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EDUCATIONAL RESEARCH II (II Bimetsre Abril Agosto 2011)

EDUCATIONAL RESEARCH II (II Bimetsre Abril Agosto 2011)



Universidad Técnica Particular de Loja

Universidad Técnica Particular de Loja
Ciclo Académico Abril Agosto 2011
Carrera: Inglés
Docente: Lic. Alba Bitalina Vargas Saritama
Ciclo: Séptimo
Bimestre: Segundo



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    EDUCATIONAL RESEARCH II (II Bimetsre Abril Agosto 2011) EDUCATIONAL RESEARCH II (II Bimetsre Abril Agosto 2011) Presentation Transcript

    • EDUCATIONAL RESEARCH II Ciencias de la Educación: Mención Inglés Mgs. Alba Vargas Saritama Segundo Bimestre Abril Agosto 2011
    • Objectives
    • Distictions between Quantitative and Qualitative Research According to Gass & Mackey (2005)
    • Does it depend on the question or problem addressed? Which is the most appropriate approach ? EDUCATIONAL RESEARCH .
    • Qualitative Research
      • Mason (1996, p. 3) states that “qualitative research –whatever it might be- certainly does not represent a unified set of techniques or philosophies, and indeed has grown out a wide range of intellectual and disciplinary traditions”
      Qualitative research
    • Decides what data are needed Decides if, and what type of, sample is needed Selects tools appropriate for collecting needed data The researcher
    • Gathering qualitative data
      • Ethnographies : to describe and interprete human social behavior
      • Interviews: to question or converse
      • Diaries / Journals : to report internal processes and thoughts
      • Case studies : to provide detailed descriptions of specific learners (classes)
      • Observational techniques: observing interaction, relationships, actions
    • Triangulations entails the use of multiple, independent methods in a single study in order to arrive at the same findings. www.indiamart.com Triangulation It reduces observer or interviewer bias and enhances the validity and reliability.
      • Classroom research can be addressed as:
      • classroom-based research
      • Laboratory-based research
    • Classroom Research
      • Observations are useful for gathering in-depth information.
      • The researcher must strive for objectivity and also be aware of subjectivity.
      • Informed consent (permission)
      • Data-elicitation techniques
    • CODING
    • CODING Some type of data need to be prepared for coding because it is not ready for immediate analysis after collection; but other type of data like the scores taken from TOEFL do not need any treatment. Orwin (1994, p. 140) states “Coding represents an attempt to reduce a complex, messy, context-laden and quantification resistant reality to a matrix of numbers”.
    • How much to code? What type of data needs coding? How to code data? CODING http://www.fotosearch.com
    • CODING
      • Coding systems include:
      • sheets
      • charts
      • techniques
      • schemes, and
      • other systems according to the needs
      • Coding systems must be very clear and as straightforward to use as possible, that is carefully selected.
    • Common coding systems and categories
      • T- units
      • Suppliance in obligatory context (SOC) counts.
      • CHAT convention
      • Turns
      • Utterances Sentence
      • Communication units
      • Idea units
      • Clauses
      • S - nodes per sentence
      • Type-token ratios
      • Targetlike usage
      • counts
    • Analysis of Quantitative data
      • Descriptive statistics permits researchers to meaningfully describe many pieces of data with a few indices.
      • It helps researcher to provide a simple summary or overview of the raw data, for a better comprehension of the data set.
      • Standard scores
      • Airason & Gay (2005, p. 422) defines standard scores as a “derived score that expresses how far a given raw score is from some referent point, typically the mean, in terms of deviation units”
      • Probability refers to the likelihood of soothing to happen again and again. It is expressed with percentages. In second language studies the accepted value of probability is 05 .
      • Inferential statistics is a type of statistics that determines the likely generalizability from a sample (s) to the general population
    • The importance of reporting research
      • Reporting findings is a crucial element in the process of second language research.
      • It must present a clear description of the problem and the methodology, together with the results.
      • The researcher`s interpretation of data must be based on their theoretical framework, and the conclusion must be closely related to the purpose of the research.
    • Research reports depends on the type of research and the methods use to addressed questions or problems.   The nature of reports
    • Common Elements In A Research Report COMMON ELEMENTS IN A RESEARCH REPORT