Liberty University EDUC 980: Qualitative Design Text Summary

This report presents a summary of a student's analysis of Clark Moustakas's "Phenomenological Research Methods" in the context of a qualitative research design. The analysis provides a detailed overview of the major components of the design, including its unique approach to human science research and its appropriateness for a student's topic focusing on test anxiety among community college students. It explores suitable data collection methods, emphasizing the importance of direct interviews and grounded theory. The report also outlines appropriate steps of analysis, such as applying Moustakas's methods, setting research questions, and considering interviewee experiences. The student's work is well-structured, and the design has made it easy for a better understanding of the anxiety disorder. The design of the main text has been borrowed to contribute to the development, articulation, and flow of the idea of the student's work. The report concludes by highlighting the significance of understanding the core concepts of the primary text, relating the methods used, and understanding the steps taken to collect relevant data.

Running head: DESIGN TEXT SUMMARY
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Design text summary
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DESIGN TEXT SUMMARY
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Abstract
The analysis involves a summary of the primary main text from Clark Moustakas's
Phenomenological Research Methods. The purpose of this analysis is the measure of the
mastery of the materials taken from the main text. This is a kind of skills evaluation in which one
will be evaluated the level of articulating the provided data to the simpler forms.
Summary of the major components of the design
There are special major components of the design well illustrated in Moustakas'
phenomenological research types of the method. The design for the major part of the designed-in
respect to the Phenomenological Research methods comprises of some guided components
questions from other individuals who carried out the phenomenological models within their areas
of study (Lehmam, 2019).The main text takes the design of chapters with their various fields of
concern. Like in the first designed chapter of the text involves models on human science
perspective (Word, 2010). In this part, the five human research approaches are well illustrated
with their respective qualitative methodologies. Actually, the design of the text seems to be so
unique from other qualitative models and designs of human science research. Actually, the
design method of the text represents the commonalities of the theories based on human science
as part of the qualitative analysis. Actually, the main text has taken the design framework that
will give the briefs about the main area of concern (Huijun & Li, 2018). The major designs of the
main text provide an overview of the Ethnography where the extensive fieldwork is pursued
within the social settings. The designs enable the initial exploration, planning as well as
participation and observations from the ethnographic design. The main text has as well focused
on the design of the grounded research approach unraveling the elements of the experience.
The reason why this design is appropriate for the student's topic

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The design that has been shown in the main text is appropriate for the student's topic. It
gives the student a better understanding of how he/she should frame the assessment. The main
text assumes a unique design. This equips the student to have a unique articulation of the
assessment and clear points of concern (Seidlhofer & Widdowson, 2019). Through the design
extracted from the main text, the student can bring out the idea of the Hermeneutical
Phenomenology and better understand the anxiety test among the other students. The way the
student designs their assessment is directly affected by the design of the main text for Moustakas
(Moustakas, 1994). Following what has already been seen in text for Moustakas, the design has
made it easy for a better understanding of the anxiety disorder, which is highly covered in the
student's point of concern. Considering how the points have been articulated in text for
Moustakas, it is apparent that this design of discussing all the aspects as separate entities has
helped the student complete their part of the assessment (Cooper & Fava, 2016). Looking at the
way the student's work is arranged and how points are discussed, it is an unambiguous indication
that much has been borrowed from the text for Moustakas (O’Reilly, T2013). The student's work
is well categorized and designed into different topics and areas of concern giving the student and
any reader a better understanding of the primary concern. This is the design that has been
borrowed from the text for Moustakas, and there it would be fine to suggest that the design of the
main text is contributing to the development, articulation, and flow of the idea of the student's
work.
Types of data collection appropriate for the design
The essence of human experience characterizes the types of data from the text for
Moustakas. The data collected illustrates the theme of the study. It is clear from the main text
that three significant components are guiding the construction of the data. The types of data

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collected are direct from the interviews, which have been coherently shown the results of the
investigation. In this case, the data collected are primary and non-altered. The primary types of
data in this research are direct from the interviewees. To design a proper assessment, the
grounded theory would be much applicable to get the real information regarding the topic of
discussion. The coding and analysis of the data determined the data that will be collected from
the main text. Actually, from the way the data is presented in the book for Moustakas, it will be
possible to collect the actual information of the data. The type of the data here is based on a
simultaneous framework but not as separate components of the research.
Steps of analysis appropriate for the design
Various steps will be appropriate for analysis of the design for the assessment. The idea
of the design would be bound with how the main text has been arranged and designed. The first
step required is based on the methods and procedures when carrying out the Human Science
Research by application of Clark Moustakas's Phenomenological Research Methods (Robin &
McKeown, 2016). The process of carrying the analysis and assessment need step by step
procedures and methods for effective data collection. The next thing that needs to be done is
setting the research questions that will provide the guidelines on how the assessment and
research will be done. The research questions will be the framework under which the analysis
will depend. The next thing that needs to be done is coherent instigation of the experiences
regarding the interviewees. The views of the interviewees should be considered of high
importance and well recorded. What follows next is the development of the literature report
based on the significant method selected for the research. The most crucial step is the general
description of the structure of learning based on personal projects and the implicit perception of

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the analysis. The analysis of the phenomenological studies gives the base under which the final
analysis of the assessment is based upon.
Conclusion
The information provided has been incorporated into the important steps that should be
taken when extracting the main ideas from the primary texts. What has been learned from this
analysis is that one needs to understand the concept of extracting the main concepts from the
primary texts. Things that need to be understood are how to relate the methods used and a better
understanding of the steps taken to collect the relevant data.

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References
Cooper, J. S., & Fava, J. A. (2016). Life‐Cycle assessment practitioner survey: Summary of
results. Journal of Industrial Ecology, 10(4), 12-14.
Huijun, Z., & Li, W. (2018). Summary of Conceptual Design and Its Methods for Mechanical
products [J]. Machine Design And Research, 2.
Lehmam, A. (2019). Text structuration leading to an automatic summary system:
RAFI. Information processing & management, 35(2), 181-191.
Moustakas, C. (1994). Phenomenological research methods. Journal of International education
and professional . 85(1-2), 1-160.
O’Reilly, T. (2013, June). Automated scoring of a summary-writing task designed to measure
reading comprehension. In Proceedings of the eighth workshop on innovative use of NLP
for building educational applications (pp. 163-168).
Robin, J., & McKeown, K. (2016). Empirically designing and evaluating a new revision-based
model for summary generation. Artificial Intelligence, 85(1-2), 135-179.
Seidlhofer, B., & Widdowson, H. (2019). Coherence in summary: The contexts of appropriate
discourse. PRAGMATICS AND BEYOND NEW SERIES, 205-220.
Word, E. (2010). Student/Teacher Achievement Ratio (STAR) Tennessee's K-3 Class Size
Study. Final Summary Report 1985-1990.