6025 Ind Assign Research Title Slides Clara


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6025 Ind Assign Research Title Slides Clara

  1. 1. Methods of Research and Enquiries <ul><li>Individual Research Topic Discussion </li></ul><ul><li>by Clara Kwan </li></ul><ul><li>Jul 2007 </li></ul>
  2. 2. Research Title To study the effect of Information Literacy tutorials on Undergraduate students’ information search skills Research Question Will Undergraduate students who have attended information literacy tutorials possess significantly better information search skills than those students who had not ? <ul><li>Why is this important topic to study ? </li></ul><ul><li>If Information Literacy is proved to be an important factor for causing the improvement of students’ information searching skills, then the University should change their curriculum to include this in the core module or make it mandatory. More resources, manpower can be redirected to units (usually the Libraries) who organize these courses for UG students. </li></ul><ul><li>The EDB (Education Bureau) may consider introducing Information Literacy to students from primary and secondary schools teachers. They need to organize staff development programs to train the trainers so that secondary students can learn the skills earlier . </li></ul>
  3. 3. What are the participants ? <ul><li>1 st year UG students of local university, had not attended any information literacy classes before </li></ul><ul><li>randomly choose 80 participants from each school (e.g. 4 schools) </li></ul><ul><li>ratio of male vs female : 50% : 50%. </li></ul><ul><li>Randomly assign into Group A and Group B </li></ul><ul><li>Each group has 20 male and 20 female students </li></ul><ul><li>Group A : treatment group, will attend the Information Literacy tutorials </li></ul><ul><li>Group B : control group </li></ul><ul><li>How will data be collected and analyzed ? </li></ul><ul><li>Quantitative – Experimental Research </li></ul><ul><li>H 0 (null hypothesis) : Mean of students information searching scores before taking the Information Literacy classes is the same as the mean of students’ scores after taking the classes. </li></ul><ul><li>Independent variable : Information literacy tutorials </li></ul><ul><li>Dependent variable : students’ information search skills </li></ul>
  4. 4. <ul><li>Pretest-Post test control group design </li></ul><ul><li>R O X O </li></ul><ul><li>R O O </li></ul><ul><li>At the beginning of the semester, ask students from both Group A and Group B to sit for a pre-test (O) , e.g. the Appalachian State University Literacy Assessment Test(1999). Get the score (S1). </li></ul><ul><li>For the next 12 weeks, students from Group A attend the information literacy skills tutorials, which last for 1-hour (X) . The tutorials should focus on teaching Information Literacy skills and is conducted face to face in classroom setting (can conduct it in online setting but it would be a different research). There is no treatment for Group B. </li></ul><ul><li>At the end of the semester (3 months’ time), give both groups of students a similar set of Appalachian State University Literacy Assessment Test, this is the post-test (O) . Get the scores (S2). </li></ul><ul><li>Plot the scores of S1 and S2 vs frequencies on a graph. Input data into a computer software (e.g. SPSS). Study the mean, the dispersion, the variance of the two curves. H 0 (null hypothesis) will be rejected if the p value is <0.05 in a t-test </li></ul>