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    1. WELCOME … MAIS 502: Comparative Research Methods Instructor: Dr. Mark Henze

    2. Next Class MAIS 502: Comparative Research Methods

    3. Newman, A. E. (2004). The Effect of a Christian Education on APA Formatting Technique: An Exercise in Futility? Journal of Anachronisms, 18(2), 54-67.

    4. Newman, A. E. (2004). The effect of a Christian education on APA formatting technique: An exercise in futility? Journal of Anachronisms, 18(2), 54-67.

    5. Newman, A. E. (2004). The effect of a Christian education on APA formatting technique: An exercise in futility? In M. E. Henze (Ed.), Torturing MAIS students to no end (pp. 23-75). Whittier, CA: Hillside Book Publishers.

    9. QUALITATIVE AND QUANTITATIVE APPROACHES

    10. Definitions of Qualitative and Quantitative Research Quantitative Research A type of educational research in which the researcher decides what to study, asks specific, narrow questions, collects numeric (numbered) data from participants, analyzes these numbers using statistics, and conducts the inquiry in an unbiased, objective manner. Qualitative Research A type of educational research in which the researcher relies on the views of participants, asks broad, general questions, collects data consisting largely of words (or text) from participants, describes and analyzes these words for themes, and conducts the inquiry in a subjective, biased manner.

    11. The Development of Quantitative Research: Historical Trends Philosophical Positivism Scientific Inquiry Empirical Epistemology Development of Quantitative Tools Statistical Practices Test and Measurement Practices Research Designs

    12. Historical Trends: Development of Quantitative Statistical Procedures Descriptive Statistics Correlational Statistics Significance Statistics Regression Statistics Non-Parametric Statistics Factor Analysis Causal Statistics

    13. Historical Trends: Development of Quantitative Statistical Procedures

    14. Extraction Analysis

    15. Rotation

    16. The Development of Quantitative Research: Historical Trends

    17. The Development of Quantitative Research: Historical Trends

    18. QUALITATIVE AND QUANTITATIVE APPROACHES

    19. Qualitative approach Definition is an inquiry approach useful for exploring and understanding a central phenomenon.

    20. 2. Purpose: To discover various meanings associated with a phenomenon by studying cases intensively in natural settings and by subjecting the resulting data to analytic induction.

    21. Quantitative approach 1. Definition: is an inquiry approach useful for describing trends and explaining the relationship among variables found.

    22. 2. Purpose: To describe and explain features of a reality by collecting numerical data. by comparing data from one individual or group to another individual or group. by subjecting the data to statistical analysis.”

    23. Comparison: Quantitative vs. Qualitative Research: Quantitative Methods: Formulate hypothesis Qualitative Methods: IV. Quantitative vs. Qualitative Research (D. Radcliff. 2000. Seminar)IV. Quantitative vs. Qualitative Research (D. Radcliff. 2000. Seminar)

    24. Comparison: Quantitative vs. Qualitative Research: Quantitative Methods: Formulate hypothesis Observe events/present questionnaire with fixed answers. Qualitative Methods: Observe events and/or ask questions with open-ended answers. IV. Quantitative vs. Qualitative Research (D. Radcliff. 2000. Seminar)IV. Quantitative vs. Qualitative Research (D. Radcliff. 2000. Seminar)

    25. Comparison: Quantitative vs. Qualitative Research: Quantitative Methods: Formulate hypothesis Observe events/present questionnaire with fixed answers. Tabulate responses Qualitative Methods: Observe events and/or ask questions with open-ended answers. Record observations IV. Quantitative vs. Qualitative Research (D. Radcliff. 2000. Seminar)IV. Quantitative vs. Qualitative Research (D. Radcliff. 2000. Seminar)

    26. Comparison: Quantitative vs. Qualitative Research: Quantitative Methods: Formulate hypothesis Observe events/present questionnaire with fixed answers. Tabulate responses Summarize data Qualitative Methods: Observe events and/or ask questions with open-ended answers. Record observations Interpret observations IV. Quantitative vs. Qualitative Research (D. Radcliff. 2000. Seminar)IV. Quantitative vs. Qualitative Research (D. Radcliff. 2000. Seminar)

    27. Comparison: Quantitative vs. Qualitative Research: Quantitative Methods: Formulate hypothesis Observe events/present questionnaire with fixed answers. Tabulate responses Summarize data Qualitative Methods: Observe events and/or ask questions with open-ended answers. Record observations Interpret observations Return for new and refined observations IV. Quantitative vs. Qualitative Research (D. Radcliff. 2000. Seminar)IV. Quantitative vs. Qualitative Research (D. Radcliff. 2000. Seminar)

    28. Comparison: Quantitative vs. Qualitative Research: Quantitative Methods: Formulate hypothesis Observe events/present questionnaire with fixed answers. Tabulate responses Summarize data Analyze and draw conclusions Qualitative Methods: Observe events and/or ask questions with open-ended answers. Record observations Interpret observations Return for new and refined observations Review data and draw conclusions IV. Quantitative vs. Qualitative Research (D. Radcliff. 2000. Seminar)IV. Quantitative vs. Qualitative Research (D. Radcliff. 2000. Seminar)

    29. Comparison: Quantitative vs. Qualitative Research: Quantitative Methods: Formulate hypothesis Observe events/present questionnaire with fixed answers. Tabulate responses Summarize data Analyze and draw conclusions Qualitative Methods: Observe events and/or ask questions with open-ended answers. Record observations Interpret observations Return for new and refined observations Review data and draw conclusions Formulate hypothesis or theory IV. Quantitative vs. Qualitative Research (D. Radcliff. 2000. Seminar)IV. Quantitative vs. Qualitative Research (D. Radcliff. 2000. Seminar)

    30. 4. Determining the Research Approach Use quantitative if your research problem requires you to Measure Variables Assess the impact of these variables on an outcome Test existing theories or broad explanations Apply results to a large number of people Use qualitative if your research problem requires you to Learn about the views of the people you plan to study Assess a process over time Generate theories based on participant perspectives Obtain detailed information about a few people or research sites.

    31. Research Designs and Uses

    32. Quantitative Designs and Uses

    33. Qualitative Designs and Uses

    34. Could be either…

    35. Hybrids: Combined Designs and Uses

    36. 4 Ways to Use Hybrid (Mixed Method) Research: Triangulation Use of different methods to check out the veracity of what was discovered by the other methods. Corroboration… Concurrent Use of different methods to find out different types of things that are necessary or independent parts of the entire research scheme. Sequential – Exploratory Use of one type to explore the concepts, ideas and questions that should be investigated by the other type. Sequential – Explanatory Use of one type to seek our a deeper or more rich explanation for what is uncovered or disclosed by the other type of research

    38. Research Designs and Uses

    39. Qualitative & Quantitative Some differences:

    40. Qualitative & Quantitative Some differences:

    41. Qualitative & Quantitative Some differences:

    42. Quantitative or Qualitative….

    43. Quantitative or Qualitative? A study to investigate the reasons why kids fight on the playground A study to see which minorities do best on a certain IQ test. A study to evaluate whether students are self-motivated or motivated more by external rewards or punishment A study to investigate whether there is a relationship between a student’s IQ and his/her artistic creativity. A study to discover why kids are not eating their cafeteria food at lunch.

    44. A study to see how Educational Research classes may be improved to make students take more interest and fall asleep less often. A study of five children to see how they react to being surprised. A study to determine what part of the brain is involved in short term memory. A study to see if a student’s IQ is affected by special class using multi-media resources. A study of how whether students taking a test at time A receive the same or similar results when taking the test at time B. Quantitative or Qualitative?

    47. Population and Sample A population is a group of individuals that comprise the same characteristics A sample is a sub-group of the target population that the researcher plans to study for the purpose of making generalizations about the target population. Samples are only estimates The difference between the sample estimate and the true population is the “sampling error” or “margin of error.”

    48. Population and Sample

    49. CENSUS

    50. Keys to Good Sampling: Randomness is the KEY! Allows reliance upon the natural characteristics of probability theory.... Avoids bias (intentional or otherwise) Designed to include all known subgroups Sample that is selected will respond ... has a good “return rate.” Does not unintentionally turn into a “volunteer” sample.

    51. Famous Example...

    52. Literary Digest George Gallup 2.4 million surveys 50,000 interviews Telephone #s Random & Stratified Car Registrations Interviews Magazine Subscribers Prediction: Landon: 370 electoral votes 85 electoral votes Roosevelt: 161 electoral votes 445 electoral votes Actual Results: Landon: 8 electoral votes Roosevelt: 523 electoral votes

    53. Probability and Non-Probability Sampling Probability sampling is the selection of individuals from the population so that they are representative of the population Non-probability sampling is the selection of participants because they are available, convenient, or represent some characteristic the investigator wants to study.

    54. Types of Quantitative Sampling

    55. Types of Probability Samples Simple Random: selecting a sample from the population so all in the population have an equal chance of being selected Systematic: choosing every “nth” individual or site in the population until the desired sample size is achieved

    56. Population: Wild Animals

    57. Simple Random (6 potential participants)

    58. Systematic Random (Every 4th Potential Participant)

    59. Types of Probability Samples Stratified sampling: stratifying the population on a characteristic (e.g. gender) then sampling from each stratum. Proportionally Stratified Sampling: stratifying the population on a characteristic and its representative proportion of the population, then sampling in that same proportion

    60. Stratified Sampling (2 from every species)

    61. Proportional Stratification Sampling Approach

    62. Proportionally Stratified Sampling (Proportionally & Random by Species)

    63. Types of Probability Samples Multi-Stage Cluster Sampling: a sample chosen in one or two stages because the population is not easily identified or is large

    64. Multi-Stage Cluster Sampling (Location / By Species)

    65. Types of Non-Probability Samples Convenience Sampling: participants are selected because they are willing and available to be studied Snowball Sampling: the researcher asks participants to identify other participants to become members of the sample. A brings B, who brings C & D

    66. Generalizability The ability to extrapolate the findings derived from a sample to the whole population.

    67. Generalizability (a few concepts)

    68. Generalizability (a few concepts)

    69. Generalizability (a few concepts)

    71. Which types of sampling have better generalizability? Simple Random Systematic Stratified Proportionally Stratified Multi-Stage Cluster Convenience Sampling Snowball Sampling

    72. Obtaining a Sample…. Determining your Population Determining available samples Designing for greatest generalizability Randomness Representativeness Size of Sample Getting Permission

    73. What Permissions Will You Need? Obtaining Permission Institutional or organizational (e.g. school district) Site-specific (e.g. secondary school) Individual participants or parents Campus approval (e.g. university or college) and Institutional Review Board (IRB) CUI’s is called the Protection of Human Rights in Research Committee (PHRRC)

    74. C. Class Exercise on Sampling Briefly describe your population What common characteristics does the population have? Draw a sample group from your data pool (i.e., population) according to the following sampling methods: Random sample Stratified sample Systematic sample Cluster sample Incidental sample

    75. Next Class MAIS 502: Comparative Research Methods

    78. Experimental Research Usually tries to follow the “Scientific Method.” Main purpose is to make public the procedures used and the outcomes observed so that others may attempt to replicate the study. May lead to an understanding of physical laws nor causes … but may not. Although a hypothesis is usually stated, it doesn’t really care if the hypothesis is proven true or not. Involves the willful manipulation of variables to see how the manipulation affects or changes the outcome.

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