EDUCATIONAL RESEARCH

CHAPTER 6 DESCRIPTIVE RESEARCH GAY,MILLS, AND AIRASIAN

TOPICS DISCUSSED IN THIS CHAPTER

Descriptive research Designing and conducting descriptive research Self report data collection methods Questionnaires Interviews.

Purpose Deremines and describes the way things are Compares how sub-groups view issues and topics Importance Frequently used in research studies Used to influence opinion Useful for investigating a variety of educational problems.

DIFFERENCES FORM QUALITATIVE RESEARCH

Descriptive Research Uses observations and interviews Studies the topic form the researchersperspective

Qualitative Research Uses observations and interviews Studies the topic form the participants perspective.

METHOD
Six steps in conducting descriptive research Identify problem Review literature Select participants and instruments Collect valid and reliable data Analyze data Report conclusions.

COMMON ERRORS
Lack of participant response Low response rates are common Difficulties interpreting the findings without the data representing non respondents views Unclear/ ambiguous items Researcher needs to develop recording forms that collect the data objectively and reliably.

CLASSIFICTIONS OF DESCRIPTIVE RESEARCH

Classified by how data are collected Self report Individuals respond to statements or questions about themselves Observation Data is colected by the researcher watching participants.

SURVEY DATA COLLECTION METHODS

Surveys represet the most common type of self repot measure Questionnaires Interviews Advantages of conducting surveys Less time is required Less expenses are incurred Larger samples can be used.

SURVEY DATRA COLLECTION METHODS

Five types of surveys School surveys Information collected by a school Information collected about a school Sample surveys Use of samples representing relevant subgroups of interest.

Developmental surveys Ecamining variables that differentiate children at different developmental stages Cross sectional surveys Collecting data from several samples at one point in time Surveying samples of elementary, middle, and secondary teachers at the same time.

Longitudinal surveys Collecting data at two or more times to measure change Four types Trend- samples form succeeding groups are studied over time Cohort- separate samples from a single group are studied over time Panel- a single sample from a group

CONDUCTING SURVEY RESEARCH

State the problem The topic must be of sufficient significance to motivate a respondent and justify the research effort Select the participants Must be able to provide the desired information Must be willing to participate.

CONDUCTING SURVEY RESEARCH

Constructing the questionnairee Appearance Visually attractive- use of white space Bref Carefully identify sub-topics Use structured items if possible Use responses that can be checked or circled rather than written.

CONDUCTING SURVEY RESEARCH

Methods to collect data Mailed surveys Advantages-efficint, inexpensive, easily stanardized, easy to score, anonymous or condifential Disadvantages-low response rate, inability to probe E- mailed surveys Advantages-quick,efficient, inexpensive, easily standardized, easy to score Disadvantages-can only assure conidentiality, respondents might not have access to e-mail.

CONDUCTING SURVEY RESEARCH

Telephone surveys Advantages-high response rates, efficient Disadvantages-requires lists of telephone numbers, requires training Personal administration Advantages-efficint if respondents are in close prcimity to the administrator, allows for probes Disadvantages-time consuming, expensive, requires training Personal interview Advantages rich complete reponses Disadvantages-little standardization, takes time to administer, expensive.

CONDUCTING SURVEY RESEARCH

Types of items Two aporoaches to writing an item Stuctured items-closed-ended, selection unstructured-openended, supply Teo diadvantages are that respondents will not take the time to respond and the responses are difficult to score objectively Specific types Scales Likert. Semantic differential Rankings Cheklist Free responses

CONDUCTING SURVEY RESEARCH

Qualities of good items Address single consept Avoid jargon Include point of reference Avoid leading questions Avoid sensitive questions Do not assume facts not necessarily true Pretested Provide information on how to respond Questionnaire design Do not crowd items Numer pages and items Do not put important questions, at the end.

Constructing a cover letter Explains what is being asked and why Content A brief description of the study Contact information Organizational endorsements and support Deadline for responding Stamped self addressed return envelope.

Cover letter characteristics Is brief, neat, and personalized Gives reason to respond Gives means to respond Promises anonymity or confidentiality Anonymity and confidentiality Anonymity means no one can trace the respondent t his or her responses confident

Pretest the questionnaire Recviews by threee or four individuals Provides information about deficiencies and suggestions for improvement Follow up activities Reminder postcard Second survey with a cover letter politely re

Two types of non responses Respon dents not returning the survey First mailings usually result in 30%-50% response rate Follow up postcards usually add about 20% Sending a second survey with apolite cover letter

Respondents not returning the survey Concerns with generalizing form the results of the respondents given

Two types of non responses Respondents not cmpleting items Be certain this is taken into account when summarizing scores Simply adding scores will not reflet the true score of a participant if he or she has left some

Tabulating responses Closed ended items Scantrons Electronic spreadsheets Statistical software open

Analyzing results Total sample size and return rate Responses to each item Average score and percentage of the sample responding Subscale scores Average score of items on the subscale Total score Average score of all items

INTERVIEW STUDIES
Advantages More in depth Flexible Gives opportunity to

Define the problem Identify potential interviewees Construct an interview guide A written protocol that indicates what quwstions are to be asked, in what order, and how much prompting and probing is permitted.

Iterview guide (continued) Assures that all interviews will be conducted in the same manner Generally uses semi

Administer the interview Conducting an interview effectively requires training, effective communication skills, and good interpersonal skills Guidelines Be as brief as possible Ecplain terms that the interviewee might not understand Do not use leading

Record the responses Manually recording Cumbersome and slow Likely to miss important information Mechanical recording Cassette tapes and videos capture