PreActivity 1 Recap 2 Research Says Learning Competencies

  • Slides: 40
Download presentation
Pre-Activity: 1. Recap? 2. Research Says?

Pre-Activity: 1. Recap? 2. Research Says?

Learning Competencies Code describes kinds of quantitative research CS_RS 12 -Ia-c-1

Learning Competencies Code describes kinds of quantitative research CS_RS 12 -Ia-c-1

Activity (15 mins) Based on the assignment: Groupings: Collate the assignment and categorize the

Activity (15 mins) Based on the assignment: Groupings: Collate the assignment and categorize the types of Quantitative Research Narrow down the common types and enlist them. Prepare for the presentation

CLASSIFICATION OF RESEARCH DESIGN (POLIT & HUNGLER, 1999) 2/18/2014 www. drjayeshpatidar. blogspot. com 3

CLASSIFICATION OF RESEARCH DESIGN (POLIT & HUNGLER, 1999) 2/18/2014 www. drjayeshpatidar. blogspot. com 3

Non-experimental 2/18/2014 www. drjayeshpatidar. blogspot. com 32

Non-experimental 2/18/2014 www. drjayeshpatidar. blogspot. com 32

I. DESCRIPTIVE METHOD “FACT-FINDING RESEARCH” which describes and interprets “WHAT IS? ” It reveals

I. DESCRIPTIVE METHOD “FACT-FINDING RESEARCH” which describes and interprets “WHAT IS? ” It reveals condition on relationship and can be presented either quantitative or qualitative way depending on the nature of materials. Purpose: To describe systematically the facts and characteristics of a given population or area of interest, factually and accurately

Characteristics: Used in the literal sense of describing situations or events, it is the

Characteristics: Used in the literal sense of describing situations or events, it is the accumulation of a database that is solely descriptive but may also aim for more powerful purposes like” • • seek or explain relationship test hypothesis make predictions get at meanings and implications

2/18/2014 www. drjayeshpatidar. blogspot. com 36

2/18/2014 www. drjayeshpatidar. blogspot. com 36

Correlational Research – purpose: is to investigate the extent to which variations in one

Correlational Research – purpose: is to investigate the extent to which variations in one or more factors based on correlation coefficient. - Attempts to determine whether what degree a relationship exist between two or more quantifiable variable. - Degree of association between the independent and dependent variables. - To make predictions.

Examples: - A study investigating the relationship between grade point average as the criterion

Examples: - A study investigating the relationship between grade point average as the criterion variable and predictor variables such as intelligences, interest, parenting style, maternal presence, father absence, etc. - A factor analytic study of several personality tests - A study to predict success in graduate school based on undergraduate variables such as academic performance, personality, motivation, etc.

2/18/2014 www. drjayeshpatidar. blogspot. com 38

2/18/2014 www. drjayeshpatidar. blogspot. com 38

6. Action Research – purpose: to develop new skills or approaches and to solve

6. Action Research – purpose: to develop new skills or approaches and to solve problems with direct application to the class room or workplace. Examples: To develop an in-service training program to help train peer counselors to work more effectively with children with family problems. To develop an enrichment program for scholars honor students To test a fresh approach in the teaching of a particular discipline like the constructive approach of collaborative learning and use of personal reflections.

8. Developmental Research – purpose: is to investigate patterns and sequences of growth and

8. Developmental Research – purpose: is to investigate patterns and sequences of growth and or changes as a function of time. Examples: Longitudinal growth studies directly measure the nature and rate of changes in a sample of the same children or individuals at different stages of development. Cross sectional growth studies indirectly measure the nature and rate of the same changes by drawing samples of different children from representative age levels. Trend studies are designed to establish patterns of change in the past in order to predict future patterns or condition.

Examples 1. Analysis of pre-natal, neonatal and post natal behavior of mothers 2. Proving

Examples 1. Analysis of pre-natal, neonatal and post natal behavior of mothers 2. Proving the Psychoanalysis theory of Freud in early adult years (5 years) of female SHS students

II. EXPERIMENTAL RESEARCH • Most accurate research. • The description of “What Will Be?

II. EXPERIMENTAL RESEARCH • Most accurate research. • The description of “What Will Be? ” or what will occur, under carefully controlled conditions. • Termed as method of difference – in process of condition, one is manipulated and one is controlled. • Leads itself to easier manipulation because of quantitative entities. • Observations are done under controlled conditions. .

2 Groupings: 1. Experimental – receives the treatment 2. Control – as ease, for

2 Groupings: 1. Experimental – receives the treatment 2. Control – as ease, for comparison.

ESSENTIAL CHARACTERISTICS OF EXPERIM DESIGNS Randomization Experimental Design Control Manipulation

ESSENTIAL CHARACTERISTICS OF EXPERIM DESIGNS Randomization Experimental Design Control Manipulation

1. Pre-test-Post-test Control Group Design Experimental Group O 1 x O 3 ________ O

1. Pre-test-Post-test Control Group Design Experimental Group O 1 x O 3 ________ O 2 O 4 Control Group Pre-test Post-test 2. Post-test Only Control Group Design Experimental Group X O 1 ________ O 2 Post-test group Post-test

1. TRUE EXPERIMENTAL DESIGN 1. 1 Classic experimental design/pretest-pos test control group design R

1. TRUE EXPERIMENTAL DESIGN 1. 1 Classic experimental design/pretest-pos test control group design R O 1 x O 2 (Experimental group) R O 1 O 2 (Control group)

Example of Pre test - Post test Design. Experimental Group- a Pre test Control

Example of Pre test - Post test Design. Experimental Group- a Pre test Control groupa Pre test Treatment (X) Post test (x) Post test (y) Example; Effectiveness of Mozart Music in the test scores of STEM students in Bio 1 class COLLECT PRETEST DATA BEFORE RANDOMIZATION TWO GROUPS 2/18/2014 www. drjayeshpatidar. blogspot. com 13

1. 2. Post test only control group design R X O 1 (Experimental group)

1. 2. Post test only control group design R X O 1 (Experimental group) R O 1 (Control group)

Example of Post-Test only Control Group Design Experimental group Intervention introduced X Control group

Example of Post-Test only Control Group Design Experimental group Intervention introduced X Control group Level of phenomenon after intervention (Y) Level of phenomenon without intervention (Z) Intervention Effect =(Y)-(Z) 2/18/2014 www. drjayeshpatidar. blogspot. com 16

Example of Post Test only Contro Group Design Vijayakumari G: A study to assess

Example of Post Test only Contro Group Design Vijayakumari G: A study to assess the effectiveness of structured teaching program regarding nature and prevention accidents among mothers of toddlers in selected areas of Raichur (2004). 2/18/2014 www. drjayeshpatidar. blogspot. com 17

3. QUASI-EXPERIMENTAL DESIGNS semi or partial experiment because it lacks one or more of

3. QUASI-EXPERIMENTAL DESIGNS semi or partial experiment because it lacks one or more of the properties of a true, pure or full experiment. The missing property is either randomization, control group or validity of component. No control group is used as basis for comparison. Validity of the cause and effect inferences may be challenged since only human judgment rather than objective criteria is utilized in reaching a decision. Weakened if there are extraneous variables that may influence or affect the dependent variable due to the absence of a control group. 2/18/2014 www. drjayeshpatidar. blogspot. com 18

Categories: 1. THE TIME-SERIES EXPERIMENTAL DESIGN O 1 O 2 O 3 O 4

Categories: 1. THE TIME-SERIES EXPERIMENTAL DESIGN O 1 O 2 O 3 O 4 O 5 X O 6 O 7 O 8 O 9 O 10 WHERE: O 1 -O 5 = PRE-TESTS O 6 -O 10 = POSTESTS X = TREATMENT

2. COUNTERBALANCED DESIGN Group 1 X 1 O X 2 O X 3 O

2. COUNTERBALANCED DESIGN Group 1 X 1 O X 2 O X 3 O Group 2 X 2 O X 3 O X 1 O Group 3 X 3 O X 1 O X 2 O

Application: So what is the GENERALIZATION • Replication is possible • Data analysis is

Application: So what is the GENERALIZATION • Replication is possible • Data analysis is easy • Quantitative research approach is the commonest • Researcher’s subjectivity is minimal 2/18/2014 www. drjayeshpatidar. blogspot. com 48