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Causal-Comparative Research

Causal-Comparative Research. July 23, 2001 EAF 410. What is it?. Associational Differences between/among groups Categorical data Differences already exist Ex post facto Much research in medicine & sociology. What are the effects of teacher gender on student behavior

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Causal-Comparative Research

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  1. Causal-ComparativeResearch July 23, 2001 EAF 410

  2. What is it? • Associational • Differences between/among groups • Categorical data • Differences already exist • Ex post facto • Much research in medicine & sociology

  3. What are the effects of teacher gender on student behavior How are administrative decisions affected by gender What causes students to join the glee club? How are teaching styles affected by graduate studies? Examples

  4. Type 1 • Exploration of effects caused by membership in a group • What differences in student behavior are caused by gender?

  5. Type 2 • Studies causes of group membership • Why do ISU students enroll in EAF 410 during the summer session?

  6. Type 3 • Studies the consequences of an intervention • How do students who have taken EAF 410 evaluate research articles?

  7. Causal Link Tentative • Does gender cause differences? • Girls read better • Boys are disciplined more • Other probable links in the causal chain

  8. Basic Approach • Noted difference between two groups • Look for causes/consequences

  9. Similarities with Correlational Research • Associational • Attempt to explain phenomena • Often lead to experimental research • Don’t allow variable manipulation • Attempt to explore causation

  10. Causal-Comparative -compare groups -categorical variable(s) -crossbreak tables Correlational -individual scores -quantitative variables -scatterplots & r Similarities with Correlational Research

  11. Steps Involved • Identify & clarify research problem • Several alternative hypotheses • Select subjects (groups) • Homogenous on some variables • Instrumentation • No limits

  12. Steps Involved(continued) • Design • Groups differ on specific variable • Groups compared on other variable(s)

  13. Evaluating Threats • What other factors affect the comparison variable? • What is the likelihood of the groups differing on these factors? • Evaluate threats on likelihood of their effect and plan to control.

  14. Survey Research July 23, 2001 EAF 410

  15. Three Characteristics • Information collected to describe • Information collected by asking questions • Information collected from a sample

  16. Major Purpose • To describe the characteristics of a population • Not so concerned about why • Concerned about what is

  17. Types of Surveys • Cross-sectional Study • information collected at just one point in time • Longitudinal Study • information collected at different points in time

  18. Types of Longitudinal Studies • Trend • Different samples • Population may change • Cohort • Different samples • Population doesn’t change

  19. Types of Longitudinal Studies(continued) • Panel • Same sample • Population doesn’t change

  20. Steps in Survey Research • Clearly define objectives • Construct clear questions • Sample (unit of analysis) • Collect data • “live” to a group • mail • phone • face-to-face interviews

  21. Preparing the Instrument • Not too long • Questions easy to answer • Carefully worded • can be asked as written • will mean same to all • can be answered • will be answered

  22. Types of Questions • Closed-ended • answers provided • Open-ended • respondent provides answers

  23. Suggestions for Closed-Ended Questions • Unambiguous • Simple focus • Short • Common language • “Unbiased” terms • Not leading questions • No double negatives

  24. Suggestions for Questions • Try them out on a similar sample • Make them look good • Have follow-up questions • contingency questions -- contingent on answer to previous question

  25. Nonresponse • Some will not return survey • Some items will not be answered • Can use random replacement

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