Creating and Implementing Educational Research

1. Creating and Implementing Educational Research Vann B. Scott, Jr., Ph.D. & Michael Lariscy, Ed.D. Department of Psychology Department of Health and Physical Education Armstrong Atlantic State University

2. Agenda Discuss the role and purpose of educational research Describe the modal model of educational research (the quasi-experiment) and provide an example of a quasi-experiment using the model Facilitate the discussion and development of quasi-experimental research projects in break-out groups Sharing of developed project ideas If time permits, discussion of other research designs

3. Three types of research design Descriptive � purpose is to gain knowledge about the distribution of population Correlational � purpose is to gain knowledge about the underlying relationship between naturally occurring variables Experimental � purpose is to establish cause and effect relationships among independent and dependent variables.

4. �True� experiments defined An experiment that utilizes random assignment to conditions in an effort to ensure that the participants in each condition are statistically identical. In doing so, any differences observed in the dependent variable are attributable only to the presence/absence of the independent variable. Campbell & Stanley�s taxonomy RO1 X O2 RO3 O4 where R = random assignment, O = observation, X = treatment

5. Quasi-experiments defined An experiment that does not (often cannot) feature random assignment to conditions. Researchers attempt to compare groups that are as similar as possible without the aid of random assignment. Most educational research studies of an experimental nature are of this type. Campbell & Stanley�s taxonomy O1 X O2 -------------------------- O3 O4 where O = observation, X = treatment, dashed line signifies no random assignment

6. Example of Quasi-Experimental Education Research Research question � Does class size matter in predicting academic performance? Basis of question (inductive reasoning) Concern with �over-crowding�, large student-to-faculty ratios, and de-individuation (feeling like a number rather than a person). Why so much concern if large class size not detrimental to academic performance? Literature search on problem Any (conclusive) evidence to support theory that large class sizes are detrimental to academic performance? Mixed evidence found in literature

7. Example of Quasi-Experimental Education Research Analyze Theory Related to Research and offer an informed hypothesis � Large class sections of college algebra have particularly high failure rates. Therefore, hypothesis is: Small group break-out sessions will facilitate learning in Math 101. Select Method � Choose quasi-experimental method (non-equivalent control group design) utilizing two sections of Math 101 taught by same instructor � one section with small break sessions and other without

8. Example of Quasi-Experimental Education Research Expected outcomes clearly stated � Compared to students in regular section, students in course with breakout sessions will have higher average quiz and exam scores (as indicated by a statistical analysis of the difference in performance on these measures between the two groups).

9. Example of Quasi-Experimental Education Research Project connected to literature on educational research and scholarship of teaching and learning (SOTL) � A literature search conducted prior to hypothesis formulation and data collection revealed that students in large classes have shown poorer performance.

10. Example of Quasi-Experimental Education Research Results of project will be disseminated to the larger academic community Researcher(s) state a plan to present the results in one or more of the following forums: RCC/RLC meeting SOTL related conference (can be discipline specific) PRISM state-level conference SOTL related publication (can be discipline specific)

11. Considerations in designing your own study Situational constraints (social, political, physical, historical contexts) Reason for research (purpose) Conceptualization of situation being studied Sorts of questions for which answers are being sought Information produced by questions Scale of research project (investment of personal time, effort, money, other resources) Nature of the research population � can potential respondents provide adequate answers to questions posed by researcher? Ethical issues related to research Expectations of organization funding research (What is expected by PRISM leadership?) Timeline for conducting study

12. Design your study Problem � What is the specific problem you wish to study? Literature review � Consult the relevant literature to determine what is known already regarding your problem Hypothesis (based on literature search and tied to theory) � Be specific to your particular sample Choose appropriate method � Sample the population and collect the data � Be sure to draw as representative a sample as possible and ensure that the measures taken represent the variables you wish to measure (are valid)

13. Design your study Propose outcomes expected for the study. MUST consider how data will be analyzed at this stage (BEFORE data are collected) Design a timeline for completion of the study Propose a venue in which to present the results of the study

14. Contact information Reference � Opie, C. (2004). Doing Educational Research: A Guide to First Time Reseachers London:Sage. Vann Scott, Ph.D. � 921-5928, scottvan@mail.armstrong.edu