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2
Differentiate between
hypothesis. Give examples.
research
question
and
1
2
3
4
5
Choose
your
Find
basic
Refine
your
Locate
and
retrieve
Evaluate
relevancies
of
Take
topic.
information.
topic.
materials.
materials.
notes.
information. Before you begin locating information about your topic, you
will need to identify what information formats (articles, books, websites,
dissertations, etc.,) are needed and select the appropriate research tool(s).
The information format is usually determined by the requirements of your
research assignment or instructor.
basic
criteria
to
evaluating
information
are
as
follows:
Objectivity
Currency
What
is
Is
the
the
purpose?
Is
information
there
bias?
up-to-date?
(5) Coverage What is the scope of the information? What does it focus
on?
A literature review is more than the search for information, and goes beyond
being a descriptive annotated bibliography. All works included in the review
must be read, evaluated and analysed (which you would do for an annotated
bibliography), but relationships between the literature must also be identified
and articulated, in relation to your field of research.
"In writing the literature review, the purpose is to convey to the reader what
knowledge and ideas have been established on a topic, and what their
strengths and weaknesses are. The literature review must be defined by a
guiding concept (eg. your research objective, the problem or issue you are
discussing, or your argumentative thesis). It is not just a descriptive list of the
material available, or a set of summaries.
Journal articles are the primary vehicle of communication in most science
disciplines and, therefore, journal indexes and e-journal packages are critical
information resources. To identify and remain knowledgeable about the main
indexes to the science literature and many other specific resources for each
science discipline, there are science librarians, library database lists and guides
arranged by subject, and specific literature guide books to assist you. Journal
and bibliographic indexes typically allow keyword searching of article titles,
abstracts, and subject headings or descriptors. E-journal packages (e.g., JSTOR;
ScienceDirect; SpringerLink; Wiley Interscience) often allow keyword searching
of the full text of articles as well. The ability to keyword search full text enables
a new level of searching. While producing many irrelevant results, full-text
searches can also find information not previously discoverable by searching
indexes. Multidisciplinary indexes, such as Google Scholar, Scopus, and Web of
Science, which analyze article bibliographies and track citations (i.e., who is
citing who) are valuable tools for identifying the most cited and presumably
important papers on particular topics. Once a relevant article is found, by
examining its bibliography additional older results can often be identified for
your topic. Conversely, once a relevant article is found, by examining who has
cited it additional newer results can often be identified for your topic. A caveat
is that more recent articles will not have had the time to build up the numbers
of citing articles that older articles have.
Using information sources in a systematic and structured manner will save you
a good deal of time. Developing a search strategy is vital as it provides you
with an overall structure for your search and provides a record of your search
history. This is an extremely useful record to have as you find yourself needing
to refine or change the focus of your searching as your research develops. It
can also improve the relevancy of results obtained as you have thought about
keywords and synonyms and how these relate to each other.
This paper reviews three data collection methods (1) interviewing, (2)
observation, and
(3) questionnaires. Descriptions of various techniques used for data collection
provide readers with practical approaches to consider when developing
technical and operational training materials. Interviews are basic fact-finding
interactions where one individual asks questions while another responds. By
conducting interviews, researchers obtain a clearer understanding of an
individuals background and experience. Knowledge of this experience helps the
researcher better understand the context for an individuals behavior and
decision-making rationale (Seidman, 1998). Observation is, in some part, an
intuitive process that allows individuals to collect information about others by
viewing their actions and behaviors in their natural surroundings. The role of the
observer can vary depending upon the level of involvement desired (e.g.,
remain as part of the background, no interaction; or, actively participate with
the group by asking questions and responding). Tools used to collect information
vary depending upon the type of data gathered. Informal observational tools
may include writing field notes, making entries into a log, or keeping a journal.
When observation is more formal, tools such as audiotapes, videotapes,
checklists, and rating scales may be used (Arhar, Holly, & Kasten, 2001).
Action research may employ the use of questionnaires when it is impossible to
interview
every respondent. Questionnaires generally consist of open- or closed-ended
questions or items that measure facts, attitudes, or values. For example, an
action research study might try to collect information about a particular
teachers presentation style after every class for a month. Because this involves
the comments of 150 students regarding 20 lectures, it would be impossible to
interview each one every time. Consequently, a standard questionnaire would
be developed togather the desired information. Both qualitative and
quantitative research use questionnaires to collect data. Closed-ended
questions force a response, score quickly, and are easy to evaluate. To ensure
reliability, inventories often restate the question or item several times. Openended questions allow the participant to provide a more complete or
comprehensive response. Although open-ended responses are difficult to
analyze, they often provide specific and meaningful information (Arhar, Holly, &
Kasten, 2001; Patten, 1998).
textbook in her class and another instructor used a whole language textbook in
his class, and students in the two classes were given achievement tests to see
how well they read, the independent variables (teacher effectiveness and
textbooks) would be confounded. There is no way to determine if differences in
reading between the two classes were caused by either or both of the
independent variables. Continuous variable A variable that is not restricted to
particular values (other than limited by the accuracy of the measuring
instrument). E.g., reaction time, neuroticism, IQ. Equal size intervals on different
parts of the scale are assumed, if not demonstrated. Synonym for interval
variable. Control variable An extraneous variable that an investigator does not
wish to examine in a study. Thus the investigator controls this variable. Also
called a covariate.
Criterion variable The presumed effect in a nonexperimental study.
Dependent variable The presumed effect in an experimental study. The values
of the dependent variable depend upon another variable, the independent
variable. Strictly
speaking, dependent variable should not be used when writing about
nonexperimental
designs. Dichotomous variable Synonym for binary variable
Discrete variable Variable having only integer values. For example, number of
trials need by a student to learn a memorization task.
Dummy Variables Created by recoding categorial variables that have more
than two categories into a series of binary variables. E.g., Marital status, if
originally labelled 1=married,
2=single, and 3=divorced, widowed, or separated, could be redefined in terms
of two variables as follows: var_1: 1=single, 0=otherwise. Var_2: 1=divorced,
widowed, or separated, 0=otherwise.
For a married person, both var_1 and var_2 would be zero. In general, a
categorical
variable with k categories would be recoded in terms of k - 1 dummy
variables. Dummy variables are used in regression analysis to avoid the
unreasonable
assumption that the original numerical codes for the categories, i.e., the
values 1, 2, ..., k, correspond to an interval scale. Use: to place cases in specific
groups.
Endogenous variable A variable that is an inherent part of the system being
studied and that is determined from within the system. A variable that is caused
by other variables in a
causal system.
Exogenous variable A variable entering from and determined from outside of
the system being studied. A causal system says nothing about its exogenous
variables. Independent variable The presumed cause in an experimental study.
All other variables that may impact the dependent variable are controlled. The
values of the independent variable are under experimenter control. Strictly
speaking, independent variable should not be used when writing about
nonexperimental designs.
Interval variable Synonym for continuous variable
Sampling techniques
What is sampling?
Why sample?
In reality there is simply not enough; time, energy, money, labour/man power,
equipment, access to suitable sites to measure every single item or site within
the parent population or whole sampling frame.
Therefore an appropriate sampling strategy is adopted to obtain a
representative, and statistically valid sample of the whole.
Sampling considerations
A sampling strategy made with the minimum of bias is the most statistically
valid
This also means that up to five per cent may lie outside of this - sampling,
no matter how good can only ever be claimed to be a very close estimate
Sampling techniques
Three main types of sampling strategy:
Random
Systematic
Stratified
Within these types, you may then decide on a; point, line, area method.
Random sampling
=RAND()
Type that into a cell and it will produce a random number in that cell. Copy the
formula throughout a selection of cells and it will produce random numbers.
You can modify the formula to obtain whatever range you wish, for example if
you wanted random numbers from one to 250, you could enter the following
formula:
=INT(250*RAND())+1
Where INT eliminates the digits after the decimal, 250* creates the range to be
covered, and +1 sets the lowest number in the range.
Paired numbers could also be obtained using;
=INT(9000*RAND())+1000
These can then be used as grid coordinates, metre and centimetre sampling
stations along a transect, or in any feasible way.
Methodology
A. Random point sampling
Figure one: A random number grid showing methods of generating random numbers, lines and areas.
Avoids bias
Disadvantages:
Systematic sampling
Samples are chosen in a systematic, or regular way.
They can be regularly numbered, for example every 10th house or person
spatial
context, for
Methodology
A. Systematic point sampling
A grid can be used and the points can be at the intersections of the grid lines
(A), or in the middle of each grid square (B). Sampling is done at the nearest
feasible place. Along a transect line, sampling points for vegetation/pebble data
collection could be identified systematically, for example every two meters or
every 10th pebble
B. Systematic line sampling
The eastings or northings of the grid on a map can be used to identify transect
lines (C and D) alternatively, along a beach it could be decided that a transect
up the beach will be conducted every 20 metres along the length of the beach
C. Systematic area sampling
A pattern' of grid squares to be sampled can be identified using a map of the
study area, for example every second/third grid square down or across the area
(E) - the south west corner will then mark the corner of a quadrat. Patterns can
be any shape or direction as long as they are regular (F)
A good coverage of the study area can be more easily achieved than
using random sampling
Disadvantages:
Stratified sampling
This method is used when the parent population or sampling frame is made up
of sub-sets of known size. These sub-sets make up different proportions of the
total, and therefore sampling should be stratified to ensure that results are
proportional and representative of the whole.
A. Stratified systematic sampling
The population can be divided into known groups, and each group sampled
using a systematic approach. The number sampled in each group should be in
proportion to its known size in the parent population.
For example: the make-up of different social groups in the population of a town
can be obtained, and then the number of questionnaires carried out in different
parts of the town can be stratified in line with this information. A systematic
approach can still be used by asking every fifth person.
B. Stratified random sampling
A wide range of data and fieldwork situations can lend themselves to this
approach - wherever there are two study areas being compared, for
example two woodlands, river catchments, rock types or a population with subsets of known size, for example woodland with distinctly different habitats.
Random point, line or area techniques can be used as long as the number of
measurements taken is in proportion to the size of the whole.
For example: if an area of woodland was the study site, there would likely be
different types of habitat (sub-sets) within it. Random sampling may altogether
miss' one or more of these.
Stratified sampling would take into account the proportional area of each
habitat type within the woodland and then each could be sampled accordingly;
if 20 samples were to be taken in the woodland as a whole, and it was found
that a shrubby clearing accounted for 10% of the total area, two samples would
need to be taken within the clearing. The sample points could still be identified
randomly (A) or systematically (B) within each separate area of woodland.
It can be used with random or systematic sampling, and with point, line or
area techniques
If the proportions of the sub-sets are known, it can generate results which
are more representative of the whole population
Disadvantages:
Following the adoption of a new policy on research ethics in June 2005, we have
an established committee structure ensuring that our governance procedures
are appropriate to our needs and those of our funders. All new staff and
student research proposals at the Institute of Education are required to
undergo an ethics review. A new Code of Practice for Responding to Complaints
by Research Participants about the Ethical Conduct of Research was approved in
June 2007. All our research is conducted with reference to the appropriate
professional code of practice for social research (principally BERA, BPS or BSA).
While sound governance of research is clearly essential, we also expect the
highest possible standards from our researchers. Our ethics review processes
are explicitly designed in order to promote a reflective and proactive approach
to research ethics.