SUMMARY 4: DATA ANALYSIS IN QUANTITATIVE RESEARCH

 COMPARING GROUPS USING QUANTITATIVE DATA

• In the case of comparing two or more groups using quantitative data, researchers can compare them through:

1.  frequency polygons
2. calculation of averages
3. calculation of spreads.

• It is recommend, therefore, constructing frequency polygons, using data on the means of known groups, calculating effect sizes, and reporting confidence intervals when comparing quantitative data from two or more groups.

RELATING VARIABLES WITHIN A GROUP USING QUANTITATIVE DATA

• When researchers examine a relationship between quantitative variables within a single group, the appropriate techniques are:

1.  the scatterplot and,
2. the correlation coefficient.

• Because a scatterplot illustrates all the data visually, researchers should begin their analysis of data obtained from a single group by constructing a scatterplot.
• Therefore, it is recommended that researcher do constructing scatterplots and using both scatterplots and correlation coefficients when relating variables involving quantitative data within a single group.

COMPARING GROUPS USING CATEGORICAL DATA

• When the data are categorical, groups can be compared by reporting either percentages or frequencies in crossbreak tables.
• It is a good idea to report both the percentage and the number of cases in a crossbreak table, as percentages alone can be misleading.
• Therefore, it is recommended to construct crossbreak tables and calculate contingency coefficients when comparing categorical data involving two or more groups.

RELATING VARIABLES WITHIN A GROUP USING CATEGORICAL DATA

• When you are examining relationships among categorical data within one group, again it is recommended to construct crossbreak tables and calculate contingency coefficients.

TWO FINAL RECOMMENDATIONS

• When tests of statistical significance can be applied, it is recommended that they be used to evaluate generalizability only, not to evaluate the magnitude of relationships. Confidence intervals should be reported in addition to significance levels.
• Both parametric and nonparametric techniques should be used to analyze data rather than either one alone.

SUMMARY 3: INSTRUMENTATION II- Interviews, Checklists, and Observations

Interviews
Definition: Interview is a major technique in gathering information used by qualitative researchers. It is in a form of data collection in which individuals or groups are questioned orally.
Purposes: to find out how the participants in a qualitative study think and feel about something. Also, to provide a check on the researcher's observations.

Types of Interview:

1. Structured- A formal type of interview, in which the researcher asks, in order, a set of predetermined questions.
2. Semi-structured - A structured interview, combined with open-ended questions.
3. Informal -  Less-structured forms of interview, usually conducted by qualitative researchers. They do not involve any specific type or sequence of questioning, but resemble more the give-and-take of a casual conversation.
4. Retrospective -  A form of interview in which the researcher tries to get a respondent to reconstruct past experiences.

Observation
Definition: Observation is one of favoured approaches, where more accurate indication of activities would probably be obtained by observing while discussions take place.

There are four roles that an observer can play in a qualitative research study, ranging from:

1. Complete participant to
2. Participant-as-observer to
3. Observer-as-participant to
4. Complete observer

SUMMARY 2: Instrumentation I ~ Questionnaires

In this summary, I will restate some terminologies of the instrumentation tools as presented by the second group.

Instrumentation
Instrumentation refers to the whole process of preparing to collect data which includes:
- Selection or design of the instruments
- Location
- Frequency
- Administration

Questionnaire
Questionnaire refers to a series of questions and other prompts questions for the purpose of gathering information from respondents.

Likert Scale
Likert Scale is used to measure the strength of an attitude or an opinion.
It provides an excellent means of gathering opinions and attitudes.

Rating Questions
Ratings are assigned solely on the basis of the score's absolute position within a range of possible values.


Advantages of using Questionnaires
1. Very cheap
2. Very close to 100% response
3. Can be distributed through email.


Disadvantages of using Questionnaires
1. Less honest response
2. Rush to complete

SUMMARY 1: Research Design ~Sampling

After Adibah Halilah and Rahayu presenting on this chapter, I can summarize the presentation as follow:

What is a sample?
A sample refers to a small group of people studied to collect information to draw conclusion about the larger group.


What is sampling?
Sampling refers to process of selecting the people (individuals) to be observed (studied).
 
What is a population?
A population refers to all the members of a particular group. It is the group of interest to the researcher, the group to whom the researcher would like to generalize the results of a study.

Target Population vs. Accessible Population
Target Population refers to the ideal/ actual group that researchers like to generalize.
Accessible Population refers to the population who researchers are able to generalize.

Random vs. Non Random Sampling
Random sampling methods include simple random sampling, stratified random sampling, cluster random sampling, and two stage random sampling.
Non Random sampling methods include systematic sampling, convenience sampling, and purposive sampling.

Hi Friends,

Well, this is just some info to share with you.

CONTENT AND ORGANIZATION OF A RESEARCH PROPOSAL

Proposals should follow a simple, logical form of presentations. Although there are many ways to arrange the items within the proposal, the following outline of the proposal is the one that students shall follow:-

Organization of a Proposal

a)      Introduction: Background of the study

b)      The Problem and its setting

·         The Statement of the problem

·         The subproblems

·         The Objectives

·         The Hypothesis

·         The Delimitations

·         The Definition of terms

·         The Assumptions

c)       The Review of the related literature / Literature Review

d)      The Methodology

·         The Data to be collected

                                                         i.            Primary Data

                                                       ii.            Secondary Data

·         The Criteria governing the admissibility of the data

·         The Treatment of the data

                                                         i.            The Data needed

                                                       ii.            Where the data are located

                                                      iii.            How the data will be obtained

                                                     iv.            How the data will be treated and interpreted

                                                       v.            Specific tools and analysis that can be used

e)      The Important of the study

f)       The Outline of the proposed study

g)      The Selected Bibliography

** If you’re ready with an approved topic (which Dr. Teoh has approved), you can now start with the writing of the proposal. All the best!

WHAT HAVE YOU LEARNED?

EDU702 Research Methodology

1^st Meeting     Saturday, March 17, 2012

8.30 am- 7.30 pm (Whole Day)

WEEK 1/ WEEK 2/ WEEK 3/ WEEK 4

WEEK 1

·         Introduction to EDU702 course

·         Introduction to Educational Research
      *Read Assigned Readings: Fraenkel & Wallen Part 1 - Chpt. 1

WEEK 2

·         Introduction to Writing a Research Proposal
      * Read Assigned Readings: Fraenkel & Wallen, Part 4 - Chpt. 25

WEEK 3

·         Defining the Research Problem

·         Literature Review
      * Read Assigned Readings: Fraenkel & Wallen, Part 2-Chpt. 2,3 & 5

WEEK 4

·         Types of Educational Research

(Qualitative and Quantitative)
* Read Assigned Readings

Dear friends,

Here are some recommended books to facilitate us to have better understanding when studying Research Methodology.  Happy Reading.

>Course Info<

Course Outcomes:

Upon completion of EDU 702 a student will be able to:

• Demonstrate good knowledge and understanding of the concepts and philosophies underlining educational research
• Make a clear statement of a research issue and justify a research approach, methodology, data collection and analysis techniques appropriate for the specific research issue
• Design and develop a research proposal that addresses an appropriate research problem with related literature review and appropriate research methodology
• Evaluate and critically review educational research articles and papers.

>Course Info< 
Course Description              

This course introduces learners to the basics of educational research. The course focuses on the concepts and philosophies underlying academic research in the field of education. It aims at developing students’ understanding of research methodology with emphasis to aspects such as the identification of the research problem and the formulation of research objectives and research questions. It also involves aspects such as research strategies, research design, data collection and data interpretation techniques. Upon completion of this course, students are required to have the ability to define a research problem and prepare a research proposal. This course is compulsory for all students who intend to undertake a post graduate degree at the Master’s level. The learners are expected to do a lot of independent and critical reading of research journals and conducting research.

Hi everyone.

Do you still remember when our first meeting in Research Methodology class is? It was on 17th March 2012, am I right? Well, apart from the presentation, forum and assignment, Dr. Teoh asked us to do e-portfolio. This task carries 10% out of the total marks. Have you started creating your own blog?

As for me, Alhamdulillah, I've done with that. Now let's discuss about our e-portfolio. 

What is e-portfolio?

E-portfolio is an electronic portfolio (like traditional portfolio) to facilitate students' reflection on their own learning strategies and needs. As for EDU 702 course, it refers to a collection of students notes, exercises, assignments and announcement in a form of electronic device.

The contents may include:

1. The course information.

2. The course assessment.

3. Some recommended reference

4. Notes.

5. many more...

Hi everyone...

I attached here a photo of the two books that we are going to use along our journey to complete our research project this semester. The first book is From Literature Review to Developing a Conceptual Framework and to Journal Writing written by Kor Liew Kee and Teoh Sian Hoon (our current Research Methodology lecturer) and the second book is How to Design and Evaluate Research in Education written by Jack R. Fraenkel, Norman E. Wallen and Helen H. Hyun.

Have you started reading the chapters on Quantitative and Qualitative Research? If you have read, let's share together.

 

Hi everyone.

Well, this is my first attempt to create a google account, followed by my official page... Hehehe... Alhamdulillah, I managed to sign up n here I am... still in front of my lappy, upgrading my page... To be honest, I don't know how to link my page to all my classmates' page. So, please feel free to add my link to your blog... Thanks... Let's us keep in touch through techno since we don't meet each other everyday...