Undertaking Primary And Secondary Research
Aperçu
Once you have an issue, the temptation is to jump straight to doing something about it. Resist it. A project built on assumptions rather than evidence tends to solve the wrong problem, or solve the right problem in a way that does not work, because nobody asked the people it was meant to help.
This lesson teaches you how to research an issue properly before you act on it: how to turn a broad concern into specific research questions, how secondary research and primary research each do a different job, and how to design a survey or interview that actually tells you the truth rather than the answer you were hoping to hear. The running example throughout is a public library reducing its opening hours, a genuine local issue with real people on different sides of it.
Objectifs
- Identify and sequence research questions relating to the issue, problem, cause or social need
- Carry out primary research to answer research questions
- Analyse responses to research questions to support the activity they wish to undertake
- Carry out secondary research to investigate a citizenship issue and prepare for carrying out primary research
Note de cours
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Évaluation de la leçon
Félicitations, vous avez terminé la leçon sur Undertaking Primary And Secondary Research. Maintenant que vous avez exploré le concepts et idées clés, il est temps de mettre vos connaissances à lépreuve. Cette section propose une variété de pratiques des questions conçues pour renforcer votre compréhension et vous aider à évaluer votre compréhension de la matière.
Vous rencontrerez un mélange de types de questions, y compris des questions à choix multiple, des questions à réponse courte et des questions de rédaction. Chaque question est soigneusement conçue pour évaluer différents aspects de vos connaissances et de vos compétences en pensée critique.
Utilisez cette section d'évaluation comme une occasion de renforcer votre compréhension du sujet et d'identifier les domaines où vous pourriez avoir besoin d'étudier davantage. Ne soyez pas découragé par les défis que vous rencontrez ; considérez-les plutôt comme des opportunités de croissance et d'amélioration.
- Which of the following is an example of secondary research? A) Interviewing library staff about visitor numbers B) Reading a council report on library funding that was published last year C) Standing outside the library counting visitors D) Distributing a new questionnaire to library users Answer: B
- A student only surveys their five closest friends about a local issue because it is quick and easy. This is an example of: A) A representative sample B) A convenience sample C) Secondary research D) A leading question Answer: B
- Which of these questions is worded as a leading question? A) What are your views on the proposed library closure? B) How often do you visit the library, if at all? C) Don't you think it's unfair that the library is closing early? D) On a scale of 1 to 5, how important is the library to you? Answer: C
- Which primary research method is most suitable for exploring, in depth, why a small number of individuals feel strongly about an issue? A) A large-scale questionnaire B) An interview C) A national statistics report D) A newspaper archive search Answer: B
- A student's survey finds that most respondents oppose an issue, but the sample was made up entirely of people already known to the student. What is the main limitation of this finding? A) The finding is definitely false B) The sample may not represent the wider population fairly C) Surveys cannot be used as primary research D) Secondary research should have been used instead Answer: B
Disponible sur l'application Green Bridge
Téléchargez l'application Green Bridge CBT sur votre téléphone ou votre ordinateur pour accéder aux notes de cours complètes, aux questions pratiques, et plus encore.
Disponible sur l'application Green Bridge
Téléchargez l'application Green Bridge CBT sur votre téléphone ou votre ordinateur pour accéder aux notes de cours complètes, aux questions pratiques, et plus encore.
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