Design Rationale

Design Rationale

In this assignment, you will review the template for the research prospectus and then draft a qualitative research method and design rationale typical to what would be presented in a Method and Design section of the research prospectus in your future CMP-9601E or CMP-9701E course. Be sure to revisit the prior assignments submitted for each of these study design components and the sources cited previously as you draft this rationale.

The rationale must describe and cite scholarly sources to support justification for each of the following components:

  1. Justification for the choice of the qualitative method to examine an educational research problem.
  2. Justification for the choice of research design as appropriately aligned with the qualitative method.
  3. Justification for the choice of sampling method and sample size as aligned with the conventions of qualitative research and the specific research design proposed.
  4. Justification for the choice of data collection method as aligned with the conventions of qualitative research and the specific research design proposed.
  5. Justification for the choice of data analysis method as aligned with the conventions of qualitative research and the specific research design proposed.
  6. Describe the qualitative analysis software application to be used for the proposed for the data analysis method proposed.

Length: 2-3 pages (does not include title page and References pages)

References: A minimum of 4 scholarly research guides or scholarly articles specific to the selected research design must be used to support the choices made and the rationale presented. Avoid general scholarly research guides such as Creswell or Trochim, and instead, utilize sources specific to the qualitative research design selected for the rationale.

Your rationale should demonstrate thoughtful consideration of the ideas and concepts presented in the course and provide new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards.


Given, M. L (2008). Phenomenology. In The SAGE Encyclopedia of Qualitative Research Methods. Retrieved from

Phenomenology Research Overview (2019). In Center for Innovation in Research and Teaching. Retrieved from

Venkatachalam, M. (2016). Qualitative Research Desins. Retrieved from

Yin, R.K. (2009). Case Study Research: Design and Methods. Thousand Oaks, CA. Sage Publications.

•Abraham, L., & Kumar, K. A. (2015). Sexual experiences and their correlates among college students in Mumbai City, India. International Family Planning Perspectives, 139-152.

•Boehm, S., Selves, E. J., Raleigh, E., Ronis, D., Butler, P. M., & Jacobs, M. (2014). College students’ perception of vulnerability/susceptibility and desire for health information. Patient Education and Counseling, 21(1), 77-87.

•Bretschneider. (2017). Document review as a qualitative research data collection method for teacher research. Sage Publications Limited.

•Jorgensen, D. L. (2015). Participant observation. Emerging trends in the social and behavioral sciences: An interdisciplinary, searchable, and linkable resource, 1-15.

•Krueger, R. A., & Casey, M. A. (2000). Overview of focus groups. Focus groups: a practical guide for applied research, 3-19.

•Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and Policy in Mental Health and Mental Health Services Research, 42(5), 533-544.

•Rohwer, A., Schoonees, A., & Young, T. (2014). Methods used and lessons learnt in conducting document reviews of medical and allied health curricula–a key step in curriculum evaluation. BMC medical education, 14(1), 236.

•Wolfe, D. A., Crooks, C. V., Chiodo, D., Hughes, R., & Ellis, W. (2012). Observations of adolescent peer resistance skills following a classroom-based healthy relationship program: A post-intervention comparison. Prevention Science, 13(2), 196-205.
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