EDU 702 Research Methodology Quantitative Research Prepared by

EDU 702 Research Methodology Quantitative Research Prepared by Azurawati Binti Wok Zaki 2011313879 ED 7701 A 2

Chapter 16: Causal-Comparative Research (Ex post facto Research Non-experimental research)

TH E AI M to determine the cause of existing differences among groups.

Causal-Comparative Research is Differentiated from Experimental Research • In an experiment, the independent variable is manipulated by the researcher. • In causal comparative research the independent has already occurred. – Examples of independent variables include socioeconomic status, pre-school history, number of siblings, and so on.

Three types of causal-comparative research Type 1 Type 2 Type 3 • Exploration of effects (dependent variable) cause by membership in a given group • Question: What differences in abilities are caused by gender? • Research hypothesis: Females have a greater amount of linguistic ability than males. • Exploration of causes (independent variable) of group membership • Question: What causes individuals to join a gang? • Research hypothesis: Individuals who are members of gangs have more aggressive personalities than individuals who are not members of gangs. • Exploration of the consequences (dependent variable) of an intervention • Question: How do students taught by the inquiry method react to propaganda? • Research hypothesis: Students who were taught by the inquiry method are more critical of propaganda than are those who were taught by the lecture method.

Causal- comparative and Correlational Research • Similarities: v researchers explore relationship among variables v seek identify variables that are worthy of later exploration through experimental research. v provide guidance for subsequent experimental studies. v attempt to explore causation

Differences: Causal-Comparative vs Correlational - Compare 2 or more groups of subjects - Require a score on each variable for each subject. -Involve at least one categorical variables (group membership) - Investigate 2 (or more) - Often compare averages or use crossbreak tables. quantitative variables - Analyse data using scatterplots

Causal-comparative and Experimental Research • Similarities: • - Require at least one categorical variable (group membership). • - Compare group performances (average score) to determine relationship. • - Both typically compare separate group of subjects.

Differences: Causal-Comparative vs Experimental No manipulation takes place - Independent variable is manipulated - - Provide much weaker evidence for causation than do experimental studies. - The group are already formed (the researcher must locate them) - The researcher can assign subjects to treatment groups - The researcher has much greater flexibility in formulating the structure of the design.

Value of Causal Comparative Research • Uncovers relationships to be investigated experimentally. • Used to establish cause-effect when experimental design not possible. • Less expensive and time consuming than experimental research. • Note: if you conduct a quantitative research study it most likely will be a causal-comparative study.

• More Examples: • How does preschool attendance affect social maturity at the end of the first grade? • How does having a working mother affect a child’s school absenteeism?

STEPS TAKEN 1) Problem Formulation 2) Sample 3) Instrumentation 4) Design

s t a e r Th • Subject Characteristics • - Matching the subjects • Finding or Creating Homogeneous Subgroups • - Statistical Matching

Data Analysis in Causal. Comparative Studies • To construct frequency polygon • Means and standard deviations are usually calculated in the variables involved are quantitative. • The most used test is a t-test for differences between means. • Analysis of covariance is useful. • The results should always be interpreted with caution.

Chapter 17: Survey Research The most popular technique for gathering primary data in which a researcher interacts with people to obtain facts, opinions, and attitudes.

The Purpose of Survey Research To describe the characteristics of a population To find out how the members of a population distribute themselves on one or more variables Rarely is the population as whole studies, however. Instead, a sample is surveyed and a description of the population is inferred from what the sample reveals.

3 Characteristics Information is collected from a group of people in order to describe some aspects of characteristics of the population of which that group is a part. The main wayasking questions Information is collected from a sample rather than from every member of the population.

Types of Surveys i) Cross-sectional study • A study in which various segments of a population are sampled. E. g. managers and non-managers. • Data are collected at a single moment in time. • When an entire population is surveyed: Census

example • A professor of Mathematics might collect data from a sample of all the high school mathematics teachers in a particular state about their interests in earning a master’s degree in Mathematics from his university.

ii) Longitudinal study • Longitudinal survey • - information is collected at different points in time in order to study changes over time.

3 Longitudinal designs Trend study Cohort Study Panel Study different samples from a population whose member may change are surveyed at different points in time. a particular population whose members do not change over the course of the survey. the researcher surveys the sample of individuals at different times during the course of the survey.

Examples: • Trend study: - A researcher might be interested in the attitudes of high school principals towards the use of flexible scheduling. He would select a sample each year from a current listing of high school principals throughout the year. The same individual would not be the sampled each year, he would compare responses from year to see whether any trends were apparent.

Cohort study • A researcher would like to study growth in teaching effectiveness of all the 1 st year teachers who had graduated in the past 5 years from a university. The names of all would be listed, and different sample would be selected from this listing at different times.

Panel study • A researcher select a sample of last year’s graduates from a university who are 1 st year teachers and survey on the same individual several times during the teaching years.

Steps taken Defining the problem - It should be interesting and important to motivate individuals to respond. Identifying the target population

Forms of Survey Research Internet surveys Personal Interviews Mail Surveys Telephone surveys

Comparison of three kinds of surveys COMPARISON OF SURVEY TECHNIQUES

Advantages and Disadvantages Direct Administration Telephone Mail Interview Comparative Cost Lowest Intermediate High Facilities needed? Yes No No Yes Require training of questioner? Yes No Yes Data collection time Shortest Short Longer Longest Response rate Very high Good Poorest Very High Group administration possible Yes No No Yes Allow for random sampling? Possibly Yes Yes Require literate sample? Yes No No No Permit follow-up-questions? No Yes Yes Encourage response to sensitive Somewhat topics? Somewhat Weak

Questionnaire Design Open-Ended Question An interview question that encourages an answer phrased in respondent’s own words. Closed-Ended Question An interview question that asks the respondent to make a selection from a limited list of responses.

Advantages Closed-ended Open-ended -Enhance consistency of response across respondents - Allow more freedom of response -Easier and faster to tabulate - Easier to construct - More popular with respondents - Permit follow-up by interviewer Disadvantages - May limit breadth of response - Tend to produce responses that are consistent in length and content across respondents - Take more time to construct - Both questions and responses subjects to misinterpretation - Require more questions to cover the research topic - Harder to tabulate and synthesize

Typical problems in wording questions TYPICAL PROBLEMS IN WORDING QUESTIONS

Respondent Error • A classification of sample bias resulting from some respondent action Non-response -Total Nonresponse

Non-response -total nonresponse • Not enough people respond or refuse to respond • NONRESPONDENTS - People who refuse to cooperate • NOT-AT-HOMES • SELF-SELECTION BIAS especially in case of selfadministered questionnaire. People respond to only those they like.

Item Nonresponse - The respondent may not know the answer to a particular question, the respondent may find the questions embarrassing or irrelevant.

The END Thank You