This document provides an overview of research characteristics, purposes, types and approaches. It discusses the following:
- Characteristics of good research include accuracy, objectiveness, timeliness, relevance and clarity. Research should also be systematic.
- The purposes of research include learning independently and scientifically, gaining in-depth knowledge, improving skills, and familiarizing oneself with research tools and techniques.
- Research can be classified based on application (pure vs applied), purpose (descriptive, correlational, explanatory, exploratory, action), data type (qualitative vs quantitative), and approaches (scientific, naturalistic, triangulation).
- Qualitative research uses words rather than numbers while quantitative research uses measurement and statistics
This document discusses attitudes and how they can be measured. It defines attitude as a set of emotions, beliefs, and behaviors toward an object, person, thing, or event. Attitudes are influenced by experience and upbringing. While enduring, attitudes can also change over time. Several methods for measuring attitudes are described, including Likert scales, semantic differential scales, Bogardus social distance scales, and Thurstone scales. These scales aim to quantify attitudes in a standardized way and provide insights into people's feelings, beliefs, and level of acceptance toward various topics.
This document discusses the characteristics, purposes, types and approaches of research. It provides details on qualitative and quantitative research methods. Some key points:
- Research must be accurate, objective, timely, relevant and clear. It should also be systematic.
- The purposes of research include learning independently and scientifically, gaining in-depth knowledge, and improving skills.
- Research can be pure/applied, descriptive/correlational/explanatory/exploratory/action based. It can also use qualitative/quantitative data and primary/secondary sources.
- Qualitative research uses words while quantitative uses numbers. Approaches include scientific, naturalistic, and triangulation.
- Types of qualitative research
This document discusses various tools and techniques used for data collection in research. It defines research tools as instruments used by researchers to measure what they intend to study. Some major tools discussed are questionnaires, checklists, rating scales, attitude scales, observation, interviews, psychological tests, and sociometry. The document provides examples and purposes of each tool while emphasizing the importance of selecting reliable and valid tools that align with the research questions.
This document provides information about various types of scales used to measure attitudes and behaviors, including semantic differential scales, summated rating scales, anecdotal records, and critical incident technique. It defines each scale and discusses their characteristics, purposes, advantages, and disadvantages. For semantic differential scales, it describes how they measure the psychological meanings of objects using bipolar rating scales. For summated rating scales, it outlines the key characteristics of multiple items measured on a quantitative continuum. Anecdotal records are described as short, objective records of important behavioral incidents. Finally, critical incident technique involves writing descriptions of meaningful life events to facilitate reflection.
The document outlines the scientific method of investigation which involves several key steps: defining the problem, reviewing related literature, formulating a hypothesis, developing a research design, collecting data, analyzing the data, and drawing a conclusion. It also discusses two common research methods - surveys and observation - outlining their advantages and disadvantages. Finally, it discusses the importance of psychology in understanding human behavior scientifically and applying findings to solve problems.
Assessment tools in the affective domain have been developed to measure attitudes, interests, motivations, and self-efficacy. Self-report is the most common tool, where individuals provide accounts of their own attitudes. Rating scales use categories to elicit information about quantitative attributes, such as Likert scales from 1-10. Semantic differential scales assess reactions to words or concepts using bipolar adjective scales to determine directionality and intensity of reactions. These tools have been validated in studies of attitude formation, organizations, jobs, and minorities.
This document provides an overview of research characteristics, purposes, types and approaches. It discusses the following:
- Characteristics of good research include accuracy, objectiveness, timeliness, relevance and clarity. Research should also be systematic.
- The purposes of research include learning independently and scientifically, gaining in-depth knowledge, improving skills, and familiarizing oneself with research tools and techniques.
- Research can be classified based on application (pure vs applied), purpose (descriptive, correlational, explanatory, exploratory, action), data type (qualitative vs quantitative), and approaches (scientific, naturalistic, triangulation).
- Qualitative research uses words rather than numbers while quantitative research uses measurement and statistics
This document discusses attitudes and how they can be measured. It defines attitude as a set of emotions, beliefs, and behaviors toward an object, person, thing, or event. Attitudes are influenced by experience and upbringing. While enduring, attitudes can also change over time. Several methods for measuring attitudes are described, including Likert scales, semantic differential scales, Bogardus social distance scales, and Thurstone scales. These scales aim to quantify attitudes in a standardized way and provide insights into people's feelings, beliefs, and level of acceptance toward various topics.
This document discusses the characteristics, purposes, types and approaches of research. It provides details on qualitative and quantitative research methods. Some key points:
- Research must be accurate, objective, timely, relevant and clear. It should also be systematic.
- The purposes of research include learning independently and scientifically, gaining in-depth knowledge, and improving skills.
- Research can be pure/applied, descriptive/correlational/explanatory/exploratory/action based. It can also use qualitative/quantitative data and primary/secondary sources.
- Qualitative research uses words while quantitative uses numbers. Approaches include scientific, naturalistic, and triangulation.
- Types of qualitative research
This document discusses various tools and techniques used for data collection in research. It defines research tools as instruments used by researchers to measure what they intend to study. Some major tools discussed are questionnaires, checklists, rating scales, attitude scales, observation, interviews, psychological tests, and sociometry. The document provides examples and purposes of each tool while emphasizing the importance of selecting reliable and valid tools that align with the research questions.
This document provides information about various types of scales used to measure attitudes and behaviors, including semantic differential scales, summated rating scales, anecdotal records, and critical incident technique. It defines each scale and discusses their characteristics, purposes, advantages, and disadvantages. For semantic differential scales, it describes how they measure the psychological meanings of objects using bipolar rating scales. For summated rating scales, it outlines the key characteristics of multiple items measured on a quantitative continuum. Anecdotal records are described as short, objective records of important behavioral incidents. Finally, critical incident technique involves writing descriptions of meaningful life events to facilitate reflection.
The document outlines the scientific method of investigation which involves several key steps: defining the problem, reviewing related literature, formulating a hypothesis, developing a research design, collecting data, analyzing the data, and drawing a conclusion. It also discusses two common research methods - surveys and observation - outlining their advantages and disadvantages. Finally, it discusses the importance of psychology in understanding human behavior scientifically and applying findings to solve problems.
Assessment tools in the affective domain have been developed to measure attitudes, interests, motivations, and self-efficacy. Self-report is the most common tool, where individuals provide accounts of their own attitudes. Rating scales use categories to elicit information about quantitative attributes, such as Likert scales from 1-10. Semantic differential scales assess reactions to words or concepts using bipolar adjective scales to determine directionality and intensity of reactions. These tools have been validated in studies of attitude formation, organizations, jobs, and minorities.
Educational Research methods and ToolsNSureshBabu4
The document discusses research methods and tools used in educational research. It defines research methods as strategies used to collect and analyze data to uncover new information on a topic. The two main types of research methods are quantitative and qualitative. Quantitative methods focus on measuring and analyzing relationships between variables, while qualitative methods aim to understand phenomena in their natural settings. Common quantitative tools include questionnaires, rating scales, and tests. Qualitative tools include interviews, observations, and document analysis. The document also provides examples and definitions of specific research approaches like experimental, descriptive, case study, and ethnography research. Common tools in educational research are questionnaires, interviews, observations, checklists, and scorecards.
This document discusses various tools used for educational research. It identifies questionnaires, checklists, rating scales, scorecards, and attitude scales as major tools. It provides details on the characteristics, construction, uses, and limitations of each tool. Questionnaires collect standardized information through questions, while checklists record behaviors and ratings. Scorecards and rating scales evaluate qualities on a numerical scale. Attitude scales measure attitudes toward topics through statements along a continuum. Proper tool selection and construction are important for successful educational research.
This document discusses and compares quantitative and qualitative assessment tools used to evaluate learning outcomes. Quantitative tools like tests, surveys, checklists and questionnaires focus on measurable data presented numerically. They are more objective but require statistical analysis expertise. Qualitative tools like interviews, observations, and focus groups provide descriptive data to understand experiences and meanings at a nominal level. They require skilled administration but provide depth, context, and insight not obtainable through quantitative methods alone. Both approaches have advantages and limitations depending on the assessment needs.
The document discusses the Q methodology, which is a research method used in psychology and social sciences to study people's subjectivity or viewpoint. It involves having subjects sort statements based on a condition of instruction and analyzing the results using Q factor analysis. Key points:
- Q methodology looks at correlations between subjects across variables, unlike typical factor analysis which looks at correlations between variables across subjects.
- Data comes from Q sorts where subjects rank a set of statements. This captures how people think about ideas in relation to each other rather than in isolation.
- Statements are typically drawn from a "concourse" representing all perspectives on the topic.
- Q methodology typically uses fewer subjects than other social science methods but
Attitude scales are questionnaires designed to measure the intensity and direction of feelings toward an object or event. There are several types of attitude scales, including Likert scales, Thurstone scales, and semantic differential scales.
A Likert scale presents statements for respondents to indicate their level of agreement on a scale, such as strongly agree to strongly disagree. It is one of the most popular scales because it is easy to construct and administer. Scores are calculated by assigning values to each response and summing them.
Thurstone scales involve a panel of judges rating statements and calculating median values to determine which statements represent each level of attitude. Respondents then indicate if they agree or disagree with each statement.
DEVELOPMENT of Research Tool Power Point.pptxssuserabcb18
This document discusses various research tools and techniques used for data collection. It defines research tools as instruments used by researchers to measure what they intend to study. Some major tools discussed are questionnaires, checklists, observation, interviews, psychological tests, and sociometry. The document provides details on the purpose, types, and use of each tool to effectively collect reliable and valid data relevant to the research questions.
This document discusses various tools used to assess the affective domain, particularly attitudes, interests, motivation, and self-efficacy. It describes several common assessment tools including self-reports, rating scales like Likert scales, semantic differential scales, Thurstone scales, Likert scales, Guttman scales, and checklists. For each tool, it provides examples and discusses best practices in developing and using the instruments to effectively measure the affective domain.
Research methodology; Scaling Methods - What Is the Best Response Scale for S...Hamed Taherdoost
This document discusses scaling methods in research, specifically Likert scales. It provides details on different types of rating scales including Likert scales, semantic differentials, graphic rating scales and itemized rating scales. It discusses pros and cons of Likert scales and comparisons of rating scales of different lengths in terms of reliability, validity, and response preference. The document recommends using a 7-point Likert scale if a rating scale is needed, or a 6-point scale if respondents need to be directed to one side. It provides references to other works by the author on related research methodology topics.
Attitudes can be defined conceptually or operationally. Conceptually, attitudes are mental states that influence responses to objects and situations. Operationally, attitudes are measured using questionnaires to assess tendencies to evaluate objects favorably or unfavorably. Attitudes have three components - cognitive, affective, and behavioral. Measurement methods include self-report scales, indirect tests, observation, and reaction techniques. Attitude change considers characteristics of the attitude, personality of the holder, and group affiliations. Cognitive dissonance theory proposes reducing incompatibility between cognitions. The attitude-behavior relationship is complex, depending on moderating factors like situations, attitudes, individuals, and behaviors.
This document discusses several methods for measuring attitudes, including Thurstone scales, Likert scales, and Guttman scales. It provides details on how each scale is constructed and used, including collecting statements, having judges sort statements, selecting statements for the final scale, and analyzing results. The key aspects covered include:
- Thurstone scales use equal intervals and judges sort statements independently
- Likert scales use a symmetric agree-disagree scale for statement items
- Guttman scales have a cumulative pattern where respondents who agree with later items also agree with previous items
- Advantages and limitations of each approach are presented
The document discusses various methods for measuring attitudes, including single-item scales, multi-item scales, and specific scales like Likert scales, semantic differential scales, and Thurstone scales. It also discusses considerations for selecting an appropriate attitude measurement scale, such as whether the scale should have an even or odd number of categories and whether it allows for a neutral option.
This document discusses key criteria for evaluating social research: validity, reliability, causality, and replication. It defines each concept and provides examples. Validity ensures research measures what it intends to measure through constructs like internal, external, and ecological validity. Reliability ensures consistency in measures over time and between observers. Causality looks for precedence between variables and correlation not due to other factors. Replication requires explicitly detailing procedures to allow others to reproduce results and ensure objectivity. The document provides an overview of important standards for high-quality social scientific research.
This document discusses different types of scales used to measure attitudes, including arbitrary scales, differential scales, summated scales, cumulative scales, and factor scales. Summated scales, also known as Likert-type scales, are the most commonly used as they are relatively easy to construct and considered reliable. Differential scales involve subjective judgements but are best for measuring a single attitude. Factor scales are developed through statistical techniques like factor analysis and include semantic differential scales and multidimensional scaling. Each scale type has advantages and limitations for measuring attitudes.
Critical Thinking and ArticleResearch Analysis Guidelines(Based.docxannettsparrow
Critical Thinking and Article/Research Analysis Guidelines
(Based on: Paul R. & Elder, L. (2014) Critical Thinking: Concepts & Tools. www.criticalthinking.org)
Why Critical Thinking?
The Problem:
Everyone thinks; it is our nature to do so. But much of our thinking, left to itself, is biased, distorted, partial, uninformed, or down-right prejudiced. Yet the quality of our life and that of what we produce, make, or build depends precisely on the quality of our though. Shoddy thinking is costly, both in money and in quality of life. Excellence in thought, however, must be systematically cultivated.
A Definition:
Critical thinking is the art of analyzing and evaluating thinking with a view to improving it.
The Result:
A well cultivated critical thinker:
· Raises vital questions and problems, formulating them clearly and precisely;
· Gathers and assesses relevant information, using abstract ideas to interpret it effectively;
· Comes to well-reasoned conclusions and solutions, testing them against relevant criteria and standards;
· Thinks open-mindedly within alternative systems of thought, recognizing and assessing, as need be, their assumptions, implications, and practical consequences; and
· Communicates effectively with others in figuring out solutions to complex problems.
Critical thinking is, in short, self-directed, self-disciplined, self-monitored, and self-corrective thinking. It requires rigorous standards of excellence and mindful command of their use. It entails effective communication and problem solving abilities and a commitment to overcoming our native egocentrism and sociocentrism.
Analyzing & Assessing Research
Use this template to assess the quality of any research project or paper.
1. All research has a fundamental PURPOSE and goal.
· Research purposes and goals should be clearly stated.
· Related purposes should be explicitly distinguished.
· All segments of the research should be relevant to the purpose.
· All research purposes should be realistic and significant.
2. All research addresses a fundamental QUESTION, problem, or issue.
· The fundamental question at issue should be clearly and precisely stated.
· Related questions should be articulated and distinguished.
· All segments of the research should be relevant to the central question.
· All research questions should be realistic and significant.
· All research questions should define clearly stated intellectual tasks that, being fulfilled, settle the questions.
3. All research identifies data, INFORMATION, and evidence relevant to its fundamental question and purpose.
· All information should be clear, accurate, and relevant to the fundamental question at issue.
· Information gathered must be sufficient to settle the question at issue.
· Information contrary to the main conclusions of the research should be explained.
4. All research contains INFERENCES or interpretations by which conclusions are drawn.
· All conclusions should be clea.
Quantitative and research methods in businessSidharthanSD
Research can be defined as a systematic effort to gain new knowledge. The main objectives of research are to discover answers to questions, gain familiarity with phenomena, and test hypotheses. Research provides motivation through opportunities to advance knowledge, solve problems, gain intellectual satisfaction, and benefit society. The scope of research depends on the field but commonly includes product development, organizational improvement, understanding consumer behavior, portfolio management, and developing strategies. Research can be descriptive or analytical, applied or fundamental, quantitative or qualitative, and conceptual or empirical. Key variables include independent, dependent, extraneous, constructs, mediators, moderators, and suppressor variables.
Use the Capella library to locate two psychology research articles.docxdickonsondorris
Use the Capella library to locate two psychology research articles: a quantitative methods article and a qualitative methods article. These do not need to be on the same topic, but if you have a research topic in mind for your proposal (see Assessment 5), you may wish to pick something similar for this assessment. Read each article carefully.
Then, in a 2–3-page assessment, address the following elements:
1 Summarize the research question and hypothesis, the research methods, and the overall findings.
2 Compare the research methodologies used in each study. In what ways are the methodologies similar? In what ways are they different? (Be sure to use the technical psychological terms we are studying.)
3 Describe the sample and sample size for each study. Which one used a larger sample and why? How were participants selected?
4 Describe the data collection process for each study. What methods were used to collect the data? Surveys? Observations? Interviews? Be specific and discuss the instruments or measures fully—what do they measure? How is the test designed?
5 Summarize the data analysis process for each study. How was the data analyzed? Were statistics used? Were interviews coded?
6 In conclusion, craft 1–2 paragraphs explaining how these two articles illustrate the main differences between quantitative and qualitative research.
Additional Requirements
· Written communication: Written communication should be free of errors that detract from the overall message.
· APA formatting: Your assessment should be formatted according to APA (6th ed.) style and formatting.
· Length: A typical response will be 2–3 typed and double-spaced pages.
Font and font size: Times New Roman, 12 point.
Research Methods
There are many different types of research studies, and the type of study that is done depends very much on the research question. Some studies demand strictly numerical data, such as a comparison of GPA among different college majors or weight loss among different types of eating programs. Others require more in-depth data, like interview responses. Such studies might include the lived experience of people that have been through a terrorist attack or understanding the experience of being physically disabled on a college campus. While there are a number of different types of studies that can be done, all of them fall under two basic categories: quantitative and qualitative.
Quantitative Research
Quantitative research deals with numerical data. This means that any topic you study in a quantitative study must be quantifiable—grades, weight, height, depression, and intelligence are all things that can be quantified on some scale of measurement. Quantitative data is often considered hard data—numbers are seen as concrete, irrefutable evidence, but we have to take into account a number of factors that could impact such data. Errors in measurement and recording of such data, as well as the influence of other factors outside those in the study, make for ...
The document discusses assessment in the affective domain of Bloom's Taxonomy. It describes the affective domain as dealing with emotions, values, attitudes, and motivations. It outlines Bloom's taxonomy of the affective domain, including receiving, responding, valuing, organization, and characterization. It provides examples of behavioral verbs used to write affective learning objectives. It also discusses assessing attitudes, motivation, and self-efficacy, and provides examples of assessment tools used in the affective domain like rating scales, semantic differential scales, and checklists.
The document discusses various methods for scaling and measurement in research. It describes four main types of scales: nominal, ordinal, interval, and ratio scales. It also discusses sources of error in measurement and characteristics of sound measurement, including validity, reliability, and practicality. The document provides examples of different scaling techniques used in research, including rating scales, attitude scales, Thurstone scales, Likert scales, and semantic differential scales.
This document provides an overview of key concepts in research design and methods. It discusses the purposes of educational research and outlines four crucial steps of the scientific inquiry approach: recognizing a problem, collecting information, analyzing data, and stating results. Both quantitative and qualitative research methods are examined, including their purposes, data collection techniques, and assumptions. Various research designs such as descriptive, correlational, causal-comparative, experimental, and historical research are also summarized. The document concludes with a glossary of research terms.
Research Design and Methodology, Dr. W.A. Kritsonisguestcc1ebaf
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
This document discusses factors that affect learning, including psychological, physiological, environmental, teaching/instructional, and personal/social factors. It identifies specific influences like readiness, motivation, physical health, family background, teaching methodology, and social expectations. It also defines theoretical learning as understanding educational theories and their application, such as using behaviorism to encourage positive behaviors through reinforcement.
More Related Content
Similar to ppt Educational-Research-and-Statisistics.pptx
Educational Research methods and ToolsNSureshBabu4
The document discusses research methods and tools used in educational research. It defines research methods as strategies used to collect and analyze data to uncover new information on a topic. The two main types of research methods are quantitative and qualitative. Quantitative methods focus on measuring and analyzing relationships between variables, while qualitative methods aim to understand phenomena in their natural settings. Common quantitative tools include questionnaires, rating scales, and tests. Qualitative tools include interviews, observations, and document analysis. The document also provides examples and definitions of specific research approaches like experimental, descriptive, case study, and ethnography research. Common tools in educational research are questionnaires, interviews, observations, checklists, and scorecards.
This document discusses various tools used for educational research. It identifies questionnaires, checklists, rating scales, scorecards, and attitude scales as major tools. It provides details on the characteristics, construction, uses, and limitations of each tool. Questionnaires collect standardized information through questions, while checklists record behaviors and ratings. Scorecards and rating scales evaluate qualities on a numerical scale. Attitude scales measure attitudes toward topics through statements along a continuum. Proper tool selection and construction are important for successful educational research.
This document discusses and compares quantitative and qualitative assessment tools used to evaluate learning outcomes. Quantitative tools like tests, surveys, checklists and questionnaires focus on measurable data presented numerically. They are more objective but require statistical analysis expertise. Qualitative tools like interviews, observations, and focus groups provide descriptive data to understand experiences and meanings at a nominal level. They require skilled administration but provide depth, context, and insight not obtainable through quantitative methods alone. Both approaches have advantages and limitations depending on the assessment needs.
The document discusses the Q methodology, which is a research method used in psychology and social sciences to study people's subjectivity or viewpoint. It involves having subjects sort statements based on a condition of instruction and analyzing the results using Q factor analysis. Key points:
- Q methodology looks at correlations between subjects across variables, unlike typical factor analysis which looks at correlations between variables across subjects.
- Data comes from Q sorts where subjects rank a set of statements. This captures how people think about ideas in relation to each other rather than in isolation.
- Statements are typically drawn from a "concourse" representing all perspectives on the topic.
- Q methodology typically uses fewer subjects than other social science methods but
Attitude scales are questionnaires designed to measure the intensity and direction of feelings toward an object or event. There are several types of attitude scales, including Likert scales, Thurstone scales, and semantic differential scales.
A Likert scale presents statements for respondents to indicate their level of agreement on a scale, such as strongly agree to strongly disagree. It is one of the most popular scales because it is easy to construct and administer. Scores are calculated by assigning values to each response and summing them.
Thurstone scales involve a panel of judges rating statements and calculating median values to determine which statements represent each level of attitude. Respondents then indicate if they agree or disagree with each statement.
DEVELOPMENT of Research Tool Power Point.pptxssuserabcb18
This document discusses various research tools and techniques used for data collection. It defines research tools as instruments used by researchers to measure what they intend to study. Some major tools discussed are questionnaires, checklists, observation, interviews, psychological tests, and sociometry. The document provides details on the purpose, types, and use of each tool to effectively collect reliable and valid data relevant to the research questions.
This document discusses various tools used to assess the affective domain, particularly attitudes, interests, motivation, and self-efficacy. It describes several common assessment tools including self-reports, rating scales like Likert scales, semantic differential scales, Thurstone scales, Likert scales, Guttman scales, and checklists. For each tool, it provides examples and discusses best practices in developing and using the instruments to effectively measure the affective domain.
Research methodology; Scaling Methods - What Is the Best Response Scale for S...Hamed Taherdoost
This document discusses scaling methods in research, specifically Likert scales. It provides details on different types of rating scales including Likert scales, semantic differentials, graphic rating scales and itemized rating scales. It discusses pros and cons of Likert scales and comparisons of rating scales of different lengths in terms of reliability, validity, and response preference. The document recommends using a 7-point Likert scale if a rating scale is needed, or a 6-point scale if respondents need to be directed to one side. It provides references to other works by the author on related research methodology topics.
Attitudes can be defined conceptually or operationally. Conceptually, attitudes are mental states that influence responses to objects and situations. Operationally, attitudes are measured using questionnaires to assess tendencies to evaluate objects favorably or unfavorably. Attitudes have three components - cognitive, affective, and behavioral. Measurement methods include self-report scales, indirect tests, observation, and reaction techniques. Attitude change considers characteristics of the attitude, personality of the holder, and group affiliations. Cognitive dissonance theory proposes reducing incompatibility between cognitions. The attitude-behavior relationship is complex, depending on moderating factors like situations, attitudes, individuals, and behaviors.
This document discusses several methods for measuring attitudes, including Thurstone scales, Likert scales, and Guttman scales. It provides details on how each scale is constructed and used, including collecting statements, having judges sort statements, selecting statements for the final scale, and analyzing results. The key aspects covered include:
- Thurstone scales use equal intervals and judges sort statements independently
- Likert scales use a symmetric agree-disagree scale for statement items
- Guttman scales have a cumulative pattern where respondents who agree with later items also agree with previous items
- Advantages and limitations of each approach are presented
The document discusses various methods for measuring attitudes, including single-item scales, multi-item scales, and specific scales like Likert scales, semantic differential scales, and Thurstone scales. It also discusses considerations for selecting an appropriate attitude measurement scale, such as whether the scale should have an even or odd number of categories and whether it allows for a neutral option.
This document discusses key criteria for evaluating social research: validity, reliability, causality, and replication. It defines each concept and provides examples. Validity ensures research measures what it intends to measure through constructs like internal, external, and ecological validity. Reliability ensures consistency in measures over time and between observers. Causality looks for precedence between variables and correlation not due to other factors. Replication requires explicitly detailing procedures to allow others to reproduce results and ensure objectivity. The document provides an overview of important standards for high-quality social scientific research.
This document discusses different types of scales used to measure attitudes, including arbitrary scales, differential scales, summated scales, cumulative scales, and factor scales. Summated scales, also known as Likert-type scales, are the most commonly used as they are relatively easy to construct and considered reliable. Differential scales involve subjective judgements but are best for measuring a single attitude. Factor scales are developed through statistical techniques like factor analysis and include semantic differential scales and multidimensional scaling. Each scale type has advantages and limitations for measuring attitudes.
Critical Thinking and ArticleResearch Analysis Guidelines(Based.docxannettsparrow
Critical Thinking and Article/Research Analysis Guidelines
(Based on: Paul R. & Elder, L. (2014) Critical Thinking: Concepts & Tools. www.criticalthinking.org)
Why Critical Thinking?
The Problem:
Everyone thinks; it is our nature to do so. But much of our thinking, left to itself, is biased, distorted, partial, uninformed, or down-right prejudiced. Yet the quality of our life and that of what we produce, make, or build depends precisely on the quality of our though. Shoddy thinking is costly, both in money and in quality of life. Excellence in thought, however, must be systematically cultivated.
A Definition:
Critical thinking is the art of analyzing and evaluating thinking with a view to improving it.
The Result:
A well cultivated critical thinker:
· Raises vital questions and problems, formulating them clearly and precisely;
· Gathers and assesses relevant information, using abstract ideas to interpret it effectively;
· Comes to well-reasoned conclusions and solutions, testing them against relevant criteria and standards;
· Thinks open-mindedly within alternative systems of thought, recognizing and assessing, as need be, their assumptions, implications, and practical consequences; and
· Communicates effectively with others in figuring out solutions to complex problems.
Critical thinking is, in short, self-directed, self-disciplined, self-monitored, and self-corrective thinking. It requires rigorous standards of excellence and mindful command of their use. It entails effective communication and problem solving abilities and a commitment to overcoming our native egocentrism and sociocentrism.
Analyzing & Assessing Research
Use this template to assess the quality of any research project or paper.
1. All research has a fundamental PURPOSE and goal.
· Research purposes and goals should be clearly stated.
· Related purposes should be explicitly distinguished.
· All segments of the research should be relevant to the purpose.
· All research purposes should be realistic and significant.
2. All research addresses a fundamental QUESTION, problem, or issue.
· The fundamental question at issue should be clearly and precisely stated.
· Related questions should be articulated and distinguished.
· All segments of the research should be relevant to the central question.
· All research questions should be realistic and significant.
· All research questions should define clearly stated intellectual tasks that, being fulfilled, settle the questions.
3. All research identifies data, INFORMATION, and evidence relevant to its fundamental question and purpose.
· All information should be clear, accurate, and relevant to the fundamental question at issue.
· Information gathered must be sufficient to settle the question at issue.
· Information contrary to the main conclusions of the research should be explained.
4. All research contains INFERENCES or interpretations by which conclusions are drawn.
· All conclusions should be clea.
Quantitative and research methods in businessSidharthanSD
Research can be defined as a systematic effort to gain new knowledge. The main objectives of research are to discover answers to questions, gain familiarity with phenomena, and test hypotheses. Research provides motivation through opportunities to advance knowledge, solve problems, gain intellectual satisfaction, and benefit society. The scope of research depends on the field but commonly includes product development, organizational improvement, understanding consumer behavior, portfolio management, and developing strategies. Research can be descriptive or analytical, applied or fundamental, quantitative or qualitative, and conceptual or empirical. Key variables include independent, dependent, extraneous, constructs, mediators, moderators, and suppressor variables.
Use the Capella library to locate two psychology research articles.docxdickonsondorris
Use the Capella library to locate two psychology research articles: a quantitative methods article and a qualitative methods article. These do not need to be on the same topic, but if you have a research topic in mind for your proposal (see Assessment 5), you may wish to pick something similar for this assessment. Read each article carefully.
Then, in a 2–3-page assessment, address the following elements:
1 Summarize the research question and hypothesis, the research methods, and the overall findings.
2 Compare the research methodologies used in each study. In what ways are the methodologies similar? In what ways are they different? (Be sure to use the technical psychological terms we are studying.)
3 Describe the sample and sample size for each study. Which one used a larger sample and why? How were participants selected?
4 Describe the data collection process for each study. What methods were used to collect the data? Surveys? Observations? Interviews? Be specific and discuss the instruments or measures fully—what do they measure? How is the test designed?
5 Summarize the data analysis process for each study. How was the data analyzed? Were statistics used? Were interviews coded?
6 In conclusion, craft 1–2 paragraphs explaining how these two articles illustrate the main differences between quantitative and qualitative research.
Additional Requirements
· Written communication: Written communication should be free of errors that detract from the overall message.
· APA formatting: Your assessment should be formatted according to APA (6th ed.) style and formatting.
· Length: A typical response will be 2–3 typed and double-spaced pages.
Font and font size: Times New Roman, 12 point.
Research Methods
There are many different types of research studies, and the type of study that is done depends very much on the research question. Some studies demand strictly numerical data, such as a comparison of GPA among different college majors or weight loss among different types of eating programs. Others require more in-depth data, like interview responses. Such studies might include the lived experience of people that have been through a terrorist attack or understanding the experience of being physically disabled on a college campus. While there are a number of different types of studies that can be done, all of them fall under two basic categories: quantitative and qualitative.
Quantitative Research
Quantitative research deals with numerical data. This means that any topic you study in a quantitative study must be quantifiable—grades, weight, height, depression, and intelligence are all things that can be quantified on some scale of measurement. Quantitative data is often considered hard data—numbers are seen as concrete, irrefutable evidence, but we have to take into account a number of factors that could impact such data. Errors in measurement and recording of such data, as well as the influence of other factors outside those in the study, make for ...
The document discusses assessment in the affective domain of Bloom's Taxonomy. It describes the affective domain as dealing with emotions, values, attitudes, and motivations. It outlines Bloom's taxonomy of the affective domain, including receiving, responding, valuing, organization, and characterization. It provides examples of behavioral verbs used to write affective learning objectives. It also discusses assessing attitudes, motivation, and self-efficacy, and provides examples of assessment tools used in the affective domain like rating scales, semantic differential scales, and checklists.
The document discusses various methods for scaling and measurement in research. It describes four main types of scales: nominal, ordinal, interval, and ratio scales. It also discusses sources of error in measurement and characteristics of sound measurement, including validity, reliability, and practicality. The document provides examples of different scaling techniques used in research, including rating scales, attitude scales, Thurstone scales, Likert scales, and semantic differential scales.
This document provides an overview of key concepts in research design and methods. It discusses the purposes of educational research and outlines four crucial steps of the scientific inquiry approach: recognizing a problem, collecting information, analyzing data, and stating results. Both quantitative and qualitative research methods are examined, including their purposes, data collection techniques, and assumptions. Various research designs such as descriptive, correlational, causal-comparative, experimental, and historical research are also summarized. The document concludes with a glossary of research terms.
Research Design and Methodology, Dr. W.A. Kritsonisguestcc1ebaf
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
Similar to ppt Educational-Research-and-Statisistics.pptx (20)
This document discusses factors that affect learning, including psychological, physiological, environmental, teaching/instructional, and personal/social factors. It identifies specific influences like readiness, motivation, physical health, family background, teaching methodology, and social expectations. It also defines theoretical learning as understanding educational theories and their application, such as using behaviorism to encourage positive behaviors through reinforcement.
MAF ppt.pptx Theories and Practices of Educational ManagementJennelynMaltizo1
The document discusses the teaching experiences and learning theories used by Mishell A. Fugaban to connect with different students. Fugaban used behaviorism to motivate students with rewards and praise, cognitivism for advanced information processors, constructivism by allowing students to learn through doing motor skills, humanism to address different intelligences and behaviors, and connectivism to leverage social networks like Twitter, email, Google and YouTube for learning.
Welcome to the Organization and Management Course.pptxJennelynMaltizo1
This document provides an overview of organizational structures and concepts for a course on organization and management. It begins by defining key terms like organization, characteristics of organizations, and the meaning of formal and informal organizations. It then describes different types of organizational structures like line, line and staff, functional, and matrix structures. It notes the advantages and disadvantages of each structure type. The document also discusses principles of organization, external environmental factors, and characteristics of formal and informal organizations. Overall, it serves as an introductory reading covering fundamental topics in organizational design and behavior.
Planning involves defining goals and determining actions to achieve them. There are four types of planning: operational planning employs tactical plans to reach strategic goals; tactical planning implements the strategic plan through short-term goals; strategic planning defines goals for periods like one to ten years to align with the organization's mission and values; and contingency planning identifies alternative actions if the original plan changes.
3.1-STAFFING-CASAFRANCISCO-ELIJA.pptx Organization and ManagementJennelynMaltizo1
The document discusses the staffing process, which includes recruitment, selection, and placement of employees. It defines staffing as acquiring and retaining a qualified workforce, and notes that it is an important continuous function performed by all managers. The recruitment process includes internal and external sources, while selection involves application screening, interviews, testing, background checks, and making a hiring decision. Placement then puts the candidate into their new job role through onboarding. The document also covers compensation and its objectives of rewarding and motivating employees.
This document discusses perspective leadership, which emphasizes diverse viewpoints and inclusivity. It describes perspective leadership as a dynamic approach that draws from various leadership theories. The document outlines characteristics of effective leaders and different dimensions of leadership, including focus on character, analysis, accomplishment, and interaction. It also provides examples of applying perspective leadership in the police and teaching professions.
CURRICULUM-DEVELOPMENT ppt. Master of Arts in EducationpptxJennelynMaltizo1
This document defines curriculum and discusses its various types including the ideal or recommended curriculum, intended or official curriculum, implemented curriculum, written curriculum, achieved curriculum, censored curriculum, and hidden curriculum. It also outlines the elements of curriculum as curriculum intent, content, learning experiences, and evaluation. The document then discusses curriculum planning, noting the importance of knowledge about learners and society. It describes different curriculum influences and designs. Finally, it covers curriculum organization, sequencing, development models, and essential elements in the curriculum development process.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
2. ATTITUDE SCALE = to assess the attitude or belief of an
individual Designed to measure.
Attitude can be defined as the way in which a person
views and evaluates something or someone, a
predisposition or a tendency to respond positively or
negatively toward a certain idea, object, person, or
situation.
scale in research methodology refers to a set of
standardized measures or items used to quantify a
concept or construct of interest.
3. Attitudinal scale
is a special type of questionnaire designed to produce scores
indicating the intensity and direction of a person's feelings
about an object or event.
is a measurement tool used in psychology and social
sciences to assess an individual's attitude toward a particular
object, concept, or event. Attitudes refer to the positive or
negative evaluations, feelings, or beliefs that individuals hold
towards an object or issue
a measure of the relative quantity of an attitude possessed by
an individual as contrasted with a reference
It can be used to measure the attitudes and opinions of
customers, employees, or other stakeholders in a company. It
can be qualitative or quantitative research: Qualitative
attitudinal research uses open-ended questions to get at the
underlying reasons for people's attitudes and opinions.
4. Attitude scales are mainly used in studies and
surveys conducted by advertisers and agencies.
Instead of only allowing 'yes' or 'no' answers, the
attitude scale lets respondents add nuance to
their answers. The more nuanced responses can
be, the more detailed and insight-rich your
analyses can be.
5. Is attitude scale quantitative or qualitative?
It can be qualitative or quantitative research: Qualitative
attitudinal research uses open-ended questions to get at the
underlying reasons for people's attitudes and opinions.
Quantitative attitudinal research uses closed-ended
questions to get at the frequency with which people have
certain attitudes and opinions.
Psychologists who want to produce quantitative data about
people's attitudes often use attitude scales. These consist of a
series of standardized questions (or scale items) the person (or
respondent) answers, often by means of a pen and paper
questionnaire
6. What is the function of the attitude scale?
1. The Attitude Scale assesses students' attitudes and
interests in college and achieving academic success.
2. The main benefit of the attitudinal question is that
it provides the researcher with a way to measure
the respondents' emotional responses to a construct.
3. Attitudinal scales are used in quantitative research to
measure attitudes towards an issue. Their strength lies in
their ability to combine attitudes towards different
aspects of an issue and to provide an indicator that is
reflective of an overall attitude.
7. Types of Attitudinal Scale
1. Likert-Type Scales = Likert is named for American
social scientist Rensis Likert, who devised the
approach in 1932.
Likert scales are widely used in social and
educational research. When using Likert scales,
the researcher must consider issues such as
categories of response (values in the scale), size
of the scale, direction of the scale, the ordinal
nature of Likert-derived data, and appropriate
statistical analysis of such data
8. the typical Likert scale is a 5- or 7-point ordinal
scale used by respondents to rate the degree to
which they agree or disagree with a statement
Likert scales are a non‐comparative scaling
technique and are uni-dimensional (only measure a
single trait) in nature. Respondents are asked to
indicate their level of agreement with a given
statement by way of an ordinal scale. The Likert-
type scale is the most widely used method of scale
construction because of its relative ease of
construction, its use of fewer statistical
assumptions, and the fact that, in contrast to other
scaling techniques, no judges are required10
9. Steps in construction of Likert attitude scale:
1.) Discussion: Informally discuss the issues with the people, extension
workers, experts, NGOs and also consult secondary sources. For
example if an investigator wants to develop a scale on attitude of
schizophrenic patients among schizophrenic patients among caregivers,
discuss the topic within caregivers, staff nurses who is giving care to
schizophrenic patients, experts in the field such as psychiatrist,
psychologist, psychiatric nurse, psychiatric social workers and NGOs.
2) Review: Review related literature to the particular topic of interest.
Refer journals, books, articles and net sources. Literature review helps in
the process of item generation for the scale11
3) Writing statements: Based on the discussion and extensive review,
collect a set of such statements on the issues. Make the items simple and
straight forward so that respondents are able to fill out the scale quickly
and easily12
10. 2. dichotomous scale
is a two-point scale that presents options that are absolutely
opposite to each other. This type of response option does not
give the respondent an opportunity to be neutral on his answer
to a question. Examples: Yes - No. True - False
Why use a dichotomous scale?
They are great for factual reporting: as there's only two possible
answers to analyze and report on. It's either one thing or
another. They are short and simple: this makes it quick and easy
to analyze your data findings
What is the purpose of a dichotomous scale?
As a result of its binary layout, a dichotomous scale is
used when you need to gather precise data in research. In such
situations, any answer that is indifferent, neutral, or described
as “sitting on the fence” will not serve the purpose of the data
collection
11. dichotomous scale uses two choices that are the exact
opposites. The two choices are in sharp contrast with
each other.
Respondents don’t have an option to be neutral
with dichotomous scales.
For example:
“Yes” or “No”
“True” or “False”
“Agree” or “Disagree”
“Satisfied” or “Dissatisfied”
12. Dichotomous Scale Question Samples
Did you enjoy using our product?
Yes
No
Our service delivery is top-notch.
Agree
Disagree
Was this article helpful to you?
Yes
No
13. 3. Semantic Differential Scale = is a rating scale used to
measure the attitudes and opinions of respondents
toward an object, person, event, or idea. It uses a set
of bipolar adjectives, such as "good-bad," "happy-
sad," "strong-weak," etc., placed at opposite ends of a
continuum
Why is semantic scale important?
By measuring attitudes along several dimensions,
semantic differential scales can reveal subtle and
nuanced facets of people's attitudes that may be
overlooked by simpler rating scales.
14. What is an example of a semantic scale?
For example, love-hate, satisfied-unsatisfied, and
likely to return-unlikely to return with
intermediate options in between. Surveys or
questionnaires using the semantic differential
question is the most reliable way to get
information on people's emotional attitude
towards a topic of interest