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EDUCATIONAL RESEARCH II (II Bimetsre Abril Agosto 2011)
 

EDUCATIONAL RESEARCH II (II Bimetsre Abril Agosto 2011)

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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
    • CLASSROOM RESEARCH
      • 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
      OBSERVATION
    • 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
    •  
    •