trying to do here is understand the level of knowledge of a group of people on punctuation.
Whether they teach English or not, is irrelevant for the tool
Whether they are teachers or not, is irrelevant for the tool
However, your purposive sample will be "teachers who teach English at secondary school level"
If the data you are planning to collect is the 'knowledge' of someone about something, then the tool is pretty simple. GIve them an exam!
Maybe 30 questions, out of which 15 contain punctuation marks at the wrong places and 15 of them contain no errors. You will also need to cover a wide spectrum of punctuation errors. English has 14 punctuation marks. You may need to cover them all and the exam needs to be focusing on understanding the knowledge - which means the questions can't be too tricky and they can't be too easy either. Designing the actual questions will be a real challenge and you may need to reach out to a team of grammar experts to vet the questions. You will be challenged on the questions.
You have some more challenges. Usage of punctuation may vary between dialects of English. Although the usage of full stop, comma and exclamation marks don't change between dialects, punctuation marks like quotation marks do.
For example, 'British style uses "single quotation marks" for initial quotations, and double quotes when there is a quotation inside the quotation. The final full stop falls after the quotation mark'.
"But in Americans do it in the 'opposite' way." Neither of them can be called incorrect. This is an external factor that will creep in to your research.
Read it
Article Methodology of comparative studies in education
Comparative Education as a scientific paradigm is relatively new. Despite numerous theories, models, Pattern and researches in this field the comparative education is still faces enormous challenges. Since the foundation of modern and efficient education systems is dependent to new ideas and techniques, then the comparative studies by comparing the content and processes of successful education systems can be useful in designing and implementing educational changes. This article, along with the introduction and evolution of research in comparative education, studies the epistemological approaches and researches methods. Furthermore Methodological issues in comparative research (qualitative and quantitative data collection methods, validity, reliability and methods of data and information analysis) have been studied and finally the challenges of educational comparative research have been discussed. Comprehensive understanding of the challenges and Issues of Comparative studies through inhibition of surface and simplified views facilitate the effective use of research findings in this area.
Se pueden realizar los dos enfoques, análisis cuantitativo y cualitativo. Cada uno tiene su manera de abordar el problema.
Conteste primero si le interesa realizar un análisis meramente numérico. todo parece indicar que si habla de comparación, tendría que ir en esta dirección.
Pero si le interesa el porqué los números dicen algo, de la situación su abordaje sería diferente. ¿qué desea hacer?
If the comparative study attempts to investigate the relationship between two quantitative, continuous variables, You are using Correlation . You can start your research from here to find appropriate tools and techniques:
:https://www.incibe-cert.es/en/blog/correlation-and-data-analysis-tools
Ilham Hassen has a comprehensive approach to this question. Along with , mechanics or home style differences, there should also be prepared a system approach to the question including major factors: 1. punctuation related to the language family; 2. structural, lexical, stylistic features; 3. factors related to socio-historical, national and cultural identities; 4. factors related to imitations of other languages (mostly which? and why? even if was regarded to be error)
This is a draft of my thought, and I think the debates around it will discover more opportunities to analyse this.
Ass.prof. Eldar Shahgaldiyev
Azerbaijan technical University
Comparative study of your research has not yet positioned at the types, such as experimental or non-experimental, qualitative, quantitative, evaluation, or developmental research. Your research is just a description and become a good prelimary background for next research. No need an analysis.
it is a quantitative research,
so you should using test or non test as tool.
for teacher's knowledge: using test
use punctuation in teaching of english: using rating scale
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