1 / 12

Chapter 7 Procedures and Tools for Gathering Data

Introduction to Educational Research (5th ed.) Craig A. Mertler & C.M. Charles. Chapter 7 Procedures and Tools for Gathering Data. Recall The Types of Research & The Focus of Each. Ethnographic — social behavior Action — innovation or local problems Evaluation — judgment about quality

donalda
Télécharger la présentation

Chapter 7 Procedures and Tools for Gathering Data

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Introduction to Educational Research (5th ed.) Craig A. Mertler & C.M. Charles Chapter 7 Procedures and Tools for Gathering Data

  2. Recall The Types of Research & The Focus of Each... • Ethnographic—social behavior • Action—innovation or local problems • Evaluation—judgment about quality • Historical—past events • Descriptive—current status • Correlational—predictive relationships • Causal-comparative—possible causation • Experimental—causation

  3. Types of Data Needed • Descriptions—verbal representations of participants, etc. • Scores—numerical values assigned to test performance • Measurements—numerical values resulting from instruments other than tests • Opinions—views expressed by participants and informants • Statements—authoritative verbal opinions • Analyses—clarification reached through logic

  4. Sources of Data for Various Types of Research • Participants—individuals specially selected to take part in the research • Procedures—formalized ways of operating in educational settings • Settings—specific environments in which the behavior being investigated occurs • Objects—inanimate things • Records—highly detailed reports • Documents—written papers or reports in their entirety • Informants—people other than participants

  5. Samples and Their Selection • Questions to consider… • Are samples necessary? • Can small samples adequately represent large populations? • Probability sampling—can specify the probability of selection for each member of a population • Random sampling • Stratified random sampling • Cluster sampling • Systematic sampling *

  6. Samples and Their Selection (cont’d.) • Nonprobability sampling—probability of inclusion into a sample cannot be specified • Convenience sampling • Judgment (a.k.a., purposive) sampling • Snowball (a.k.a., network or chain) sampling • Quota sampling • Systematic sampling *

  7. Size of Samples • Descriptive research—10%–20% of the population (1%–5% for extremely large populations) • Correlational research—minimum of 30 participants • Causal-comparative & experimental research—minimum of 15 per group • REMEMBER...A carefully selected small sample is better (i.e., more representative) than simply increasing the size of a sample

  8. Validity and Reliability in Data Collection • Validity of data—whether or not the data measure what they purport to measure • Sources of validity evidence (ways of determining if data are valid) for test data: • Evidence based on test content • Evidence based on response processes • Evidence based on internal structure • Evidence based on relations to other variables • Evidence based on consequences of testing • Types of validity for non-test data: • External criticism—authenticity

  9. Validity and Reliability in Data Collection (cont’d.) • Reliability of data—whether or not the data are being measured consistently • Types of reliability (ways of determining if data are reliable) for test data: • Test-retest method • Equivalent forms method • Split-half method • Internal consistency • Types of validity for non-test data: • Examine consistency of data

  10. Procedures in Data Collection • Methods of actually collecting data: • Notation • Description • Analysis • Questioning • Interviews (structured, semi-structured, open-ended) • Surveys (Likert scale, Likert-type scale, others) • Cross-sectional • Longitudinal • Testing • Measurement

  11. A Composite of Data Collection Procedures • Refer to Table 7.1…

  12. Applying Technology… Web sites covering topics related to data collection • Dr. Trochim’s discussion of sampling terminology (http://trochim.human.cornell.edu/kb/sampterm.htm) • Dr. Trochim’s discussion of probability sampling techniques (http://trochim.human.cornell.edu/kb/sampprob.htm) • Dr. Trochim’s discussion of nonprobability sampling techniques (http://trochim.human.cornell.edu/kb/sampnon.htm) • Dr. Trochim’s discussion of how to construct a survey (http://trochim.human.cornell.edu/kb/survwrit.htm) • Types of questions that can be used in survey research (http://trochim.human.cornell.edu/kb/questype.htm) • Methods of structuring response formats for surveys (http://trochim.human.cornell.edu/kb/quesresp.htm) • Ways to word questions in order to avoid misinterpretation (http://trochim.human.cornell.edu/kb/quesword.htm) • Suggestions on where to place specific types of questions within the actual survey (http://trochim.human.cornell.edu/kb/quesplac.htm) • Educational Testing Service (ETS) Test Collection (http://testcollection.ets.org/) • Mental Measurements Yearbook’s Test Reviews Online (http://buros.unl.edu/buros/jsp/search.jsp)

More Related