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Essential Preparation Tips for Final Exams and Research Studies

This guide provides crucial tips for preparing for final exams and conducting educational research. It emphasizes the importance of reviewing study guides thoroughly and paying attention to global questions that may appear on tests. For educators, a suggested study is to compare English language skills of immersion and non-immersion students. It covers the study design, participant selection, data collection, and analysis methods, while also addressing potential validity and reliability threats. Lastly, it encourages understanding different forms of validity to enhance research quality.

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Essential Preparation Tips for Final Exams and Research Studies

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  1. Prepping for the final . . .

  2. Tips. . . • Go back in time so you can have studied even more diligently for class. . .

  3. Tips. . . • Refer to each of the study guides for tests 1 and 2. • http://langteachresdesign.wikispaces.com/Assignments

  4. Tips. . . • Watch for more global questions

  5. Tips. . . For example, you are teaching Chinese in an elementary immersion program. You want to know how the English language skills of the immersion students compare to those of non-immersion students in the same school. Explain a study that you might conduct to understand this better. Include a few sentences about design, selecting participants, what data you will collect and how you might analyze it. Then briefly identify one possible threat to validity and reliability inherent in the study you describe. • Watch for more global questions.

  6. Tips. . . • Think about validity. . . . • What are some different kinds of validity that we’ve talked about? • For each of the following, ask a partner for a definition and how you might achieve. • Construct • Content • Criterion • Internal • External Just research

  7. Worry about threats. . . • to internal and external validity. . . • Define internal validity. . . • Define external validity. . . • Generally, how do you improve the external validity of a study?

  8. Worry about threats. . . • to internal and external validity. . . • Ask a partner, what are4 common threats to internal validity? • For example. . . What’s the threat? • Dr. Wi Ardo wanted to understand how well students gauge their own aptitude for FL learning. At the beginning of the semester he asks students to predict their final grade in the course in a percentage, 85%, 91% etc. Then he performs a correlation at the end comparing their predictions with their actual percentage at the end of the course.

  9. Focus on Quality. . . and Quantity • Know philosophical differences • Explain difference in methods • Given a study tell whether you woulduse qualitative or quantitative methods and why. • Ex.: A researcher is interested in the feelings and experiences of adults enrolled in an ESL program.She wants to know what it is like to go back to school asan adult to learna second language.

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