Survey introduction
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This document provides an overview, rationale, and resources for a workshop on designing effective surveys. The workshop aims to teach participants how to 1) design survey items and responses to answer a focused research question and 2) structure the overall survey so that the individual parts work together coherently. Participants will learn steps for constructing survey items, response options, and analysis methods through discussion and applying the techniques to their own work. The rationale is that medical education researchers need high-quality, low-burden surveys to obtain sufficient response rates from busy professionals.
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This document outlines and compares quantitative and qualitative research methods. Quantitative methods focus on measuring responses from large sample sizes using tools like surveys and statistical analysis, while qualitative methods use descriptive data collection like interviews and observations to understand differing perspectives on reality. It also discusses participatory methods which involve workshops and diagrams to collaboratively understand issues. Examples of each method type are provided. The document then outlines the typical phases of research including idea generation, problem definition, design, data collection, analysis, interpretation, and communication of results.
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This document discusses limitations, delimitations, and types of research questions in formulating a research study. Limitations are outside a researcher's control, while delimitations involve boundaries set by the researcher. Considerations for limitations include analysis methods, instruments, time constraints, samples, and self-reporting. Developing strong research questions involves understanding the field's literature, identifying gaps, and ensuring the question is timely and of interest to funders or communities. Research questions can be descriptive, relational, or causal in nature. The document provides examples of each type of question.
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The document discusses research topics, questions, and hypotheses. It provides an example of a topic on interactive whiteboards, with related research questions and hypotheses about the impact of teacher training on student test scores. It also discusses qualitative and quantitative approaches to researching the topic of weight gain in women after marriage. A qualitative approach may involve observational case studies to look for commonalities in behaviors and choices among married women. A quantitative approach could use observational studies and a questionnaire to assign point values to daily habits and come to a conclusion about what attributes most to weight gain.
Sigve preso june_28_2010
PLEASE SEE UPDATED VERSION at:
http://www.slideshare.net/ZsuzsaTomsen/sigve-preso-june282010wnotes
Presentation at the ISTE 2010 SIG-VE Playground June 28, 2010
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This document discusses methods for conducting primary studies through surveys and interviews. It covers recruiting participants, collecting and recording data, and training interviewers. Surveys are generally cheaper and faster than interviews but interviews allow for more detailed information. Recruitment methods should consider the data collection approach and participation rates may be higher with incentives, multiple invitations, and ease of participation. Data can be recorded on paper and later entered digitally or entered directly into a database. Uniformity in interviews is best achieved through interviewer training.
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This document discusses secondary analysis of existing data sets. It describes publicly available data from sources like the CDC that can be downloaded for free. It also covers privately held data from previous studies that researchers may collaborate on or obtain approval to analyze. The advantages are reduced costs and resources compared to primary data collection, but limitations include working only with existing variables and needing to trust the original data collection methods. Ethics review is typically required for private or clinical data but not anonymous public sources.
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A questionnaire is a tool used to systematically gather information from study participants. It should include questions to confirm eligibility criteria and categorize participants. Questions can be open-ended, allowing free responses, or close-ended, restricting answers to predetermined options. The order, wording, and formatting of questions must be carefully considered to obtain valid and understandable responses. Pilot testing with volunteers is essential to revise and improve the questionnaire.
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This document outlines and compares quantitative and qualitative research methods. Quantitative methods focus on measuring responses from large sample sizes using tools like surveys and statistical analysis, while qualitative methods use descriptive data collection like interviews and observations to understand differing perspectives on reality. It also discusses participatory methods which involve workshops and diagrams to collaboratively understand issues. Examples of each method type are provided. The document then outlines the typical phases of research including idea generation, problem definition, design, data collection, analysis, interpretation, and communication of results.
Curriculum-Integrated Library Instruction for PA Students (EBP)
Librarian at Northern Arizona University Phoenix Biomedical Campus works closely with Physician Assistant Program to support the Evidence-Based Practice curriculum.
The Research Problem
This document discusses limitations, delimitations, and types of research questions in formulating a research study. Limitations are outside a researcher's control, while delimitations involve boundaries set by the researcher. Considerations for limitations include analysis methods, instruments, time constraints, samples, and self-reporting. Developing strong research questions involves understanding the field's literature, identifying gaps, and ensuring the question is timely and of interest to funders or communities. Research questions can be descriptive, relational, or causal in nature. The document provides examples of each type of question.
EDU 710 Chapter 4
The document discusses research topics, questions, and hypotheses. It provides an example of a topic on interactive whiteboards, with related research questions and hypotheses about the impact of teacher training on student test scores. It also discusses qualitative and quantitative approaches to researching the topic of weight gain in women after marriage. A qualitative approach may involve observational case studies to look for commonalities in behaviors and choices among married women. A quantitative approach could use observational studies and a questionnaire to assign point values to daily habits and come to a conclusion about what attributes most to weight gain.
Sigve preso june_28_2010
PLEASE SEE UPDATED VERSION at:
http://www.slideshare.net/ZsuzsaTomsen/sigve-preso-june282010wnotes
Presentation at the ISTE 2010 SIG-VE Playground June 28, 2010
83341 ch19 jacobsen
This document discusses methods for conducting primary studies through surveys and interviews. It covers recruiting participants, collecting and recording data, and training interviewers. Surveys are generally cheaper and faster than interviews but interviews allow for more detailed information. Recruitment methods should consider the data collection approach and participation rates may be higher with incentives, multiple invitations, and ease of participation. Data can be recorded on paper and later entered digitally or entered directly into a database. Uniformity in interviews is best achieved through interviewer training.
83341 ch23 jacobsen
This document discusses secondary analysis of existing data sets. It describes publicly available data from sources like the CDC that can be downloaded for free. It also covers privately held data from previous studies that researchers may collaborate on or obtain approval to analyze. The advantages are reduced costs and resources compared to primary data collection, but limitations include working only with existing variables and needing to trust the original data collection methods. Ethics review is typically required for private or clinical data but not anonymous public sources.
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A questionnaire is a tool used to systematically gather information from study participants. It should include questions to confirm eligibility criteria and categorize participants. Questions can be open-ended, allowing free responses, or close-ended, restricting answers to predetermined options. The order, wording, and formatting of questions must be carefully considered to obtain valid and understandable responses. Pilot testing with volunteers is essential to revise and improve the questionnaire.
Comparative and Non-Comparative
This document summarizes and compares two studies: a comparative study and a non-comparative study. The comparative study compared the effects of multimedia instruction versus lectures for Chinese learning among 41 students in Taiwan. It found no significant differences but that multimedia instruction led to slightly better performance. The non-comparative study examined factors influencing achievement in web-based courses among 99 students in the US. Unexpectedly, it found that learning styles and characteristics did not affect web-based learning achievement. Both studies had limitations such as small sample sizes and relying on self-reported data.
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This document provides guidelines for conducting educational research. It addresses questions researchers should ask regarding the significance of the problem, their competence to complete the study, and feasibility. Example research topics are given. The purpose of a literature review is outlined as summarizing previous studies and authorities to provide context and awareness of the issue. Sources to search and elements to include in writing the literature review, such as design and findings of related studies, are described.
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This document discusses three common approaches to evaluation: qualitative, quantitative, and mixed methods. The qualitative approach uses open-ended questions to gather contextual information but is time-consuming. The quantitative approach efficiently collects numerical data but does not provide explanations. The mixed methods approach balances efficient data collection with contextual data by incorporating both qualitative and quantitative elements, though it is more complex and costly. The document recommends selecting the approach best aligned with the evaluation's goals and objectives.Mary ch2 presentation
This chapter discusses research problems in quantitative and qualitative research. Quantitative research problems involve variables, relationships between variables, and populations. They aim to describe, compare, or determine causes. Qualitative research problems focus on central phenomena like issues or processes through questions of how or what. The chapter also covers identifying variables, forming hypotheses, and developing qualitative research questions.
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This chapter discusses focusing the research question. It emphasizes selecting a specific study topic that can be stated as a single overarching study goal or question. The study goal should include the exposure, disease, and population of interest. At least three specific objectives or aims should then be identified that stem from the main study goal and represent logical steps toward answering it. The chapter provides an example study goal on assessing the impact of lead poisoning on school performance, along with three specific objectives that relate to achieving the overall goal.
Research methods
This document defines and discusses different types of research methods. It explains that research can include any collection of data, facts, or opinions to advance knowledge. Quantitative research uses measurable data and statistics, while qualitative research seeks to understand underlying reasons and opinions through focus groups, interviews, or observations. The document also examines observational research methods like case studies, as well as quasi-experiments that use natural groups. The purpose of target audience research is to gather information and opinions to help decide which audience to choose.
Primary data techniques.
This document discusses different types of primary research methods including quantitative and qualitative research. Quantitative research uses numerical data and statistical analysis to generalize results to broader populations, while qualitative research provides in-depth insights through non-numerical methods like interviews and focus groups. Specific quantitative sampling methods covered include random sampling, stratified sampling, and quota sampling, which differ in their selection processes and representativeness. Common qualitative techniques mentioned are personal interviews, focus groups, and observation.
Qualitative and qualitative approach
Quantitative research uses scientific and mathematical data to understand problems by analyzing surveys and statistics, focusing on large sample sizes. It allows measurement and analysis of the relationship between variables. The main disadvantage is that context is ignored.
Qualitative research uses in-depth interviews of small groups to understand perceptions and behaviors. It provides descriptive rather than predictive results. The main advantage is depth of exploration, while the disadvantage is inability to generalize findings.
Both approaches have strengths and are often combined to take advantage of their respective benefits in solving problems.
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A questionnaire is a research tool consisting of a series of questions used to collect information from respondents. It was invented by Sir Francis Galton and is commonly used in social and behavioral research. When properly constructed, questionnaires can be used to make statements about specific groups, populations, or people. A survey is a detailed study of an area to gather data on attitudes, opinions, and satisfaction levels through polling a section of the population. Secondary data refers to data that has already been published in some form, such as books, journals, government records, and online sources. Common sources of secondary data include published printed materials, published electronic sources, unpublished personal records, and government/public sector records.
Action research
Action research is conducted by teachers, administrators or other educational professionals to systematically investigate and address specific problems within educational settings. There are two main types: practical action research which aims to improve short-term practice, and participatory action research which involves stakeholders as equal partners to enact social change. The key steps involve identifying a research problem or question, gathering relevant information through methods like surveys or interviews, analyzing and interpreting the collected data, and developing an action plan to address the problem based on findings. Action research has advantages like improving practice at a local level and empowering educators to develop solutions collaboratively.
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The document discusses evidence-based practices for instructional design. It recommends that courses be designed based on high-quality research rather than fads, opinions, politics, or ideology. Instructional methods should demonstrate effectiveness by answering questions about how the method improves learning and under what conditions. Researchers should focus on experimental studies with control groups, random assignment, and appropriate outcome measures that are similar to their own situations. When experiments find no effect, it may be because the treatment was ineffective, the sample size was too small, measures were insensitive, treatment implementation was inadequate, material was too easy, or confounding variables differed between groups.
Web Assisted Assessment of Professional Behaviour
Presentation given by Dr Christopher Stokes to the Dental Education Journal Club on 16 July 2013. Discussion of the following paper:
Van Mook, W. N. K. a, Muijtjens, A. M. M., Gorter, S. L., Zwaveling, J. H., Schuwirth, L. W., & Van der Vleuten, C. P. M. (2012). Web-assisted assessment of professional behaviour in problem-based learning: more feedback, yet no qualitative improvement? Advances in health sciences education : theory and practice, 17(1), 81–93. doi:10.1007/s10459-011-9297-0
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This document discusses evidence-based practice in nursing. It defines evidence-based practice as the integration of the best available external clinical evidence with individual clinical expertise and patient values. The document outlines several key aspects of evidence-based practice including:
- Using a systematic process of asking answerable clinical questions, searching for evidence, critically appraising the evidence, and applying relevant findings to practice.
- Continually improving knowledge through self-directed learning, exploring the relationship between clinical reasoning and research evidence, and integrating research findings into practice.
- Ensuring practice is based on theory, evidence, and relevant standards and guidelines.
Effectiveness of Problem Based Learning as an Instructional Tool for Acquisit...
PBL may be an effective instructional tool for developing critical thinking and problem solving skills among medical students, according to a study comparing PBL and traditional instruction methods. The study found PBL improved these skills but did not influence content knowledge acquisition, while traditional methods improved content knowledge but did not significantly enhance critical thinking or problem solving abilities. Therefore, PBL is recommended as a teaching method that can be included alongside others to foster higher-order thinking skills important for doctors, though it may not directly improve memorization of course content.
Initial consultation event: Content workshop
This document summarizes a workshop about developing a feedback survey for postgraduate taught students. The workshop aimed to get participant views on criteria for questions, topics the survey should cover, and how to structure the survey. Suggested themes included quality of teaching, learning and teaching, intellectual challenge, skills development, and student support. Participants provided input on important topics, irrelevant topics, and how to order and structure questions for different audiences and purposes like program enhancement, student choice, and accountability. The timeline for developing and piloting the survey was also discussed.
Initial consultation event: Timing and publication
The four UK HE funding bodies held two events in September 2017 to seek early views from the sector on aspects of a national feedback survey for taught postgraduate students on which we intend to consult formally in early 2018.
Integrating Critical Thinking into Medical Student Coursework
This presentation supports a UC San Diego MEDS course taught by Sue McGuinness and Dominique Turnbow in February 2010.
Week 2 homework
The document discusses the relationship between a research topic, research question, and hypotheses in an action research study. It provides examples of a research topic on school safety, with related research questions and hypotheses. It also gives examples of qualitative and quantitative research questions for a topic on music in schools. The document describes appropriate research designs for these questions, and discusses benefits and weaknesses of collecting both qualitative and quantitative data. It stresses the importance of ensuring high quality data collection.
Action research
Action research is conducted by teachers, administrators or other educational professionals to systematically investigate and address specific problems within educational settings. There are two main types: practical action research which aims to improve short-term practice, and participatory action research which involves stakeholders as equal partners to enact social change. The key steps involve identifying a research problem or question, gathering relevant information through methods like surveys or interviews, analyzing and interpreting the collected data, and developing an action plan to address the problem based on findings. Action research has advantages like improving practice at a local level and empowering educators to develop solutions collaboratively.
Evaluation Of A Research Methodology Essay
The document discusses research methodology for a study on improving 4th grade students' ability to solve math word problems. It proposes using action research with both quantitative and qualitative data collection methods. Quantitative data will be collected before and after an intervention to measure students' growth. Qualitative data, such as an anonymous survey, will gather students' responses about the benefits of methods taught. The research aims to effectively improve students' understanding of word problems and determine the perceived benefits of using a graphic organizer strategy.
Research in subject
The document provides an overview of research methodology. It discusses key aspects of the research process including developing research questions and hypotheses, research design, data collection methods, and data analysis. Some common data collection methods described are surveys, experiments, case studies, observations, interviews, and focus groups. The document also covers qualitative and quantitative research approaches, as well as descriptive, explanatory, and exploratory research.
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Comparative and Non-Comparative
This document summarizes and compares two studies: a comparative study and a non-comparative study. The comparative study compared the effects of multimedia instruction versus lectures for Chinese learning among 41 students in Taiwan. It found no significant differences but that multimedia instruction led to slightly better performance. The non-comparative study examined factors influencing achievement in web-based courses among 99 students in the US. Unexpectedly, it found that learning styles and characteristics did not affect web-based learning achievement. Both studies had limitations such as small sample sizes and relying on self-reported data.
Evidence-based Information Seeking Skills of Young Clinicians
Rowena Cullen
School of Information Management, Victoria University of Wellington
www.vuw.ac.nz
(P38, 1/10/09, Skellerup Room, 11.28)
Preparing a Research Paper
This document provides guidelines for conducting educational research. It addresses questions researchers should ask regarding the significance of the problem, their competence to complete the study, and feasibility. Example research topics are given. The purpose of a literature review is outlined as summarizing previous studies and authorities to provide context and awareness of the issue. Sources to search and elements to include in writing the literature review, such as design and findings of related studies, are described.
Research methodology methods and techniques 2004
Research methodology methods and techniques 2004Institute of Information Technology, University of Dhaka, Bangladesh
This document discusses three common approaches to evaluation: qualitative, quantitative, and mixed methods. The qualitative approach uses open-ended questions to gather contextual information but is time-consuming. The quantitative approach efficiently collects numerical data but does not provide explanations. The mixed methods approach balances efficient data collection with contextual data by incorporating both qualitative and quantitative elements, though it is more complex and costly. The document recommends selecting the approach best aligned with the evaluation's goals and objectives.Mary ch2 presentation
This chapter discusses research problems in quantitative and qualitative research. Quantitative research problems involve variables, relationships between variables, and populations. They aim to describe, compare, or determine causes. Qualitative research problems focus on central phenomena like issues or processes through questions of how or what. The chapter also covers identifying variables, forming hypotheses, and developing qualitative research questions.
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This chapter discusses focusing the research question. It emphasizes selecting a specific study topic that can be stated as a single overarching study goal or question. The study goal should include the exposure, disease, and population of interest. At least three specific objectives or aims should then be identified that stem from the main study goal and represent logical steps toward answering it. The chapter provides an example study goal on assessing the impact of lead poisoning on school performance, along with three specific objectives that relate to achieving the overall goal.
Research methods
This document defines and discusses different types of research methods. It explains that research can include any collection of data, facts, or opinions to advance knowledge. Quantitative research uses measurable data and statistics, while qualitative research seeks to understand underlying reasons and opinions through focus groups, interviews, or observations. The document also examines observational research methods like case studies, as well as quasi-experiments that use natural groups. The purpose of target audience research is to gather information and opinions to help decide which audience to choose.
Primary data techniques.
This document discusses different types of primary research methods including quantitative and qualitative research. Quantitative research uses numerical data and statistical analysis to generalize results to broader populations, while qualitative research provides in-depth insights through non-numerical methods like interviews and focus groups. Specific quantitative sampling methods covered include random sampling, stratified sampling, and quota sampling, which differ in their selection processes and representativeness. Common qualitative techniques mentioned are personal interviews, focus groups, and observation.
Qualitative and qualitative approach
Quantitative research uses scientific and mathematical data to understand problems by analyzing surveys and statistics, focusing on large sample sizes. It allows measurement and analysis of the relationship between variables. The main disadvantage is that context is ignored.
Qualitative research uses in-depth interviews of small groups to understand perceptions and behaviors. It provides descriptive rather than predictive results. The main advantage is depth of exploration, while the disadvantage is inability to generalize findings.
Both approaches have strengths and are often combined to take advantage of their respective benefits in solving problems.
13916
A questionnaire is a research tool consisting of a series of questions used to collect information from respondents. It was invented by Sir Francis Galton and is commonly used in social and behavioral research. When properly constructed, questionnaires can be used to make statements about specific groups, populations, or people. A survey is a detailed study of an area to gather data on attitudes, opinions, and satisfaction levels through polling a section of the population. Secondary data refers to data that has already been published in some form, such as books, journals, government records, and online sources. Common sources of secondary data include published printed materials, published electronic sources, unpublished personal records, and government/public sector records.
Action research
Action research is conducted by teachers, administrators or other educational professionals to systematically investigate and address specific problems within educational settings. There are two main types: practical action research which aims to improve short-term practice, and participatory action research which involves stakeholders as equal partners to enact social change. The key steps involve identifying a research problem or question, gathering relevant information through methods like surveys or interviews, analyzing and interpreting the collected data, and developing an action plan to address the problem based on findings. Action research has advantages like improving practice at a local level and empowering educators to develop solutions collaboratively.
Chapter 3
The document discusses evidence-based practices for instructional design. It recommends that courses be designed based on high-quality research rather than fads, opinions, politics, or ideology. Instructional methods should demonstrate effectiveness by answering questions about how the method improves learning and under what conditions. Researchers should focus on experimental studies with control groups, random assignment, and appropriate outcome measures that are similar to their own situations. When experiments find no effect, it may be because the treatment was ineffective, the sample size was too small, measures were insensitive, treatment implementation was inadequate, material was too easy, or confounding variables differed between groups.
Web Assisted Assessment of Professional Behaviour
Presentation given by Dr Christopher Stokes to the Dental Education Journal Club on 16 July 2013. Discussion of the following paper:
Van Mook, W. N. K. a, Muijtjens, A. M. M., Gorter, S. L., Zwaveling, J. H., Schuwirth, L. W., & Van der Vleuten, C. P. M. (2012). Web-assisted assessment of professional behaviour in problem-based learning: more feedback, yet no qualitative improvement? Advances in health sciences education : theory and practice, 17(1), 81–93. doi:10.1007/s10459-011-9297-0
Falls- Evidence-based Practice
This document discusses evidence-based practice in nursing. It defines evidence-based practice as the integration of the best available external clinical evidence with individual clinical expertise and patient values. The document outlines several key aspects of evidence-based practice including:
- Using a systematic process of asking answerable clinical questions, searching for evidence, critically appraising the evidence, and applying relevant findings to practice.
- Continually improving knowledge through self-directed learning, exploring the relationship between clinical reasoning and research evidence, and integrating research findings into practice.
- Ensuring practice is based on theory, evidence, and relevant standards and guidelines.
Effectiveness of Problem Based Learning as an Instructional Tool for Acquisit...
PBL may be an effective instructional tool for developing critical thinking and problem solving skills among medical students, according to a study comparing PBL and traditional instruction methods. The study found PBL improved these skills but did not influence content knowledge acquisition, while traditional methods improved content knowledge but did not significantly enhance critical thinking or problem solving abilities. Therefore, PBL is recommended as a teaching method that can be included alongside others to foster higher-order thinking skills important for doctors, though it may not directly improve memorization of course content.
Initial consultation event: Content workshop
This document summarizes a workshop about developing a feedback survey for postgraduate taught students. The workshop aimed to get participant views on criteria for questions, topics the survey should cover, and how to structure the survey. Suggested themes included quality of teaching, learning and teaching, intellectual challenge, skills development, and student support. Participants provided input on important topics, irrelevant topics, and how to order and structure questions for different audiences and purposes like program enhancement, student choice, and accountability. The timeline for developing and piloting the survey was also discussed.
Initial consultation event: Timing and publication
The four UK HE funding bodies held two events in September 2017 to seek early views from the sector on aspects of a national feedback survey for taught postgraduate students on which we intend to consult formally in early 2018.
Integrating Critical Thinking into Medical Student Coursework
This presentation supports a UC San Diego MEDS course taught by Sue McGuinness and Dominique Turnbow in February 2010.
Week 2 homework
The document discusses the relationship between a research topic, research question, and hypotheses in an action research study. It provides examples of a research topic on school safety, with related research questions and hypotheses. It also gives examples of qualitative and quantitative research questions for a topic on music in schools. The document describes appropriate research designs for these questions, and discusses benefits and weaknesses of collecting both qualitative and quantitative data. It stresses the importance of ensuring high quality data collection.
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Action research is conducted by teachers, administrators or other educational professionals to systematically investigate and address specific problems within educational settings. There are two main types: practical action research which aims to improve short-term practice, and participatory action research which involves stakeholders as equal partners to enact social change. The key steps involve identifying a research problem or question, gathering relevant information through methods like surveys or interviews, analyzing and interpreting the collected data, and developing an action plan to address the problem based on findings. Action research has advantages like improving practice at a local level and empowering educators to develop solutions collaboratively.
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The document discusses research methodology for a study on improving 4th grade students' ability to solve math word problems. It proposes using action research with both quantitative and qualitative data collection methods. Quantitative data will be collected before and after an intervention to measure students' growth. Qualitative data, such as an anonymous survey, will gather students' responses about the benefits of methods taught. The research aims to effectively improve students' understanding of word problems and determine the perceived benefits of using a graphic organizer strategy.
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Research Activity 1.docx
ACTIVITY 1
Chosen Research Design: Qualitative
Why do you think this design is appropriate to your research interest?
Based on my understanding of qualitative research, I believe it can be appropriate for certain types of research questions. In my view, qualitative research is particularly useful for exploring complex phenomena, gaining insights into people's experiences and perspectives, and developing theory. I also recognize that it can be valuable in applied settings, such as healthcare or social work, where understanding people's experiences is crucial for improving practice.
Guide Questions
1. Did you remember the research design listed in the table?
YES, I have remembered all the research design listed in the table.
2. What other research designs did you recall which is/ are not listed in the table?
Longitudinal Study
Cross-sectional Study
Survey Research
Action Research
Participatory Action Research
Grounded Theory
Ethnographic Research
3. Was it easy or hard to determine the research design to be used in your selected topic or interest?
For me, it is easy because in the first place I already have an idea where to start. I believe when you select a topic, you already considered what design you will use.
4. What are the factors that you consider in selecting a research design for your study?
As a researcher, I must consider various factors when selecting a qualitative research design for my study. These include the research question, the purpose of the study, the nature of the phenomenon being studied, and the available resources and time frame. Additionally, I must reflect on my own philosophical and theoretical perspectives to ensure that the chosen design aligns with my worldview and research goals.
Reflection
How does research design make your study colorful/ interesting?
As a researcher, I have come to appreciate how qualitative research design can add color and interest to a study. By using methods such as open-ended interviews, observations, and document analysis, I can capture the rich and complex experiences, perspectives, and contexts of the participants. This type of research allows me to delve deeper into the phenomenon being studied and gain a more nuanced understanding of it.
One of the benefits of using qualitative research is the ability to create vivid descriptions, quotes, and narratives that add depth and meaning to the study. It's fascinating to see how the data can come to life and offer a unique perspective on the topic. Additionally, I've found that unexpected findings often emerge during qualitative research, which can add to the intrigue and interest of the study.
Overall, I believe that qualitative research design offers a powerful way to explore the intricacies and nuances of human experience. It enables me to create a study that is more compelling and engaging, as well as provides insights that cannot be obtained through other research methods.
ACTIVITY 2: TELL ME THE QUANTITY
Directions: Read the qu
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This document discusses concepts, needs, goals and tools related to program evaluation. It defines evaluation as a systematic process to determine the merit, worth and significance of a program or intervention using set standards and criteria. The primary purposes of evaluation are to gain insight and enable reflection to identify future changes. Some key goals of program evaluation include improving program design, assessing progress towards goals, and determining effectiveness and efficiency. Common tools for program evaluation discussed include interviews, observations, questionnaires, and case studies.
SurveyMETHOD.pptx
The document discusses surveys as a research method. It defines a survey and notes they are used in library and information science to understand user opinions and behaviors. There are two main types of surveys: cross-sectional and longitudinal. Cross-sectional surveys collect data at a single point in time, while longitudinal surveys collect data over a period of time. Surveys can be administered through questionnaires, interviews, or a combination. They have advantages like lower cost and ability to study large populations, but also disadvantages like inflexibility and potential for non-response or inaccurate recall. The document also discusses sampling, modes of administration like telephone, mail, online, and in-person, and uses of surveys in areas like education.
Research methodology Chapter 2
This document discusses various research methods used in scientific studies, including qualitative methods, quantitative methods, field studies, surveys, interviews, case studies, experiments, and opinion polls. It provides details on how each method is conducted and what types of research questions it can help answer. For example, it explains that quantitative research uses large standardized samples and objective measurements to test theories, while qualitative research uses small flexible samples, in-depth interviews, and interpretation to understand meanings and discover new ideas.
Introduction to Research.pptx
The document provides an introduction to research. It defines research as the careful consideration of studying a particular concern or problem using scientific methods. Research involves both inductive and deductive methods and can analyze observed events or verify observed events. The document discusses the uses of health research including drug approvals, discoveries and policy decisions. It also outlines the characteristics, purpose, types and methods of research including participatory, qualitative, operational and evaluative research.
Lec 2 research socio
The document outlines the research process in social sciences. It discusses:
1) Stating the research problem and reviewing relevant literature.
2) Formulating testable hypotheses.
3) Planning the research design which may involve surveys, interviews, experiments, participant observation or secondary data analysis.
4) Analyzing collected data to support or reject hypotheses and form conclusions.
Case study
This document provides an overview of case study methodology. It defines a case study as an in-depth analysis of an individual, group, or event within its real-life context. Case studies can be used to answer "how" and "why" questions, and are appropriate when behaviors cannot be manipulated or contexts are relevant. Information is gathered through various sources like interviews and documents. Steps involved in a case study include planning, developing instruments, collecting data, analyzing data, and disseminating findings. Potential sources of information and common elements of a case study are also outlined.
Survey research
This document describes descriptive research and survey research methods. Descriptive research aims to describe characteristics of a population without determining causes. Survey research involves asking questions of respondents using methods like questionnaires and interviews. The document outlines approaches like case studies and surveys, and survey designs including cross-sectional, before-after, and longitudinal studies. It also discusses steps to conduct surveys, question formats, data collection modes, and advantages and limitations of interviews and questionnaires.
Designing and Planning a Research.pptx
Research:
Research is a process of steps used to collect and analyze information to increase our understanding of a topic or issue. At a general level, research consists of three steps:
1. Pose a question.
2. Collect data to answer the question.
3. Present an answer to the question.
Salient Feature of Quantitative Research
Quantitative research is a methodological approach used in the social sciences and other fields to collect, analyze, and interpret numerical data. Here are some salient features of quantitative research:
1. Objective and Empirical: Quantitative research is focused on gathering objective, measurable data that can be analyzed statistically. It relies on empirical evidence rather than subjective opinions or interpretations.
2. Numerical Data: This research method involves the collection of numerical data, often in the form of statistics, percentages, or numerical measurements. The data can be subjected to statistical analysis for patterns and trends.
3. Structured Research Design: Quantitative studies typically have a structured and predetermined research design. The research process is planned in advance, and the data collection instruments, such as surveys or experiments, are carefully designed.
4. Large Sample Size: Quantitative research often requires a large sample size to ensure statistical reliability and generalizability of findings to a broader population. The goal is to make inferences about the population based on the data collected from the sample.
5. Statistical Analysis: Statistical methods and techniques, such as descriptive statistics, inferential statistics, and correlation analysis, are commonly used in quantitative research. These analyses help researchers draw conclusions and make predictions about the population under study.
6. Replicable and Generalizable Results: The aim of quantitative research is to produce results that are replicable and can be generalized to a larger population. This contributes to the scientific rigor and validity of the findings.
7. Closed-Ended Questions: Data collection instruments, such as surveys or questionnaires, often use closed-ended questions with predefined response options. This facilitates the quantification of responses and simplifies the analysis process.
8. Controlled Environment: In experimental quantitative research, efforts are made to control and manipulate variables to isolate cause-and-effect relationships. This allows researchers to make more precise statements about the impact of independent variables on dependent variables.
9. Objective Measurement: Quantitative research relies on objective measurements and standardized data collection methods to ensure consistency and reduce bias in the data.
10. Cross-Sectional or Longitudinal Design: Quantitative studies can be cross-sectional, examining data at a single point in time, or longitudinal, collecting data over an extended period to observe changes and trends over time.
Action research proposal
This action research proposal aims to improve the listening skills of students through the use of multimedia. It involves assessing students' current listening abilities, implementing multimedia activities and tasks to develop their skills, and re-evaluating the students to analyze the impact. The research will be conducted with a class of students over multiple sessions involving listening tests, exercises identifying sounds and completing poems, and more advanced tasks with recorded instructions. The results will be studied to determine conclusions and next steps in an effort to empower students and teachers through improved listening comprehension.
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Survey introduction
- 1. We have conducted a survey to promote the School of Management on its programmes, facilities ,strength of the programmes and supports given to students to the general public during the convocation week from 23rd October 2018 until 28th October 2018. Our intended audiences is visitors of USM during convocation weeks with the goals to understand how to design surveys to answer a focused research question 1. To practice designing survey items and response options that will yield interpretable and usable results 2. To understand how the structure of the survey as a whole – i.e., the sum of the parts (individual items) – lends itself to a coherent answer to a research question Overview: This workshop will walk participants through the steps needed to design survey items that will answer their research questions. Participants are invited to bring work in progress and to develop the survey further within the workshop. Discussion will focus on item construction, response options, and consequent methods of analysis to address the research question. Rationale: Surveys are the most frequently used method used in medical education research. However, because the medical community is the most frequently surveyed population in the US, response rates are typically low. Therefore, it is critically important that potential respondents perceive surveys as important and interesting so they are more likely to participate in the research. Not only must the items be interesting, they must be limited so that the survey is not a burden for busy people. If each item provides a critical piece of information and response rate is high, the researcher should be in a good position to answer his/her question. Resources Needed: Readings: Fowler FJ. Improving Survey Questions: Design and Evaluation. Applied Social Research Methods Series, Vol. 38. Thousand Oaks: Sage Publishing, 1995. VanGeest JB, Johnson TP, Welch VL. Methodologies for improving response rates in surveys of physicians: a systematic review. Eval Health Prof 2007;30:303-321. Faculty: An experienced survey researcher Materials: Participants may bring works in progress, or the group may use examples the facilitator provides. A room large enough to accommodate break out groups. White board or flip chart.