Article Critique Assignment
- (link 9) guidelines
for a research proposal (these guidelines should be used
to constructively critique your research proposal for this course and in the future).
- Criticism of a Proposal
- Quoted from McMillian, J. and Schumacher, S. (1997). Research
in education: A conceptual introduction (4th edition), pp.
602-603. NY: HarpersCollins College Publishers.
- After completing a draft of a proposal,
authors read it critically in terms of research criteria appropriate
for the purpose and design of the study. In addition to self-criticism,
researchers give a draft to colleagues for feedback. Students
give a draft to their advisory chair and if the chair feels it
is ready for full committee feedback asks the student to provide
a draft to his/her dissertation or thesis committee members for
feedback. Once revisions are complete the student is ready to
present the proposal for committee approval to go forward with
- Below are some common
weaknesses of proposals to avoid:
- 1. The problem is trivial.
Problems that are of only peripheral
interest to the field are seldom approved. The problem should
be related to current knowledge, scholarly thinking, research,
and practices in the field.
- 2. The problem is not
deliminated. A problem must be focused
for both research and practical reasons. Designs cannot yield
valid data for every possible variable, nor can qualitative researchers
encompass extremely broad questions in a single study. Experienced
researchers know how time-consuming research processes are from
the initial conceptualization of an idea through the final report.
Researchers rationally delimit the problem. The specific research
questions and/or hypothesis or the qualitative foreshadowed problems
are focused by the theoretical frame which is stated in such
as way so that the delineation of the focus is apparent.
- 3. The objectives of
the proposal are too general. Sometimes
hypotheses are stated in such broad, general terms that only
the research design really conveys what the study is about. If
the research design does not logically match the specific research
questions and/or hypothesis or the qualitative research questions,
then the planned study is not capable of meeting proposal objectives.
Failure to consider extraneous or confounding variables is a
serious error in a quantitative proposal. Qualitative proposals
need to be focus too with a theoretical frame that provides the
lens for collecting data, analyzing data, and interpreting data.
- 4. The methodology
is lacking in detail appropriate for the proposed study. Quantitative proposals should be detailed sufficiently
in subjects, instrumentation, and data analysis to allow for
replication. Qualitative proposals, by their inductive nature,
are less specific in certain aspects. A qualitative proposal,
however, can be sufficiently specific to connote possible purposeful
sampling, planned data collection strategies, and inductive data
analysis techniques. This specification ensures a review committee
that the researcher is aware of subsequent decisions to be made.
Much of the specificity for either quantitative or qualitative
proposals depends on the extent of the researcher's preliminary
- 5. The design limitations
are addressed insufficiently.