MPU1024 Research Methods in Education I

Section: 3 Mondays, 4:30 7:00 C13 - 112

Dr. Zairul Nor Deana Md Desa Email: zairul@utm.my

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Class Outline

Quantitative and qualitative methods

Quantitative designs
Article Review Assignment

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Remember the cycle of scientific research?

Working with the hypotheses (i.e. Analyzing the data) Finding IssueAsking Questions

Collect relevant information (i.e. the data)

Identifying Important Factors (i.e. variables)

Formulate Hypotheses

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Quantitative and Qualitative Methods

Qualitative Purpose/Paradigm Studies on phenomena/issues within the social and cultural context. Process of building a complex and holistic picture of the issue of interest. To draw in-depth subjective meanings of concepts, themes, definitions, metaphors, characteristics and descriptions of things.
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Quantitative Studies on phenomena/issues based on testing on theory, measured with numbers, and analyzed using statistical techniques. To draw objective conclusion based on statistical evidence.

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Quantitative and Qualitative Methods

Qualitative Process Develop theory Interpretive Literature can be done throughout the study or afterwards Focus on complex and broad Reasoning is dialectic and inductive (hill climbing, specific general ) Soft science
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Quantitative Test theory Measurable Literature must be done prior early in study

Focus on narrow and concise Reasoning is logical and deductive (top-down, general specific)

Hard science
Statistical report to answer the researcher 3/8/2014 hypotheses

Narrative report with description, direct

Quantitative and Qualitative Methods

Qualitative Methods/Techniques Quantitative Non-experimental Non-experimental - Not control or test any - Descriptive causal relationship - Correlational between variables Case studies - Single entity/issue (the case) on individual/institution/prog ram/condition over a period of time. Ethnographies -ethnic -exploring culture in a natural setting -researcher become a participant-observer
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Experimental - To establish/explain causal relationship True Experimental - Variables/factors or subjects are controlled or assigned into treatments/conditions.

Quasi-experimental - Preassigned to group or characteristics (e.g. gender, social class) 3/8/2014

Quantitative Designs

Non-experimental

Descriptive to provide general or basis information/description Correlational no causal relationship using correlation coefficient/index To establish/explain cause-and-effect relationship True Experimental (Random assignment)

Experimental

Variables/factors or subjects are controlled or assigned into treatments/conditions. The variables are manipulative. Preassigned to group or characteristics. Example: gender, social class, type of job, race or time (before and after). They are all nonmanipulative variables. 3/8/2014

Quasi-experimental (No randomization)

Quantitative Designs

Survey

It is a common type of research design in social sciences. To study (directly) the characteristics of population using sample of surveys on, for example, psychological or sociological variables. It can be used to assess, e.g.:

Parents attitude Voting preferences Adolescents perceptions Students positive and negative affects on STEM subjects Interview Questionnaires

Techniques used in survey research:

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Quantitative Designs
Tools/techniques used in survey research: Interview (Oral questionnaires) Informal to highly structured question-and-answer session Detailed interaction between interviewer and interviewee Structured questions (close-ended)

Clear questions that call for explicit answer, e.g. At what age did you start smoking? Interviewee has to elaborate his/her answer for a more broad response Interviewer can follow-up with additional questions Clarify the purpose of the interview Identify sample Develop interview questions structured or unstructured? Coding and scoring
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Unstructured questions (open-ended)

How to Conduct an Interview

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Quantitative Designs
Tools/techniques used in survey research: Questionnaires (paper-and-pencil or online structured questions)

Basic Assumptions

No unreasonable demands No hidden purpose Request information that respondents have It can be answered It is straightforward A signed cover letter To get the sense of authority and important of the project Easy to understand, attractive, well-design and professional Clear and explicit with necessary example Transitions are used from one topic to the next
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The Questions

The Format

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Quantitative Designs
Correlational Research

Describes the linear relationship between two or more variables without any effect of one variable to another. Look for relationship, not which one causes what change in the other!

Sample correlation coefficient:

It gives the direction and strength of the relationship

It can range from -1.00 to +1.00 It can be in negative or positive direction > .80: Very Strong, .60 < .80: Strong, .4 < .60: Moderate, .20 < .40: Weak, .0 < .20: Very Weak.
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Quantitative Designs

How to describe a correlation?

A -1.0 means there is a perfect negative linear relationship between the two variables. A +1.0 means there is a perfect positive linear relationship between the two variables. A 0.00 correlation means that there is no linear relationship between the two variables. Positive correlation (same direction) e.g. One set of score goes up (or down), the other set of score goes up (or down) too. Negative correlation (opposite directions) One set of score goes up (or down), the other set of score goes down (or up).

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Quantitative Designs

How to describe a correlation?

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Quantitative Designs

How to describe a correlation?

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Quantitative Designs
Ex post facto (After the fact)

This research design attempts to explore cause and affect relationships where causes already exist and cannot be manipulated. The groups or conditions/treatments already have been formed. It uses what already exists and looks backward to explain why. Orientations Retrospective (basic): starts with an effect and seeks possible causes (trace the causes) Prospective (variation): starts with a cause and investigates its effects on some variable (look forward)
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Quantitative Designs
Multidimension or Multifaceted Design A design having multiple sources of complex factors, diverse of research area or collaboration, and across multiple contexts.

Example

A multifaceted research project on bullying: school-based bullying, cyberbullying, and LGBT bullying

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Quantitative Designs
Exploratory

To discover or develop ideas and insights. To provide better understanding of an issue/phenomena. Research findings can be expanded or followed-up with further research or advancement. Methods:

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Literature search Pilot surveys Case analyses Depth interviews Focus groups Secondary data Experimental
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Next Class

Week 3 Topics on Variables

Conceptual & theoretical framework, Internal and external validity, Ethics

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Article Review Assignment

Recent journal articles (2004 2013) 2 pages maximum! Double-spacing, font size:12 (TNR family) A full bibliographic citation (author(s), date, (year), title of journal article, name of journal, volume, issue, and pages) in APA Journal Article citation format. Example:

Hambleton, Ronald, K. & Jones, Russell, W. (1993). Comparison of Classical Test Theory and Item Response Theory and Their Application to Test Development. Educational Measurement: Issues and Practices, 12, 38-47. Whats in the article review? Summary Critical Evaluation Conclusion
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Article Review Assignment

Summary

General issue/problem, research areas, the scope (what the author intends to discuss and why), and the central idea. Summarize the author's major findings and conclusion Discuss both strengths and weaknesses of the issue or research in the paper. Contribution: Any contribution to the research area? Style: How clear is the author(s)'s language/expression and the overall illustrations? Are the references recent and important? Does the author suggest areas for further research or discussion? A brief overall assessment. Restate your overall opinion of the text.
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Critical Evaluation

Conclusion

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