Aspects of School Effectiveness and Organisational Learning Entrenched in the Schools in Saudi Arabia and Britain – Research Paper Example

Download full paperFile format: .doc, available for editing

The paper “ Aspects of School Effectiveness and Organisational Learning Entrenched in the Schools in Saudi Arabia and Britain” is a   brilliant example of a research paper on education. The key aim of this research study is to critically compare the roles of headteachers in the Saudi Arabian and British education systems. This study also examines what characteristics define a “ good school” in the Saudi Arabian and British education systems and establishes whether schools in Saudi Arabia conform to the characteristics of what is referred to as ‘ good schools’ in Britain. In essence, this study focuses on examining the similarities and differences of the head teacher’ s role in the Saudi Arabian and British education systems within the context of effective schools and schools as learning organizations. This section discusses in-depth methods or approaches that were used to conduct the proposed research study.

Firstly, this section describes the design of the study in relation to the type of research method or approach used and its suitability in realizing the key objectives of the study. Secondly, it describes the settings or the context of the study and the participants involved in this study.

Moreover, it describes the procedures and methods used in data collection and provides justification for why these methods are suitable. It will also highlight some of the limitations of using these methods. Lastly, this section describes how the data collected will be analyzed and the suitability of the analytical methods that will be used. Research Design Basically, the research design for this study is quantitative in nature. This study employs a positivism quantitative approach. According to Muijs (2010), quantitative research is a systematic empirical inquiry of a particular research issue that involves the use of numerical data.

In quantitative research data is collected in numerical form for quantitative analysis. Aliaga and Gunderson (2000) note that quantitative research involves investigating a phenomenon by collecting numerical data which are later on analyzed using mathematical or statistical methods. Similarly, Newman & Benz (1998) note that quantitative research mainly focuses on proof and measurement. This research approach incorporates a scientific approach. It is largely based on the premise that a phenomenon is meaningful when it can be quantified or counted.

Hence it deals with numerical data that allow mathematical or statistical analysis. Hopkins (2000) observes that quantitative research is mainly used for quantifying relationships between two or more variables. For instance, this study uses a quantitative research design mainly because it explores or compares the relationship between two variables i. e head teacher’ s role in the Saudi Arabian and British education systems. Hopkins further notes that quantitative research measures on a particular sample of subjects and subsequently reflects the relationship between variables using impact statistics such as relative frequencies, differences, and correlations (Hopkins 2000). Typically, most quantitative research studies tend to be aligned within the positivism paradigm.

Basically, the positivism paradigm accentuates that information sources either social or scientific based on empirical studies and mathematical treatment exclusively provide authoritative or factual knowledge. Positivists generally assume that scientific knowledge is the only valid knowledge. Furthermore, positivists hold that reality is objective, it is separate from the researcher and can be seen (Wimmer & Dominick 2011; Muijs 2004). Wimmer & Dominick (2011), note that the positivism paradigm mainly incorporates concepts like objectives, hypotheses, and quantification.

The use of a positivism paradigm requires researchers to be completely objective and aim at generating general findings and explore various phenomena across different settings. In essence, the positivism paradigm is more centered on examining research issues in breadth rather than depth (Wimmer & Dominick 2011).      

References

Ader, H. & Hand, D 2008, Advising on research methods: A consultant’s companion, Johannes van Kessel Publishing, The Netherlands.

Aliaga, M. & Gunderson, B 2000, Interactive Statistics, Pearson, New Jersey.

Borgatti, S 2012, Grounded Theory, viewed on 11 February 2013

Burns, R.B 2000, Introduction to Research Methods, 4th Ed, SAGE Publications, London.

Birmingham City Council (BCC) 2012, Primary and Secondary Schools, viewed on 11 February 2013

Cargan, L 2007, Doing social research, Rowman & Littlefield, New York.

Darzi, A. & Athanasiou, T 2010, Key topics in surgical research and methodology, Springer New York.

Hopkins W.G 2000, “Quantitative Research Design”, Sportscience vol 4, no 1, viewed on 11 February 2013

Marlow, C 2010, Research Methods for Generalist Social Work, Cengage Learning, Belmont, CA.

Mcleod, S 2008, Likert Scale, viewed on 11 February 2013

McQueen, R. & Knussen, C.H. 2002, Research Methods for Social Science: An Introduction, Prentice-Hall, Essex.

Ministry of Education 2009, Educational policy in Saudi Arabia, Ministry of Education press, Riyadh.

Newman, I. & Benz, C 1998, Qualitative-Quantitative research methodology: exploring the interactive continuum, SIU Press, Illinois.

Wimmer, R. & Dominick, J 2011, Mass Media Research: An introduction, Cengage Learning, London.

Download full paperFile format: .doc, available for editing
Contact Us