Social studies school based assessment outlineDeighton Gooden
This document is a brief description of how to undertake the research necessary for Social Studies at the CXC level.
NB: It is not intended to replace teacher instruction, and is to be used in conjunction with future directives from CXC.
Social studies school based assessment outlineDeighton Gooden
This document is a brief description of how to undertake the research necessary for Social Studies at the CXC level.
NB: It is not intended to replace teacher instruction, and is to be used in conjunction with future directives from CXC.
Here are my slides for my session for the International Institute of Business Analysis (May 23, 2012). I focus on best practices of survey design, highlighting qualitative data.
Reading academic papers is one of the most important parts of scientific research. However, junior graduate students may spend a lot of time learning how to read papers efficiently and effectively. In this talk, I will discuss some basic issues and introduce useful websites/tools/tips for paper reading.
This slides gives knowledge about how to define a research question. what are the do's and don'ts while defining research question, steps to define a research questions.examples of research questions
Quantitative Research Methods
1.What is scientific research? What is quantitative research?
2.Why we need research?
3.Who is conducting the research?
4.What is the research process?
5.What is the language of research?
Methods of collecting data
Survey, methods and type, response rate, variable language
Hands on: Graphical techniques II, SPSS
Questionnaire design
Tips on writing a research paper
Individual project: article critique
Lecture 2:
What is statistics?
Types of statistics
Types of research and types of statistics
Levels of measurement
Rules of using measurement
Hands on: Graphical Descriptive Techniques
Format of asking
Selecting the research problem for your doctoral dissertationMaria Sanchez
Criteria for choosing the most promising topic and research problem for your dissertation is presented. This presentation was designed for DoctoralNet.com free conferences.
Here are my slides for my session for the International Institute of Business Analysis (May 23, 2012). I focus on best practices of survey design, highlighting qualitative data.
Reading academic papers is one of the most important parts of scientific research. However, junior graduate students may spend a lot of time learning how to read papers efficiently and effectively. In this talk, I will discuss some basic issues and introduce useful websites/tools/tips for paper reading.
This slides gives knowledge about how to define a research question. what are the do's and don'ts while defining research question, steps to define a research questions.examples of research questions
Quantitative Research Methods
1.What is scientific research? What is quantitative research?
2.Why we need research?
3.Who is conducting the research?
4.What is the research process?
5.What is the language of research?
Methods of collecting data
Survey, methods and type, response rate, variable language
Hands on: Graphical techniques II, SPSS
Questionnaire design
Tips on writing a research paper
Individual project: article critique
Lecture 2:
What is statistics?
Types of statistics
Types of research and types of statistics
Levels of measurement
Rules of using measurement
Hands on: Graphical Descriptive Techniques
Format of asking
Selecting the research problem for your doctoral dissertationMaria Sanchez
Criteria for choosing the most promising topic and research problem for your dissertation is presented. This presentation was designed for DoctoralNet.com free conferences.
Presentations with Polls - Meetoo Success TipsStephen Dann
Tips and Tricks on using the Meetoo live polling app to make
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making, learning and engagement tor all attendees. Check out www.meetoo.com for more.
Presentation given at the CASE Communications, Marketing & Technology Conference in Boston on April 15, 2009.
Learn the tools of the trade for do-it-yourself research for little or no money. This session will teach you how to conduct focus groups, surveys, usability tests and more.
How to ask better questions and how to assess UX using surveys.
This workshop at UXLX 2014 in Lisbon was a deep dive into two important topics in survey design for user research.
We used the four-step model of how people answer questions to work on better questions, then we focused on two special uses of questionnaires in user research: the post-test assessment of satisfaction, and then how to gather information from users for redesign.
Thanks to all the attendees for making this workshop a lot of fun.
Caroline Jarrett @cjforms
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2. Slide 1.2
FREE BOOK: Download it!
http://www.b2binternational.com/b2b-blog/free-ebook-
questionnaire-design/
Also see http://pareonline.net/pdf/v10n12.pdf
3. Slide 1.3
Session Contents
How to Make Your Questionnaire Great !!!!
Who Should you Send it To?
What Type of Questions Are There?
4. Slide 1.4
Foundation
Definition of Questionnaires
Techniques of data collection in which each person
is asked to respond to the same set of questions in
a predetermined order
Adapted from deVaus (2002)
5. Slide 1.5
Types of questionnaires
Types of questionnaire
Saunders et al. (2009)
Figure 11.1 Types of questionnaire
6. Slide 1.6
Should I Choose On-line or Face to Face?
Consider
Characteristics of the respondents and access
Respondents answers not being contaminated or distorted
Size of sample required for analysis
Type and number of questions required
Available resources including use of computer software
7. Slide 1.7
How to get a Good Response Rate
http://www.cartoonstock.com/directory/q/questionnaire.asp
8. Slide 1.8
How to Encourage a Good Response Rate
Careful design of the questionnaire
Clear & pleasing layout
Clear statement of the purpose of the questionnaire
Clear questions
Pilot testing
Careful planning and execution
9. Slide 1.9
Design of the Questionnaire
Cover Page / Letter
Directions (What to do)
Page Design
Order of Questions
Grouping of Questions
Navigational Path
Survey Length
10. Slide 1.10
Cover Page
Good quality paper:
Official letterhead / logo (obtain permission):
Clear Title:
Date:
Greeting:
1st key message: Purpose
2nd key message: Value your response & ‘x’ mins
3rd key message: Confidentiality
4th key message: Results
Contact point for return / queries
11. Slide 1.11
First Set of Questions:
Apply to everyone
Easy to answer in a few seconds
Easy to read, understand & respond to (CLOSED)
Interesting
Connect to the purpose of the survey
12. Slide 1.12
Question Groupings
Group by content, user can focus & organise thoughts
Group by type of question (e.g. all rating questions
together)
Colour to establish groupings
Objectionable questions at the end
13. Slide 1.13
Question Layout
Short and easy to answer
Avoid double barreled questions
Dark print for questions & light print for answer options
Consistent in layout
E.g. Scales go the same way
E.g. The Phrasing of the questions is consistent
People like putting ‘X’ in boxes
14. Slide 1.14
Navigational Path
If everyone does not need to answer all questions make it clear where they
should carry on.
E.g. Do you use a Mac computer at work?
(check one)
Yes Skip to question 9
No
15. Slide 1.15
Types of Question
http://www.cartoonstock.com/directory/q/questionnaire.asp
16. Slide 1.16
Types of Questions
Classification Information that can be used to group
respondents to see how they differ one
from the other - such as age, gender,
social class, location of household, type
of house, family composition.
Behavioural Factual information on what the
respondent is, does or owns. Also the
frequency with which certain actions are
carried out.
Attitudinal What people think of something. Their
image and ratings of things. Why they do
things.
17. Slide 1.17
Classification Questions
Gender.
Female
Male
•Household status.
- Head of household ( )
- Housewife ( )
- Other adult ( )
•Marital status. This is usually asked by simply saying "Are you ....."
- Single ( )
- Married ( )
- Widowed ( )
- Divorced ( )
- Separated ( )
18. Slide 1.18
Examples of Attitudinal questions:
• What do you think of ........?
• Why do you ........?
• Do you agree of disagree ........?
• How do you rate ........?
• Which is best (or worst) for ........?
19. Slide 1.19
Examples of Behavioural questions:
• Have you ever ........?
• Do you ever ........?
• Who do you know ........?
• When did you last ........?
• Which do you do most often ........?
• Who does it ........?
• How many ........?
• Do you have ........?
• In what way do you do it ........?
• In the future will you ........?
20. Slide 1.20
Examples of question types (1)
Open questions
6 Please list up to three things you like about your job
1…………………………………………
2…………………………………………
3…………………………………………
Useful for Attitudes
Saunders et al. (2009)
21. Slide 1.21
Examples of question types (2)
List questions
7 What is your home city?
Please tick the appropriate box
Dalian 大连 Shanghai 上海
Chongqing 重庆 Beijing 北京
Chengdu 成都 Hong Kong 香港
Hangzhou 苏杭 Guangzhou 广州
Changsha 长沙
Nanjing 南京
Useful for Classification & also Behaviours
22. Slide 1.22
Examples of question types (3)
Category questions
8 How often do you visit the shopping centre?
Interviewer: listen to the respondent’s answer and tick as
appropriate
First visit
Once a week
Less than fortnightly to once a month
2 or more times a week
Less than once a week to fortnightly
Less often
Saunders et al. (2009)
23. Slide 1.23
Examples of question types (4)
Ranking questions
9 Please number each of the factors listed below in order
of importance to you in choosing a new car. Number the
most important 1, the next 2 and so on. If a factor has no
importance at all, please leave blank.
Factor Importance
Carbon dioxide emissions [ ]
Boot size [ ]
Depreciation [ ]
Price [ ]
Adapted from Saunders et al. (2009)
24. Slide 1.24
Examples of question types (5)
Rating questions
10 For the following statement please tick the box that
matches your view most closely
Agree Tend to agree Tend to disagree Disagree
I feel employees’
views have
influenced the
decisions taken
by management
Saunders et al. (2009)
25. Slide 1.25
Rating Categories
Agreement:
Strongly agree / agree / neither agree nor disagree / disagree / strongly
disagree
Amount:
Far too much / too much / about right / too little / Far too little
Frequency:
Nearly all the time / frequently / sometimes / rarely / practically never
Likelihood:
Very / good / reasonable / slightly / not at all
26. Slide 1.26
Examples of question types (6)
Quantity questions
14 What is your year of birth?
(For example, for 1988 write: )
Saunders et al. (2009)
1
1
9
9 8 8
27. Slide 1.27
CLASSIFICATION : SEX / AGE / SALARY ETC.
OPEN WHAT DO YOU ENJOY …
LIST TICK WHICH ARE RELEVANT
RANKING LIST FROM MOST IMPORTANT
TO LEAST
RATING STRONGLY AGREE TO STRONG
DISAGREE
QUANTITY
28. Slide 1.28
Who Should I Send it To? : Selecting Samples
http://www.cartoonstock.com/directory/q/questionnaire.asp
30. Slide 1.30
The importance of response rate
Key considerations
Non- respondents and analysis of refusals
Obtaining a representative sample
Calculating the active response rate
Estimating response rate and sample size
31. Slide 1.31
The need to sample
Sampling- a valid alternative to a census when
A survey of the entire population is impracticable
Budget constraints restrict data collection
Time constraints restrict data collection
Results from data collection are needed quickly
30+ in each category is a useful rule of thumb
32. Slide 1.32
Sample size
Choice of sample size is influenced by
Confidence needed in the data
Margin of error that can be tolerated
Types of analyses to be undertaken
Size of the sample population and distribution
33. Slide 1.33
Overview of sampling techniques
Sampling techniques
Source: Saunders et al. (2009)
Figure 7.2 Sampling techniques
34. Slide 1.34
Probability sampling
The four stage process
1. Identify ALL the possible cases from research objectives
2. Decide on a suitable sample size (larger the sample to
lower the chance of error)
3. Select the appropriate technique and the sample
4. Check that the sample is representative (if 60% of the
sample are x then 60% population are x)
35. Slide 1.35
Simple random: Next 10 people in the room
Systematic: People whose student number ends in ‘3’
Quota sampling : Random but 80% Female in BFSU
Snowball sampling: Subject 1 identifies ‘3’ other people
Self-selection sampling: “we are interviewing on ... Come along...”
Convenience sampling: Grab & Go
Sampling techniques
36. Slide 1.36
Sampling Summary:
Choice of sampling techniques depends upon the
research question(s) and their objectives
Factors affecting sample size include:
- confidence needed in the findings
- accuracy required
- likely categories for analysis
37. Slide 1.37
End of the sampling detour !!!
All choices depend on the ability to gain access to
organisations
38. Slide 1.38
Designing individual questions (2)
Right level of detail?
Do they have the right knowledge?
Have you avoided jargon?
Could your question cause offence?
Could your question be shorter?
Are you asking more than one question?
Does your question imply the right answer?
Is your question likely to embarrass the respondent?
39. Slide 1.39
Summary:
Data validity and reliability and response rate depend on
design, structure and rigorous pilot testing
Wording and order of questions and question types are
important considerations
Closed questions should be pre-coded to facilitate data
input and analysis
40. Slide 1.40
Summary:
Important design features are a clear layout, a logical
order and flow of questions and easily completed
responses
Questionnaires should be carefully introduced and pilot
tested prior to administration
Administration needs to be appropriate to the type of
questionnaire
42. Slide 1.42
Quantitative data analysis
Key points
Data must be analysed to produce information
Computer software analysis is normally used for this
process (Microsoft Excel, SPSS etc.)
Present, explore, describe & examine relationships
43. Slide 1.43
Examples of basic chart
Pie chart
Saunders et al. (2009)
Figure 12.8 Pie chart
44. Slide 1.44
More advanced work requires Statistical analysis
Establishing the statistical relationship between two
variables (e.g. If I am in this group I am have a %
probability of doing X).
If you need to do this then see:
http://www.statsoff.com/textbook
http://oli.web.cmu.edu/openlearning/forstudents/
freecourses/statistics
45. Slide 1.45
Quantitative data analysis: Main Concerns
Preparing, inputting and checking data
Choosing the most appropriate statistics to
describe the data
Choosing the most appropriate statistics to
examine data relationships and trends
46. Slide 1.46
Type of Data: category data
Example: Number of cars hatchback / saloon /
estate
Can’t measure it, just simply count occurrences
Focus on one discrete variable (i.e. Hatchback)
Dichotomous data (e.g. either Male or Female)
Ranked data (how strongly you agree with
statement X)
47. Slide 1.47
Type of Data: numerical data
Example: height of students
Quantifiable data that can be measured
Interval data e.g. Degrees Celsius [zero
degrees is not actually ZERO]
Ratio (calculate the difference) data e.g.
Profits up 34% for a year
48. Slide 1.48
Type of Data: continuous data
Example: height of students
Can be any value [within a range]
49. Slide 1.49
Level of Precision
Category Numerical Continuous
LESS MORE
Precise data can be grouped to make it less precise
(e.g. Mark of 85% grouped into a ‘Very Good’ category but
Not the other way round)
50. Slide 1.50
Exploring Data: Tukey’s (1977) exploratory data
analysis approach focus on tables & diagrams
Great Tables & Diagrams Need:
Clear & Distinctive Title
Clearly stated units of measurement
Clearly stated source of data
Abbreviations explained in notes
Size of the sample is stated “n = 43”
Column / Row / Axis Labels
Dense shading for smaller areas
Logical Sequence of columns & rows
51. Slide 1.51
Exploratory Analysis: Individual unit of data
Highest and lowest values
Trends over time
Proportions (relative size)
Distributions (number in a group)
Sparrow (1989)
52. Slide 1.52
What Do You Want To Show?
Highest / Lowest: Bar Chart / Histogram for Categories
You can reordered it for Non-continuous data
53. Slide 1.53
What Do You Want To Show?
Frequency: Again a Histogram / Bar Chart (reorder it
to make it clearer)
Perhaps a pictogram
57. Slide 1.57
Normal Distribution
Sample of 100+ people should
produce a normal curve.
Standard deviation shows how wide
the spread of results are.
Low standard deviation shows a narrow range of values
High standard deviation shows a wide range of values
58. Slide 1.58
How to calculate it:
Consider a population consisting of the following eight values:
2, 4, 4, 4, 5, 5, 7, 9
Calculate the Mean (2, 4, 4, 4, 5, 5, 7, 9) / 8 = 5
Calculate the difference between each individual data point and
the mean. Then square each one
Calculate the average of these values (i.e. 32 / 8 = 4)
Find the sqaure root of this number (square root of 4 is 2)
http://www.statsoff.com/textbook
http://oli.web.cmu.edu/openlearning/forstudents/freecourses/statistics
59. Slide 1.59
Exploring and presenting data (4)
Comparing variables to show
Specific values and independence
Highest and lowest values
Proportions
Trends and conjunctions
60. Slide 1.60
Exploring and presenting data (5)
Comparing variables to show
Totals
Proportions and totals
Distribution of values
Relationship between cases for variables
61. Slide 1.61
Describing data using statistics (1)
Statistics to describe a variable focus on
two aspects
The central tendency
The dispersion
62. Slide 1.62
Describing data using statistics (2)
Describing the central tendency
To represent the value occurring most frequently
To represent the middle value
To include all data values
63. Slide 1.63
Describing data using statistics (3)
Describing the dispersion
To state the difference between values
To describe and compare the extent by which values
differ from the mean
64. Slide 1.64
Examining relationships, differences and
trends
Using statistics to
Test for significant relationships and differences
Assess the strength of relationship
Examine trends
65. Slide 1.65
Summary:
Data for quantitative analysis can be collected and
then coded at different scales of measurement
Data type constrains the presentation, summary and
analysis techniques that can be used
Data are entered for computer analysis as a matrix
and recorded using numerical codes
Codes should be entered for all data values
Existing coding schemes enable comparisons
66. Slide 1.66
Summary:
Data must be checked for errors
Initial analysis should use both tables and diagrams
Subsequent analyses involve describing data and
exploring relationships by using statistics
Longitudinal data may necessitate different
statistical techniques