Scribd Logo
Upload

Welcome to Scribd!

  • 17 views

    10-12-10 PPT - Chen

    Uploaded by

    teddzquizzer
    The document provides an overview of chapter 3 on research methods, including a review of key aspects of literature reviews, types of research such as basic vs applied and research vs assessment, quantitative and qualitative research methods, and mixed methods approaches. It also discusses research questions, participants and sampling, instrumentation, procedures for data collection, and data analysis techniques. The document aims to help students understand fundamental components of research methodology.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    10-12-10 PPT - Chen

    Uploaded by

    teddzquizzer
    17 views65 pages
    The document provides an overview of chapter 3 on research methods, including a review of key aspects of literature reviews, types of research such as basic vs applied and research vs assessment, quantitative and qualitative research methods, and mixed methods approaches. It also discusses research questions, participants and sampling, instrumentation, procedures for data collection, and data analysis techniques. The document aims to help students understand fundamental components of research methodology.

    Original Description:

    jk

    Original Title

    10-12-10 ppt - Chen

    Copyright

    © © All Rights Reserved

    Available Formats

    PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    The document provides an overview of chapter 3 on research methods, including a review of key aspects of literature reviews, types of research such as basic vs applied and research vs assessment, quantitative and qualitative research methods, and mixed methods approaches. It also discusses research questions, participants and sampling, instrumentation, procedures for data collection, and data analysis techniques. The document aims to help students understand fundamental components of research methodology.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    17 views65 pages

    10-12-10 PPT - Chen

    Uploaded by

    teddzquizzer
    The document provides an overview of chapter 3 on research methods, including a review of key aspects of literature reviews, types of research such as basic vs applied and research vs assessment, quantitative and qualitative research methods, and mixed methods approaches. It also discusses research questions, participants and sampling, instrumentation, procedures for data collection, and data analysis techniques. The document aims to help students understand fundamental components of research methodology.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 65

    Chapter 3

    Research Method
    EDHE6530
    Dr. Pu-Shih Daniel Chen
    Overview
    • Review our progress
    • Chapter 3 Research Methods
    • Break
    • How to review journal articles?
    • A quick review of quantitative research
    methods
    A Quick Review
    Chapter One
    • Introduction/problem statement
    • Purpose of the study
    • Conceptual framework or theoretical
    orientation
    • Research questions and hypotheses
    • Definition of terms
    • Significance of the study
    • Limitations, delimitations, & assumptions
    Key to a good literature review
    • Always keep your research questions in
    mind
    • Critically analyze the literature
    • Integrate instead of summarize
    • Use primary sources
    • Distinguish between assertion and
    evidence
    Other tips
    • Don’t ignore studies that differ from
    majority or personal bias
    • Read most recent ones first, oldest last
    • Read important landmark works
    • Use data-based, empirical studies
    • Opinion pieces and descriptive research
    helpful in introduction – set stage
    • Not a literary production- be clear and
    concise
    Basic Research
    • Theory Driven
    • Discovery of knowledge
    Applied Research
    • IMMEDIATE practical problem
    • ACTUAL problems in the field
    • Limited generalizability
    Research vs. Assessment
    Research Assessment
    • Generate knowledge that • Evaluate the progress or
    can be applied broadly results of a initiative or
    • Audience is not location- program
    bounded • Internally focused
    • Sample based • To improve the project or
    process
    • Population based
    Quantitative vs. Qualitative
    • Epistemology
    • Treatment of Theory
    • Role of the researcher(s)
    • Data collection and analysis
    • Quality controls
    • Report of findings
    • Types of studies
    • How to choose between the two methods
    Quantitative Methods
    • Experimental Design
    • Casual-Comparative Design
    – Survey Research
    – Secondary Data Research
    • Descriptive Design
    Qualitative Methods
    • Ethnography
    • Case Study
    • Grounded Theory
    • Narrative Inquiry
    – Content Analysis
    Ideological Approaches
    • Researcher’s role
    – Interpreting the phenomenon through a
    particular perspective
    – Identifying marginalized or endangered
    people in society
    – To advocate
    • Challenging traditional views and usually
    controversial
    Mixed-Method
    • Philosophically torn between positivist
    and Phenomenology
    • Pragmatism comes to save the day
    • Focusing on “solving the problems”
    instead of philosophical arguments
    • Mixed-method is NOT half quantitative
    and half qualitative
    Discuss Your Research
    Questions and Possible Method
    Selections
    Chapter 3
    Research Methods
    Purpose of the method chapter
    • Make your research transparent
    • Make it possible to other researchers to
    replicate your study
    • Make it possible for other researchers to
    judge the quality of your study
    Did you remember?

    Always keep your research


    questions in mind
    Four questions are addressed
    • Who participated in the study?
    • Types of materials needed?
    • What data were collected and how?
    • How did you analyze the data?
    Participants/Sample
    • How were they selected?
    – Random selection
    – Volunteers
    – Paid
    • From where are participants
    – Geographic region
    – Institutional affiliation
    Participants/Sample
    • Demographic characteristics
    – Age/age range
    – Gender
    – Ethnicity
    • Other information for replication
    Example of Participants
    A total of 50 participants will be selected from
    a population of 157 students enrolled in an
    Algebra I course at a large urban high school in
    Houston, TX. The population is tricultural,
    composed primarily of Caucasian non-
    Hispanic, African American, and Hispanic
    students from a variety of Latin American
    backgrounds. Moreover, 100% of students at
    this school are enrolled in the free or reduced
    price lunch program. Participants, comprised
    Example of Participants
    of 54% female and 46% male, will be
    selected randomly through use of random
    numbers table (Ary, Jacobs, & Razavieh,
    1996).
    Instrumentation
    • Describes “things” used
    • Sources of data
    – Test, questionnaire, interview…etc.
    – Archival sources
    • Why instruments selected
    • Quality of your instrument
    – Validity
    – Reliability
    Instrumentation
    • Who and how administered?
    – How many items
    – How long to complete
    – How scored
    – Special condition
    • If new instrument developed
    – Why
    – Field test?
    – Include in entirety as table or appendix
    Example of Instrumentation
    The Stanford Achievement Test (SAT):
    Arithmetic Test (Level 7.0 – 9.9) will be
    utilized as the data gathering instrument.
    Split-half reliability coefficients are reported
    to range from .86 to .93 (Davies, 1994) and
    reviewers (Locus, 1995; Smythe, 1994) are in
    agreement concerning its high content
    validity. The SAT Arithmetic test is comprised
    of 45 multiple-choice items and requires
    approximately 35 minutes to complete.
    What is missing from the
    example?
    • Why instruments selected
    • How scored (what is the score range and
    distribution?)
    Procedures
    • What did researchers/participants do?
    When? In what order were activities
    conducted?
    • If intervention or treatment given,
    describe in detail
    • Write in cookbook manner; step-by-step
    process
    • Remember – enough details for
    replication
    Example of Procedures
    In the fall of 1997, prior to the assignment of
    students to classes, a list of all students
    scheduled to enroll in General Math I in the fall
    (approximately 150) will be obtained from the
    principle of the school. Using this list, 50
    students will be randomly selected through
    use of a random numbers table to participate
    in the study. These 50 students will then be
    randomly assigned to one of two General Math
    I classes, one class to receive
    Example of Procedures
    programmed instruction and one class to
    receive lecture-discussion instruction. The
    random assignments to class type will also be
    performed through the use of a random
    numbers table. The programmed instruction
    class will utilize a computer program titled
    Herculette, published by the Programmers
    Institute of Technology School (1996), and
    used on IBM or IBM compatible computers
    with a Pentium 686 processor. In this program,
    Example of Procedures
    students are required to exhibit mastery
    learning on each lesson prior to making a
    transition to the next higher lesson in the math
    sequence. The lecture-discussion classroom
    teacher will present the same math concepts
    used in the Herculette program but through a
    lecture format instead of through use of a
    computer. Discussion will occur between the
    teacher and students when students ask
    questions about math concepts.
    Data Analysis
    • Describe techniques to analyze data
    – Quantitative studies – Statistics procedures
    • A brief description and explanation of the
    statistics you choose to use
    • The reason for choosing this statistical method
    – Qualitative studies – data summary,
    interpretation, and method of verification
    • Give as much details as possible
    • Remember triangulation – how you going to
    achieve that
    Example of Data Analysis
    A statistical analysis will be used for comparing
    the achievement, on a test of reading
    comprehension, of two randomly formed
    groups of second grade students. An
    independent samples t-test will be used to
    determine whether the means of these two
    groups are statistically significantly different
    from one another. Should the data analysis
    provide a statistically significant result at the
    .05 level, then null hypothesis will be rejected.
    Example of Data Analysis
    Should the statistical analysis not yield a
    statistically significant result at the .05
    level, then the null hypothesis will not be
    rejected. For each comparison, an alpha
    level of .05 will be used for the level of
    statistical significance.
    Class Activities
    • Outline your Chapter 3
    – Population/Sample/Participants
    – Instrumentation
    – Data collection methods
    – Data analysis
    A Quick Review of
    Quantitative Research Methods
    Statistics Methods for Social
    Sciences
    • Major assumptions in statistics
    • Types of questions that can be answered
    – Are they different?
    – What is the relationship?
    – What cause it to happen?
    – What cause the whole thing to work like
    that?
    Population vs. Sample
    • Population is the entire group of
    individuals that we want information
    about
    • Sample is the part of the population that
    we actually examine in order to gather
    information
    Which is which?
    A study of political orientation of African
    American female registered voters under
    age 25 in the 2008 presidential election

    • All female African American


    undergraduates at UNT who said they are
    going to vote
    Sample
    Which is which?
    A study of Latino freshmen at the Collin
    County Community College in terms of
    their intention to transfer to four-year
    institutions

    • A survey of all Latino freshmen at the


    Collin County Community College with
    100% response rate
    Population
    Population Research

    No Statistics Required

    Is that good or bad?


    Probability – The Foundation
    Key Elements in Probability
    • Randomness – the
    lack of bias or
    manipulation
    • Law of large
    numbers
    • Central limit
    theorem (CLT)
    Example for CLT
    Average Adult Male Height in the U.S.

    5’ 5’9” 7’
    Example for CLT
    Average Adult Male Height in the U.S.

    5’4”

    5’ 5’9” 7’
    Example for CLT
    Average Adult Male Height in the U.S.

    6’6”

    5’ 5’9” 7’
    Example for CLT
    Average Adult Male Height in the U.S.

    5’10”

    5’ 5’9” 7’
    Example of CLT
    Sample Height
    X1 5’4”
    Example of CLT
    Sample Height
    X1 5’4”
    X2 6’6”
    Example of CLT
    Sample Height
    X1 5’4”
    X2 6’6”
    X3 5”10’
    Example of CLT
    Sample Height
    X1 5’4”
    X2 6’6”
    X3 5”10’
    X4, X5,X6,…….,Xn 5’3”,6’9”…..
    Average (X1-Xn) 5’9”
    Example for CLT
    Example for CLT
    Average Adult Male Height in the U.S.

    <20% 5’4”

    5’ 5’9” 7’
    What does p < .05 mean?
    0.25

    0.2

    0.15

    0.1

    0.05

    0 2 4 6 8 10 12 14 16 18 20
    Null Hypothesis Significance
    Testing (NHST)
    • Originated from agricultural sciences
    • Test the probability of null hypothesis
    • If the probability for null hypothesis to
    happen is less than a certain value (p<.05
    or p<.01) we call it statistically significant
    The Problems with NHST
    • The size of p value does NOT indicate the
    strength of the relationship
    • Statistical significant does NOT imply
    theoretical or practical significance
    • Sample size has a great impact (if you
    have enough power, you will always
    reject null hypothesis)
    • Does not work for population study
    Solutions
    • Reporting confidence interval (CI),
    standard errors, and effect sizes
    • Discuss theoretical and practical
    importance using effect sizes
    • Downgrade the importance of p value
    Are they different
    • T-test
    • Analysis of Variance (ANOVA)
    • Chi Square
    • Wilcoxon signed-rank test
    • Cluster Analysis
    • Discriminant Function Analysis
    What is the relationship
    • Correlational Coefficients
    – Pearson's product-moment coefficient
    – Spearman's rank correlation coefficient
    • Presumptions
    – Randomness
    – Linearity
    What cause it to happen?
    • Linear regression
    • Multiple regression
    – Multiple linear regression
    – Logistic regression
    – Ordered logistic regression
    – Multinomial logit regression
    What cause the whole thing to work
    like that?
    • Structural equation modeling
    – MANOVA, MANCOVA
    – Factor Analysis
    – Path Analysis
    • Hierarchical linear modeling
    • Repeated Measure
    – HLM growth model
    – Time series
    – GLM repeated measure
    Common Mistakes
    • Ignoring assumptions for a specific
    method
    • Conducting multiple t-tests without
    Bonferroni correction
    • Misusing Exploratory Factor Analysis
    (EFA)
    • Inferring casual relationship in a
    correlational study
    Other Mistakes
    • Not reporting the quality measures of
    your instrument
    • Ignoring the problems of missing data
    • Ignoring the problems of self-selection
    bias
    • Using statistical methods that you don’t
    really understand
    Remember

    Restate your research questions in


    your method chapter
    Remember

    Someone should be able to


    replicate your study by following
    your method chapter

    You might also like