Adjusting to the COVID-19 Pandemic : mid-study changes to a case study on equity in chemistry instruction / Anna Margiotta, Corina E. Brown.

Format:

Book

Author/Creator:

Margiotta, Anna, author.

Brown, Corina E., author.

Series:

SAGE Research methods cases.

SAGE Research methods cases

Language:

English

Subjects (All):

COVID-19 Pandemic, 2020-2023--Social aspects--Research.

COVID-19 Pandemic, 2020-2023.

Qualitative research.

Physical Description:

1 online resource.

Place of Publication:

London : SAGE Publications Ltd, 2023.

Summary:

In research, and in daily life, the rise of the COVID-19 pandemic was a disruption. For qualitative research projects that were occurring, the COVID-19 pandemic was an example of contemporary history, or current events, threatening research trustworthiness. Trustworthiness was defined Glaser and Strauss (1967) as a measure for believability of the findings of a research study and functions similarly to internal validity in quantitative research. In general, instances of current events or contemporary history are considered potential threats to trustworthiness. Specifically, the disruption of the COVID-19 pandemic could affect trustworthiness in at least two ways. First, the data collection procedure was altered due to concerns about in-person contact with participants. Second, the experiences associated with the pandemic may have influenced participants' perspectives on equity and higher education. These factors could influence the stability of the data throughout the study.Considering aspects of the critical constructivism framework underpinning this study, including that knowledge is socially constructed and truth is subjective, participant statements on their overall experiences in chemistry instruction in higher education cannot be separated from their current experiences in the COVID-19 pandemic. The adjustments made to one case study research as a response to the COVID-19 pandemic are discussed. This case study research used constructivist grounded theory (CGT) and reflexive thematic analysis (TA) methods to construct a theory of equity for undergraduate students studying chemistry at public universities in Colorado. Also, using the same data, opportunities for equitable change at public universities in Colorado were identified. The CGT and reflexive TA methods that were used in this case study are described along with comments on how these methods are complimentary with each other and to case study methodology. Thirty interview participants were included in this study; seven of them were interviewed prior to the COVID-19 pandemic. As part of the case study research, reflexivity and memo journal, survey, interview, and observation data were collected. The collection of observation data ended due to the COVID-19 pandemic and the methods for interviewing participants were adjusted. Since this piece of contemporary history may have influenced participant experiences as they related to the data, the research collection and analysis was paused, the literature was reviewed, and the associated institutional review board (IRB) was consulted to determine the selected adjustments to the research design. Implications of the COVID-19 pandemic and the potential influence of the methods adjustments in response to the pandemic are discussed. This adjustment process and attached reflective discussions may be helpful when considering influences of current events on other research projects.

Notes:

Description based on publisher supplied metadata and other sources.

ISBN:

1-5296-6793-3

9781529667936

OCLC:

1369931438