Unit 4 PPT

John J. Matt, Ed.D.

Class 5

Unit 4

"What I need is an exact list of specific unknown problems we might encounter."

In a research experiment, ______ protects information that is revealed by the participants.

a. informed consentb. debriefingc. anonymityd. confidentiality

Review Questions:

In a research experiment, ______ protects information that is revealed by the participants.

a. informed consentb. debriefingc. anonymity

d. confidentiality

Review Questions:

When there is no way in which to connect any participant’s identity with the data collected, then _____ has occurred.

a. informed consentb. debriefingc. anonymityd. confidentiality

Review Questions:

When there is no way in which to connect any participant’s identity with the data collected, then _____ has occurred.

a. informed consentb. debriefing

c. anonymityd. confidentiality

Review Questions:

Informed consent of participants is often a problem for researchers because

a. informed consent takes up valuable time.

b. knowledge of the hypothesis may bias the participants' behavior.

c. participants are rarely interested.d. all of these

Review Questions:

Informed consent of participants is often a problem for researchers because

a. informed consent takes up valuable time.

b. knowledge of the hypothesis may bias the participants' behavior.

c. participants are rarely interested.d. all of these

Review Questions:

Kyle is a sophomore in high school and his parents have signed written agreements allowing him to participate in a research study examining attitudes toward alcohol use by high school students. Kyle’s agreement to participate is known as

a. coercionb. disclosurec. assentd. deception

Review Questions:

Kyle, a sophomore in high school, and his parents have signed written agreements allowing him to participate in a research study examining attitudes toward alcohol use by high school students. Kyle’s agreement to participate is known as

a. coercionb. disclosurec. assentd. deception

Review Questions:

From your reading

(Cozby, 2007, p44)

True or False -

Review Questions:

The dependent variable (Y) is also referred to as the range.

True or False -

Review Questions:

The dependent variable (Y) is also referred to as the range.

Dependent – Y (Range)

Independent – X (Domain)

True or False -

Review Questions:

A quantitative researcher must reveal his/her biases in the problem statement.

True or False -

Review Questions:

A quantitative researcher must reveal his/her biases in the problem statement.

The problem statement should be free of bias.

Chapter One

•Introduction and Focus of the Study•Introduce the Study•Problem Statement•Purpose of the Study•Research Question

oHypothesis(es)•Definitions of Terms•Delimitations•Limitations•Significance of the Study•Summary of Chapter One and transition to Chapter Two

http://screencast.com/t/d8wz582Soui

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Chapter One



Chapter One



To address the problem!!!

Chapter One



To address the problem!!!

Specific!!!

Chapter One



http://screencast.com/t/znYc1ugrg

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Chapter One



Citations

Definitions of Terms

Definitions of Terms

Example:

Monitor: An electronic device that amplifies and translates signals from sources such as a computer and displays the images on screen (Association for Educational Communications and Technology, 1977).

Chapter One



Dirty cit

ies

CleanestDirtiest

Reader’s Digest The 50 Cleanest (and Dirtiest) Cities in America

Popular Science – America’s 50 Greenest Cities

1st 9th

http://www.portlandground.com/archives/2006/01/trimet_max_ligh_2.php

Definitions Make the DifferencePopular Science

Green = Electricity from renewableTransportation# of green certified buildingsRecycling and citizen attitude

Reader’s DigestClean = Ranking in Air Quality (w),

Water quality (w), Toxins,Hazardous Waste, andSanitation

Construct Validity –

The adequacy of the operational definitions of variables.

Cozby, 2007 p.86

Chapter One



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Limitations

Threats to Internal Validity

The internal validity of an experiment is the extent to which extraneous variables have been controlled by the researcher, so that any observed effect can be attributed solely to the treatment variable.

A limitation would be anything beyond the ability of the researcher to control that may affect the internal validity of the study.

LimitationsThreats to Internal Validity

Threat Example1. History - unanticipated events occurring while the study is in progress that affect the dependent variable(s).

1. During a relatively short instructional experiment, one group of subjects misses some instruction because of a sudden power failure at the school.

2. Maturation - processes and changes occurring within the subject(s) simply as a function of the passing of time, rather than anything "done" or "not done" by the researcher.

2. In a learning experiment, subject performance begins decreasing after about 50 minutes simply because of fatigue.

3. Testing - the effect of taking one test upon the scores of a subsequent test.

3. In a study in which performance on a logical reasoning test is the dependent variable, the content of the pretest 'cues' the subjects about what is likely to appear on the posttest.

4. Instrumentation - an effect due to inconsistent use of the measuring instrument(s).

4. Two assistants in an instructional study administered the posttest with slightly different instructions and procedures (e.g., maximum time allowed for the students to complete one section before proceeding to the following section).


5. Statistical regression - an effect caused by a tendency for subjects to 'regress' from extreme high or low initial scores back to a more 'moderate' or 'average' level of performance on subsequent tests.

5. In a study involving reading instruction, subjects initially grouped on the factor of 'poor' pretest reading scores show considerably greater gains than the average readers. It is important to keep in mind that this is a quantitative artifact that is bound to happen anyway, regardless of the quality or impact of the 'treatment' (e.g., reading instruction), simply due to the 'poor' initial grouping.

6. Differential selection of subjects - an effect due to the groups of subjects not being randomly assigned or selected; but rather, a selection factor is operating such that the groups are not equivalent.

6. The 'experimental' group in an instructional experiment happens to consist of a 'high-IQ' class, while the control group happens to be an 'average-IQ' class. The question arises: wouldn't the first group have been likely to do better anyway? regardless of the impact or quality of the 'treatment?'


7. Experimental mortality or differential loss of subjects - an effect due to subjects dropping out of the study on a non-random basis.

7. In a health experiment designed to determine the effects of various exercises, those subjects who find exercise to be most difficult also stop participating.

8. Selection-maturation interaction - an effect of maturation not being consistent across the groups due to some selection factor.

8. In a problem-solving experiment, intact groups of junior high school students and senior high school students are involved. The junior high subjects happen to tire of the task sooner than the older, senior high subjects.


Delimitations

Threats to External Validity

External validity is the extent to which the findings of an experiment can be applied to individuals and settings beyond those that were studied (Gall et al., 1996, p. 473 - 478).

A delimitation is any factor within the researcher's control that may affect external validity.

Delimitations

Threats to External Validity Threat Example1. Interaction effect of testing - pretesting interacts with the experimental treatment & causes some effect(s) such that the results may not necessarily generalize to an unpretested population.

1. In a physical performance experiment, the pretest clues the subjects to respond in a certain way to the experimental treatment that would not have been the case if there were no pretest.

2. Interaction effects of selection biases & the experimental treatment - an effect of some selection factor of intact groups that would not be the case if the groups had been randomly formed.

2. The results of an experiment in which teaching method is the experimental treatment, used with classes of 'low achievers,' may not necessarily generalize to classes consisting of more heterogeneous ability levels.

3. Reactive effects of experimental arrangements - an effect that is due simply to the fact that subjects know that they are participating in a study & thus reacting primarily to the 'novelty' of it, rather than any 'treatment' per se. Also known as the Hawthorne effect.

3. An experiment in remedial reading instruction has an effect that does not occur when the remedial reading program (i.e., the experimental treatment) is implemented in the regular program.

4. Multiple-treatment interference - when the same subjects receive two or more treatments (i.e., repeated measures) ... there may be a carry-over effect between treatments such that the results may not necessarily be generalizable to single treatments.

4.In a drug experiment, the same animals are administered four different drug doses in some predetermined sequence. The effects of the 2nd through 4th doses cannot be separated from possible (delayed, 'spillover', time-lagged) effects of the preceding doses.

Threats to External Validity

Chapter One



What contributions and benefits to education are expected to come from the study?

Chapter 5: Conclusions and Recommendations should revisit the significance of the study and discuss whether or not the contributions and benefits of the study were realized.

Significance of the Study

Write a brief statement regarding significance of your study.

Post it to your group forum.

Chapter 2 Assignment:

Search in your area of study for three citations. Summarize these and identify areas of commonality and/or triangulation. Explore the strengths and weaknesses of each study and discuss the relationship of the article with your study. Create a reference list in APA format. Search the reference lists for each article and locate three additional articles to include in your abridged Chapter 2. Assimilate those articles into your paper and add the citations to the reference list.

Chapter 3 Contents•Research Design (brief description of the quantitative design being employed)•Research Question and Hypothesis(es)

oVariables articulated and discussed•Population and Sample (description and justification of the selection process)

oExternal Validity discussed (Generalizability)•Data Collection Procedures (described)

oMeasurements/Instruments discussedReliabilityInternal Validity

•Data AnalysisoType of Analysis AnticipatedoA priori Assumptions

•Summary of Chapter Three and transition to Chapter Four

Documents

Unit 4 PPT