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This research will pursue to investigate the perception of mathematic achievement of fashion merchandising students. The study will answer the question of what Fashion Merchandising Students feel about mathematic achievement to the field of Fashion Merchandising. Fashion Merchandising Students will be asked about their view on mathematic contribution toward their work in the field of Fashion Merchandising Students. Additionally, students will be asked to identify any importance of mathematic competence in their education or training that could have contributed to a successful transition to a competent Fashion Marketer. The research will also interview two fashion merchandising instructors and ask them whether they think that mathematic has a significant contribution toward making a competent Fashion Marketer. According to Creswell (2012), this kind of research should explore the perceptions of both instructor and the student to discover if they think that the course has adequate mathematic units pivotal in creating all rounded Fashion Marketer who will be successful in the field upon completion their studies. The participants will also be asked to describe any insufficiencies in mathematic teaching. The information collected in this qualitative investigation will be used to establish and simplify the material that will in future form a survey tool for use in a quantitative study (Creswell, 2012).
Mathematical competence is extremely beneficial in any field (Corbin, 2008). Mathematical competence is the capability to develop and apply mathematical intelligent in order to resolve a wide range of difficulties in everyday state of affairs (Corbin, 2008). Building on a comprehensive mastery of mathematical ability, the importance is on procedure and activity, in addition to knowledge. Mathematical proficiency comprises, to diverse degrees, the capability and disposition to use mathematical approaches of thought and presentation.
Competence in mathematic in any field refers to the ability and willingness to use mathematic understanding and methodology to explain the natural world (Corbin, 2008). Various real life experiences pose questions that require answers from an individual. This is where mathematic knowledge comes in to help in drawing evidence-based answer. Competence mathematic is viewed as the solicitation of mathematic skills and methodology in response to human requirements or needs.
This study seeks to identify perception that fashion merchandising instructors and Students have toward mathematic achievement. When their perception is identified, necessary measure will be put in place to either reverse the perception of help student develop the required perception toward mathematic achievement. It is through the findings of this study that students and their instructor will be made aware of mathematic achievement in the field of Fashion Merchandising. Through this study, some inadequacies in the provision of mathematic knowledge in the teaching and learning of Fashion Merchandising will be identified (Creswell, 2012). This study, will therefore, be helpful in designing mechanism that will help the design new curriculum that takes care of those inadequacies. This, in turn, will help improve the quality of education being offered to the Fashion Merchandising students.
Fashion Merchandising Students have varied perceptions toward Mathematical Achievement. Some students feel that mathematic knowledge is not applicable in the field of Fashion Merchandising while other believes that mathematical knowledge is applicable in real live activities in which Phenomenology is included. Student with negative perception toward mathematic achievement can be helped to understand the importance of mathematic knowledge and methodology in solving various issues that can arise in the field. Curriculum could be modified to ensure that by the end of the course students are well equipped with mathematical knowledge applicable in the field when they graduate from school.
Phenomenology is the suitable qualitative design that suits the study of the outlined theme. This design is the outline that will be used to generate answers to research problems (theme).
Phenomenology is predominantly concerned with the methodical reflection on and study of the structures of perception and the phenomena that seem in acts of perception (Patton, 2002). This phenomenological ontology can be obviously differentiated from the Cartesian technique of analysis which sees the realm as collections of objects, and objects acting and responding upon one another (Patton, 2002). Phenomenology in study attempts to generate circumstances for the objective study of themes usually considered as subjective: opinion and the content of sensible experiences such as perceptions, judgments, and feelings (Patton, 2002). Even though phenomenology pursues to be scientific, it does not endeavor to study perception from the perspective of quantifiable psychology. Instead, it pursues through systematic consideration to determine the vital properties and configurations of experience.
The study to be carried out is concerned with the perception of both the Fashion Merchandising instructor and students toward mathematic achievement. This therefore, makes Phenomenology the best design strategy in this study.
Unit of Analysis
The unit of analysis will be individuals. These individuals will include two Fashion Merchandising instructor and students in the buying and marketing class.
When doing a research, it is almost constantly impossible to study the whole population that one is concerned with. Consequently, use samples as a way to gather information become necessary. A sample is a subdivision of the population being investigated.
In this study, two sampling techniques will be used: Purposive samples and Simple random. Purposive sampling techniques will involve intentionally selecting individuals to survey. During study, two Fashion Merchandising instructors and students from buying and marketing class will be sample. Simple random sampling technique will be used to select student randomly from buying and marketing class.
The sample size will be thirty. In this study, two instructors and twenty eight students from buying and marketing class will be interviewed.
Data Collection and Fieldwork Strategies
Type of data collection:
The researcher used structured interview since it is not time consuming. The information collected was retrieved and analyzed. A single questionnaire was designed and used to interview the participants.
Data will be gathered through structured interview since it is not time consuming. The selected participants will be requested to answer a designed interview protocol. The interview protocol will be dig up from a series of self-assessment tools that have been amended for this application. Open-ended queries will be questioned to the participants, and there are hordes of possible responses that may demand follow-on questions. This, therefore, will make interview be the appropriate instruments to be used in conducting this research. After the completion of interview, makeshift questions will be conveyed to elucidate or expand on the information submitted previously. Researcher will give guidance to the participant by giving clearance of various questions to the respondents. Interaction between interviewer and respondent will permits the utilization of possibly strange information. Respondent will be assured that the collected information will remain confidential.
Who to collect from
Participants, who will mostly be students from buying and marketing class, will be selected through a purposive sampling and random sampling. Purposive sampling will be used to reach out at the students in buying and marketing class. Apart from the students, information will also be collected from two of the Fashion Merchandising instructors.
Context for collection
Data collection will take place in the classroom when dealing with student. This will be focusing on the selected students from buying and marketing class. Collection of data from the instructor will take place in the departmentâ€™s office.
How to analyzed data
From every interview will be documented in digital setup and stored for reference. Prominent parts of the interviews will be transliterated. The transcripts will then be coded to safeguard participantâ€™s discretion. Content examination will be steered to extract thematic statistics and then coded and expanded in order to convey a study tool for a greater quantifiable research project.
One limitation that may hamper the conduct of this research is the level of understanding that Fashion Merchandising students from buying and marketing class may have regarding their perception toward mathematic achievement. Students may not be willing to give the actual answer on what they feel about mathematic achievement. The might opt to provide information that they think the respondent is looking for.
Addressing This Limitation
During the interview the participants will be retold to answer questions based on their perception toward mathematic achievement experience. In addition, the study questions will be structured in such a way that it will prompt the student to give answer depending on what they feel about mathematic achievement. Participant will also be taught about the importance of this study and importance of them providing valid answers.