Applied Social Research

Table of Contents

Qualitative table 1.

Quantitative Analysis.


Qualitative Table 1

Coding Level 1

(Parent Code)

Coding Level 2

(Child Code)


Effective teaching staff


 “Its Enthusiasm of the tutors are appreciable as the teachers are there to address the students needs” (1)

“Each of the teachers is very enthusiastic toward their job hence carry out their duties of imparting education with proper precision and are knowledgeable” (2)



“All the teaching staffs convey their teachings in a simple and deliberate manner” (1)

“Any divulgence in terms of expression related to the teaching activity can compromise the teaching process” (2)



“It is crucial that young teachers are sustainable while imparting education” (2)

“Sustainable Guidance is important to make students focus on their relevant topics” (3)



“Proper training of the teaching staffs are necessary to address the educational needs of the students in a confident way” (3)

“Training is something that helps you to be perfect in your job of imparting education” (4)

Flexibility in the hours of learning


“Casual working helps me manage my week’s schedule and make it me cater more reliable service ”(1)


Additional obligation

“sporadically I engage myself in babysitting” (4)

“This obligation at times becomes hard to manage when the home stuff goes absent” (2)


Effect on educational assessment

“As I missed my classes it greatly impacts my educational assessment leading to a drop in grades” (2)

“In my belief, I avail higher grades if I attend the class as for me face-to-face interaction with the teacher helps me to understand my subjects” (1)


Student approval/interests

“Reducing the level of miscommunication with the students having some physical impairment is tricky” (3)

“Approval of the students is necessary when I am not willing to attend the class and get engaged” (4)



“While conducting an on-campus interview I need to be present on a full-time basis” (1)

“Managing my work schedule due to on-campus job opportunities have increased my efficiency” (3)

Mixed Learning Procedures

Environment or ways of Learning

"I want to visualize things and I don't like talking to a particular person on a 1to1 basis." (2)

"For me, it would probably be more visual and practical, especially since I am an especially visual person." (4)



“Distractions are more as the teacher cannot address the students at a time” (1)

"I think online tutorials take a lot longer time." (2)

"Going online and joining a zoom class made my job a little easier. If I could not I would fail to notice the whole class at once." (3)


Traditional learning

"I like classroom learning and also like diverse, blended learning." (2)

"I believe I lean toward very close talks and instructional activities" (3)

"Goodness of class attracts everyone" (4)

Buddy up and socializing

Course programs

"Being in a class with individuals who truly care and are intrigued" (2)

"Facilitates change to another year or another class, so if I have somebody I know and I meet new companions." (3)



“I get together up with 2 friends from class, like before the commencement of the class” (1)


Social clubs in University

I am not part of any of them right now and I don't have a clue whether I truly need it " (2)

"None of them truly care about me" (4)

Study material access

Study Resource openness

“Lacking timely access to lectures” (1)

“I will be obliged if I get easy access to the study materials”. (2)


For the analysis of the qualitative data, the entire class was separated into teachers according to the appropriate sampling style (random) because all of the students were part of the School of Social Sciences. There was a zoom meeting organized aftermath the questions of the interview were shaped cooperatively. An example from the Student Workbook (2020) is used when asking this question. Furthermore, the group became a couple and began interviewing each other. The rest of the team made an observation note when this happened. Each of the interviews was recorded and there were four total interviews conducted. Every member of the assigned group needed to document their consecutive interviews so that everybody could view and code the data (Buzacott-Speer, 2016).

The information showed in Table 1 subjects’ insights into imperative aspects of experience in the university regarding the preferences of social science students. These data show that students appreciate flexible learning times as well as effective teaching staff. In this context, in the interview, the students stated that they would be respected if the staff supported the student and “Enthusiasm of the tutors are appreciable as the teachers are there to address the students needs” (1).

The collected information concerning the interviews subject only one of its kind insights into the sphere of social science students and are viewed as a force for this approach. This research can review the needs of university students and explain which aspects need to be improved. For example, when students are willing to support teachers, students continue to learn by studying online and have difficulty accepting assignments that are classified. Also, learning in online terms does not augment output because students find it confusing and time-consuming. To address this issue, the university needs to see the sights of online learning options and review student feedback. However, the sample size in context to the study was small which also created a problem for the researchers (Simmons, 2018).

Quantitative Analysis

Table 1

This particular table reflects the mode of study. The mode of study in this context is regarded as full time and part time. The frequency in regard to full-time students is 18, the frequency regarding part-time students is 12. The total frequency in this regard is 30. The frequency in per cent of the full-time student’s is 60% and the frequency in per cent of the part-time model is 40%. It has been comprehended that 60% of the full-time respondents regarded the full-time mode of study. More number of students was found to prefer full-time study mode in comparison to part-time.

Table 2

This particular table reflects the age of the students. The age of the students in this context conferred to 20, 21 and 22. The total frequency in this regard was identified as 6. It has been conferred that 16.67% of the respondents were aged 20, it has been conferred that 16.67% of the respondents were aged 21 and it has been conferred that 66.67% of the respondents were aged 22. It has been comprehended from the above table that respondents of age 22 were the highest in this regard. Students with 22 years of age were given utmost importance while collecting data associated with this study.

This particular table reflects the importance of flexible learning. 16.67% of respondents responded that the importance of flexible learning is not important. 20% of respondents responded that the importance of flexible learning is somewhat important. 13.33% of respondents responded that the importance of flexible learning is neutral. 16.67% of the respondents responded that the importance of flexible learning is important. 33.33% of the respondents responded that the importance of flexible learning is very important. The total frequency noted in this context is 30. It has been comprehended from the above table that 33.33% of the respondents think the importance of flexible learning is very important. Flexible learning helps students to gain knowledge in a better and effective way than any other ways of learning.

Table 3

This particular table reflects the mode of learning by the importance of flexible hours of learning. From the above table, it has been comprehended that full-time mode of learning is very important in context to the flexible learning hours for the students. Part-time mode of learning is important but not as full-time students.

This particular table also stated that mode of learning of full time who stated the importance of flexible learning hours is not important is 27.78%, somewhat important is 33.33%, neutral is 22.22%, important is 5.56% and 11.11% stated very important. Mode of learning of part-time students who responded that importance of flexible learning hours is not important were 0, somewhat important were 0, neutral was 0, important were 33.33%, very important was 66.67%. From the above table, it can be found that the importance of flexible hours of learning is high amongst the respondents while doing full-time learning.

References for Applied Social Research

Buzacott-Speer, E., 2016. Gender Pay Gap Bake Sale Backlash Highlights 'Trend of Online Behaviour Towards Women'. Available at: <> [Accessed 1 June 2020].

Simmons, A., 2018. The Disadvantages of A Small Sample Size. Sciencing. Available at: <> [Accessed 1 June 2020].

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