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Methoden en Technieken Dr. Ning DING September 13 2011 SPO, Rijksuniversteit Groningen 12-05-22 1
Methoden en Technieken
Dr. Ning DING
September 13 2011
SPO, Rijksuniversteit Groningen
10-04-23 1
Overview Structure of the course
requirement, book, exam
Today’s course Nature of Research Research Problem Variables and Hypotheses Ethics and Research
Self-Check Exercises
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Structure of the course Requirements:
read the book attend the lectures
Book: How to Design and Evaluate Research in Education 7th or 8th Edition
Skip: 5, 10, 11, 12, 25 Chapter 5: Locating and Reviewing the Literature Chapter 10: Descriptive Statistics Chapter 11: Inferential Statistics Chapter 12: Statistics in Perspective Chapter 25: Preparing Research Proposals and Reports
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EXAM
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EXAM Exam: bevat MC-vragen en twee open-
vragen 45
Example:
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EXAM Exam: bevat MC-vragen en twee open-
vragen 3
Example: Wat is het verschil tussen criterion- en norm-referenced
instrumentatie. Kun je voorbeelden geven voor beide?
What is the difference between criterion- and norm-reference instruments? Please give an example for each of them.
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Chapter 1 The Nature of Research
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Chapter 1 The Nature of Research
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Chapter 1 The Nature of Research
1.1 Why do we need a research in education?
Sensory
Undependable Incomplete 10-04-23 9
Chapter 1 The Nature of Research
1.1 Why do we need a research in education?
Agreement with others
No guarantee of the truth10-04-23 10
Chapter 1 The Nature of Research
1.1 Why do we need a research in education?
Expert Opinion
Never be totally true10-04-23 11
Chapter 1 The Nature of Research
1.1 Why do we need a research in education?
Logic
Both major and minor premises are true?
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Chapter 1 The Nature of Research
1.1 Why do we need a research in education?
Scientific method
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Chapter 1 The Nature of Research
1.1 Why do we need a research in education?
Describe, Predict, ExplainDescribe, Predict, Explain
Mixed method = quantitative + qualitativeMixed method = quantitative + qualitative
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Chapter 1 The Nature of Research
1.1 Why do we need a research in education?
1. Define problems
2. Clarify study purpose and problems
3. Determine what kinds of information and ways of collection
4. Organize obtained information
5. Interpret information
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Chapter 1 The Nature of Research Why do we need a research in education?
1.2 Several types of research
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Chapter 1 The Nature of Research
Why do we need a research in education?
1.2 Several types of research
Experimental research
Correlational research
Causal-comparative research
Survey
Ethnographic research
Historical research
Action research
Compare; Single over time
Relationship
Cause, consequence
Characteristics
Everyday experience
Past
Active involvement
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Chapter 1 The Nature of Research
Why do we need a research in education?
1.2 Several types of research
Experimental research
Correlational research
Causal-comparative research
Survey
Ethnographic research
Historical research
Action research
Compare; Single over time
Relationship
Cause, consequence
Characteristics
Everyday experience
Past
Active involvement
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Chapter 1 The Nature of Research
Why do we need a research in education?
1.2 Several types of research
Experimental research
Correlational research
Causal-comparative research
Survey
Ethnographic research
Historical research
Action research
Compare; Single over time
Relationship
Cause, consequence
Characteristics
Everyday experience
Past
Active involvement
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Chapter 1 The Nature of Research
Why do we need a research in education?
1.2 Several types of research
Experimental research
Correlational research
Causal-comparative research
Survey
Ethnographic research
Historical research
Action research
Compare; Single over time
Relationship
Cause, consequence
Characteristics
Everyday experience
Past
Active involvement
>= 2 groups existing
>= 2 groups existing10-04-23 20
Chapter 1 The Nature of Research
Why do we need a research in education?
1.2 Several types of research
Experimental research
Correlational research
Causal-comparative research
Survey
Ethnographic research
Historical research
Action research
Compare; Single over time
Relationship
Cause, consequence
Characteristics
Everyday experience
Past
Active involvement
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Chapter 1 The Nature of Research
Why do we need a research in education? Several types of research
Experimental research
Correlational research
Causal-comparative research
Survey
Ethnographic research
Historical research
Action research
Compare; Single over time
Relationship
Cause, consequence
Characteristics
Everyday experience
Past
Active involvement
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Chapter 1 The Nature of Research
Why do we need a research in education? Several types of research
Experimental research
Correlational research
Causal-comparative research
Survey
Ethnographic research
Historical research
Action research
Compare; Single over time
Relationship
Cause, consequence
Characteristics
Everyday experience
Past
Active involvement
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Chapter 1 The Nature of Research
Why do we need a research in education? Several types of research
Experimental research
Correlational research
Causal-comparative research
Survey
Ethnographic research
Historical research
Action research
Compare; Single over time
Relationship
Cause, consequence
Characteristics
Everyday experience
Past
Active involvement
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Chapter 1 The Nature of Research Why do we need a research in education? Several types of research
1.3 Overview of the research process
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Chapter 1 The Nature of Research Why do we need a research in education? Several types of research
1.3 Overview of the research process
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Why do we need a research in education? Several types of research
1.3 Overview of the research process
Chapter 1 The Nature of Research
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Chapter 2 The Research Problem2.1 Defining Terms
Constitutive DefinitionConstitutive Definition
Operational DefinitionOperational Definition
Use what is often referred to as the dictionary approach
Specify the actions or operations necessary to measure or identify the term10-04-23 28
Chapter 2 The Research Problem2.2 Characteristics of good research problem
Feasible Clear Significant Ethical
haalbaar Is helder Is belangrijk Is ethisch verantwoord
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Characteristics of good research problem Feasible Clear Significant Ethical
Is computer-supported learning an effective learning method?Is computer-supported learning an effective learning method?
Is computer-supported learning an effective learning method for secondary school students?Is computer-supported learning an effective learning method for secondary school students?
Is computer-supported learning an effective learning method for secondeary school students in physics problem-solving?Is computer-supported learning an effective learning method for secondeary school students in physics problem-solving?
Is computer-supported learning an effective learning method for secondary school students in physics problem-solving in comparison with face-to-face learning?
Is computer-supported learning an effective learning method for secondary school students in physics problem-solving in comparison with face-to-face learning?
Chapter 2 The Research Problem
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VariableVariable
Chapter 3 Variables and Hypotheses
ConstantConstant
A concept standing for variation within a class of objects
Characteristics do not vary
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3.1 Variables
3.1.1 Quantitative vs Categorical Variables Vary in degree / do not vary in degree
3.1.2 Independent vs Dependent Variables Study its effect / presumed to be affected
3.1.3 Moderator Variables
3.1.4 Exaneous Variables
Chapter 3 Variables and Hypotheses
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3.1 Variables
Chapter 3 Variables and Hypotheses
3.1.1 Quantitative vs Categorical Variables Vary in degree / do not vary in degree
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Chapter 3 Variables and Hypotheses
3.1.2 Quantitative vs Categorical Variables Vary in degree / do not vary in degree
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Chapter 3 Variables and Hypotheses
Quantitative vs Categorical Variables Vary in degree / do not vary in degree
Independent vs Dependent Variables Study its effect / presumed to be affected
Intelligence Quotient (IQ) Influences your Performance in Mathematics Intelligence Quotient (IQ) Influences your Performance in Mathematics
IQ
Maths Maths
performanceperformance
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Chapter 3 Variables and Hypotheses
Quantitative vs Categorical Variables Vary in degree / do not vary in degree
Independent vs Dependent Variables Study its effect / presumed to be affected
3.1.3 Moderator Variable
Intelligence Quotient (IQ) Influences your Performance in Mathematics Intelligence Quotient (IQ) Influences your Performance in Mathematics
IQ
Maths Maths
performanceperformance
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Chapter 3 Variables and Hypotheses
Quantitative vs Categorical Variables Vary in degree / do not vary in degree
Independent vs Dependent Variables Study its effect / presumed to be affected
Moderator Variable
3.1.4 Extraneous Variable
Intelligence Quotient (IQ) Influences your Performance in Mathematics, and this is moderated by the parental involvement Intelligence Quotient (IQ) Influences your Performance in Mathematics, and this is moderated by the parental involvement
IQ
Maths Maths
performanceperformance
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3.1.1 Quantitative vs Categorical Variables Vary in degree / do not vary in degree
3.1.2 Independent vs Dependent Variables Study its effect / presumed to be affected
3.1.3 Moderator Variables
3.1.4 Exaneous Variables
Are secondary school students’ physics performances influenced by their gender?Are secondary school students’ physics performances influenced by their gender?
As above, the relationship is moderated by SESAs above, the relationship is moderated by SES
Homework, teacher, etc. Homework, teacher, etc.
Chapter 3 Variables and Hypotheses
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Chapter 3 Variables and Hypotheses
3.2 Hypotheses3.2.1Advantages vs Disadvantages of stating
hypotheses Think deeply / bias Prediction / unnecessary for some research types
3.2.2 Significant Hypotheses
3.2.3 Directional vs Nondirectional Hypotheses
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Advantages vs Disadvantages of stating hypotheses Think deeply / bias Prediction / unnecessary for some research types
Significant Hypotheses Directional vs Nondirectional Hypotheses
In secondary school physics problem-solving, the learning performances of students learning via computers are better than that of students learning in face-to-face learning.
In secondary school physics problem-solving, the learning performances of students learning via computers are better than that of students learning in face-to-face learning.
In secondary school physics problem-solving, the learning performances of students learning via computers are different in comparison with that of students learning in face-to-face learning.
In secondary school physics problem-solving, the learning performances of students learning via computers are different in comparison with that of students learning in face-to-face learning.
Chapter 3 Variables and Hypotheses
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Chapter 4 Ethics and Research Protecting participants from harm
Ensuring confidentiality of research data
Should subjects be deceived?
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Self-Check Exercises
1. Which of the following research studies is most likely to be an experiment?
A) A study of the leadership characteristics of successful high school principals
B) A study that compares the cholesterol levels of vegetarians and meat eaters
C) A study to determine if parents give more sociable teachers higher ratings
D) A study to find out if using concept maps can increase achievement
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Self-Check Exercises
2. The difference between correlational and causal-comparative research is that
A) one type is a descriptive study and the other is an associational study .
B) one type is a study with one group and the other type compares two or more groups.
C) one type can be generalized, while the other type cannot.
D) one type involves an intervention, while the other type is purely an observational study.
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Self-Check Exercises
3. Single-subject research is classified under the general research type of
A) survey research. B) a content analysis. C) an ethnographic study. D) historical research.
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Self-Check Exercises
4. A combination of quantitative and qualitative approaches is known as
A) descriptive research. B) explanatory research. C) causal-comparative research. D) mixed-methods research
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Self-Check Exercises
5. Critical researchers are primarily concerned with
A)ethical violations in methodology B) what researchers take for granted C) misuse of statistics D) how research is funded
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Next course Chapter 7 Instrumentation
Data Data collection
Chapter 8 Validity and Reliability
Chapter 9 Internal Reliability
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