The document outlines research conducted for an educational game about biostatistics in dentistry. It summarizes interviews with stakeholders, including the course professor and current/past students. The professor's goal is for students to apply biostatistics knowledge in other courses and careers. Students desire more application scenarios and technical skills training. The research aims to design an engaging game that ease teaching and learning of biostatistics based on acquiring pre-knowledge, developing post-knowledge, and applying concepts to dental contexts. Suggestions are provided on matching different game types to learning goals.
Questionnaire designing in a research processRajneesh Gautam
This document discusses the design and use of questionnaires. It defines a questionnaire as a set of questions used to gather information from individuals. Questionnaires can be administered via mail, phone, interviews, as handouts, or electronically. There are two main types of questions: open-ended questions that allow free responses and closed questions like multiple choice. Proper construction and administration are important to get useful statistical information. Factors like question wording, order, and avoiding sensitive topics should be considered when designing a questionnaire.
This document is an exam paper for the January 2011 Psychology (Specification A) Unit 4 exam. It consists of three sections: Section A on Psychopathology with topics on schizophrenia, depression, and anxiety disorders; Section B on Psychology in Action with topics on media psychology, addictive behavior, and anomalistic psychology; and Section C on Psychological Research and Scientific Method. Students must choose one topic from Sections A and B and answer all questions on that topic, and answer all questions in Section C. The exam is worth a total of 85 marks and lasts 2 hours.
Questionnairre desisgn-Advance Research MethodologyRehan Ehsan
This Presentation states the details of Questionnairre desisgn for students to get help in advance research methodology. Rearchers may also get help from this work.
This document provides guidance on writing effective survey questions and designing surveys. It discusses the importance of question relevancy and accuracy, and provides tips for writing good questions such as keeping them brief, objective, simple and specific. It also describes different types of survey questions like multiple choice, rating scales and open-ended, and considerations for question order and survey layout. Additionally, it covers calculating response rates, increasing responses, and the pros and cons of online surveys.
A questionnaire is a set of questions designed to collect statistical information from a specific demographic in order to achieve research objectives. There are two main types: surveys and interviews. Surveys involve collecting responses to unambiguous questions, while how the questions are structured can influence participation and responses. Questionnaires come in different varieties depending on their purpose, and may involve questions with yes/no answers, multiple choice, or open-ended questions requiring short answers.
Kirsten Miller gave a presentation about survey question design based on her work at the Question Design Research Lab at the National Center for Health Statistics. Her talk was given at DePaul University in Chicago, Illinois on February 13, 2012. This event was sponsored by the DePaul College of Liberal Arts and Social Sciences, the Social Science Research Center, and the Department of Sociology. Audio from the presentation can be heard here: http://is.gd/ssrc_kmiller
This document provides guidance on developing and analyzing questionnaires for surveys and research studies. It discusses key steps in questionnaire development including deciding what information is needed, defining the target respondents, choosing a method to reach respondents, developing question content and wording, ordering questions, pre-testing the questionnaire, and analyzing the data collected. Specific question types are also covered such as closed-ended, open-ended, ranking, and Likert scale questions. The document stresses importance of question clarity, avoiding biases, pre-testing questionnaires, and reliability and validity of measures used.
How to design surveys; describes differences between approaches to measuring awareness, opinions, perceptions, behaviors, needs and attitudes; describes roles of survey sponsor and researcher.
Questionnaire designing in a research processRajneesh Gautam
This document discusses the design and use of questionnaires. It defines a questionnaire as a set of questions used to gather information from individuals. Questionnaires can be administered via mail, phone, interviews, as handouts, or electronically. There are two main types of questions: open-ended questions that allow free responses and closed questions like multiple choice. Proper construction and administration are important to get useful statistical information. Factors like question wording, order, and avoiding sensitive topics should be considered when designing a questionnaire.
This document is an exam paper for the January 2011 Psychology (Specification A) Unit 4 exam. It consists of three sections: Section A on Psychopathology with topics on schizophrenia, depression, and anxiety disorders; Section B on Psychology in Action with topics on media psychology, addictive behavior, and anomalistic psychology; and Section C on Psychological Research and Scientific Method. Students must choose one topic from Sections A and B and answer all questions on that topic, and answer all questions in Section C. The exam is worth a total of 85 marks and lasts 2 hours.
Questionnairre desisgn-Advance Research MethodologyRehan Ehsan
This Presentation states the details of Questionnairre desisgn for students to get help in advance research methodology. Rearchers may also get help from this work.
This document provides guidance on writing effective survey questions and designing surveys. It discusses the importance of question relevancy and accuracy, and provides tips for writing good questions such as keeping them brief, objective, simple and specific. It also describes different types of survey questions like multiple choice, rating scales and open-ended, and considerations for question order and survey layout. Additionally, it covers calculating response rates, increasing responses, and the pros and cons of online surveys.
A questionnaire is a set of questions designed to collect statistical information from a specific demographic in order to achieve research objectives. There are two main types: surveys and interviews. Surveys involve collecting responses to unambiguous questions, while how the questions are structured can influence participation and responses. Questionnaires come in different varieties depending on their purpose, and may involve questions with yes/no answers, multiple choice, or open-ended questions requiring short answers.
Kirsten Miller gave a presentation about survey question design based on her work at the Question Design Research Lab at the National Center for Health Statistics. Her talk was given at DePaul University in Chicago, Illinois on February 13, 2012. This event was sponsored by the DePaul College of Liberal Arts and Social Sciences, the Social Science Research Center, and the Department of Sociology. Audio from the presentation can be heard here: http://is.gd/ssrc_kmiller
This document provides guidance on developing and analyzing questionnaires for surveys and research studies. It discusses key steps in questionnaire development including deciding what information is needed, defining the target respondents, choosing a method to reach respondents, developing question content and wording, ordering questions, pre-testing the questionnaire, and analyzing the data collected. Specific question types are also covered such as closed-ended, open-ended, ranking, and Likert scale questions. The document stresses importance of question clarity, avoiding biases, pre-testing questionnaires, and reliability and validity of measures used.
How to design surveys; describes differences between approaches to measuring awareness, opinions, perceptions, behaviors, needs and attitudes; describes roles of survey sponsor and researcher.
The document provides an overview of key aspects of survey design, including question styles, response formats, sampling, and implementation. It discusses developing a questionnaire, types of questions, optimizing question wording and structure, pre-testing surveys, and sampling techniques. The goal is to introduce rigorous methodology to plan, develop, and implement effective research questionnaires.
This document provides an overview of qualitative research designs and projective techniques. It discusses exploratory research methods like focus groups and in-depth interviews. Focus groups involve moderated group discussions to explore attitudes and opinions, while in-depth interviews use open-ended questions for deeper probing. The document also examines projective techniques, an indirect method that encourages respondents to project their underlying motivations through techniques like word association, sentence completion, picture interpretation, and role-playing. Projective techniques are useful for sensitive topics but require skilled administration and interpretation.
A questionnaire is a research tool used to collect information from respondents through a series of questions. It has both advantages, such as being easy to construct and distribute, and disadvantages, like some respondents not providing accurate or complete answers. Properly constructing a questionnaire involves steps like researching similar existing questionnaires, writing initial questions, editing the questions, pretesting the questionnaire, and ensuring questions are clear, unbiased, and will provide relevant data for the research.
This document provides instructions for a psychology exam to be taken on June 21st, 2011. It is divided into three sections: Section A focuses on psychopathology and requires students to answer questions on schizophrenia, depression, or anxiety disorders. Section B focuses on psychology in action and requires students to answer questions on media psychology, psychology of addictive behavior, or anomalous psychology. Section C requires students to answer questions on psychological research methods. The exam is 2 hours long and students must write their answers in an AQA answer book.
The document outlines the objectives and content of a survey design workshop. It discusses key topics like questionnaire design, levels of measurement, sampling, and implementation issues. The workshop aims to help participants understand rigorous survey planning, common survey methods, questionnaire design best practices, and critically reviewing example surveys.
Questionnaire in Research Methodology
● Definition ● Significance ● Scope
Questionnaire and Schedule
● Similarities ● Differences
Qualities of a Good Questionnaire
Types of Questions
Preparing and Administering Questionnaire
How to Develop a Questionnaire for
Research?
Questionnaire Wording.
A Presentation on Questionnaire - Arifa RahmanArifa Rahman
A presentation on Questionnaire.
Outline of Discussion -
Definition of Questionnaire
Sample of Questionnaire
Purpose of Questionnaire
Elements of Questionnaire
Types of Questionnaire
Guideline to Develop Questionnaire
Distributing Questionnaires
Analyzing the Questionnaire and Presenting the acquired Data
Advantages and Disadvantages of Questionnaire
SURVEY RESEARCH- Advance Research MethodologyRehan Ehsan
This Presentation states the details of Survey Research for students to get help in advance research methodology. Rearchers may also get help from this work.
This document discusses the design and construction of questionnaires. It defines a questionnaire as a set of written questions related to a research topic that, when answered by respondents, provides data to complete a research project. The document outlines advantages such as ease of construction and distribution, as well as disadvantages like inability to use with illiterates and potential for wrong or missing information. It provides steps for constructing a questionnaire including pretesting and revising it. The document also discusses types of questions, characteristics of good research instruments, and guidelines for formulating effective questionnaire items.
The document discusses the process of designing and administering questionnaires for surveys, including determining what questions to ask, how to phrase and order questions, pre-testing questionnaires, and addressing potential sources of error, with the key points being that question wording, order, and layout are critical to collecting accurate and relevant data, and questionnaires must be pre-tested and revised as needed.
The document discusses principles for designing effective questionnaires. It recommends limiting questions to those most relevant to the research questions, pre-testing questions on sample populations, and keeping questionnaires brief, typically under 30 minutes. It also advises avoiding double-barreled or negatively-worded questions, and carefully considering the ordering and structure of questions.
Classroom-Based Research EVO 2016 Week 3: "Data collection tools for resear...ClassResearchEVO
This document discusses data collection tools for classroom-based research. It defines data as information obtained from research subjects. Various tools are described such as tests, essays, anecdotes, diaries, photos, and social media posts. Key considerations for data collection include where, when, how often, and who will collect data. Triangulation of data using multiple tools increases validity. Examples of tools include questionnaires, observation, documentation, interviews, journals, and stimulated recall. Developing Potentially Exploitable Pedagogic Activities allows collecting data through normal classroom activities to benefit students. Research ethics and validity, reliability, usability, and objectivity are also discussed.
Qualitative and quantitative research methods are described. Qualitative research uses words, images and subjective approaches to gather an in-depth understanding of human behavior through smaller focused samples. It is useful for exploratory research and answering "why" and "how" questions. Quantitative research uses numbers, logic and objective approaches through larger samples and is useful for validating facts and relationships through descriptive and causal studies. Examples of qualitative techniques include in-depth interviews, focus groups, and projective techniques, while surveys and experimentation are provided as quantitative methods.
This document provides an overview of developing a research design. It discusses defining a research topic and evaluating whether it is worthwhile. It also covers developing research approaches, including secondary and primary research. Quantitative and qualitative research methods are introduced. Different types of research like exploratory, descriptive, and causal research are explained. The document stresses the importance of validity and reliability in research and discusses using sampling to represent a population.
Inquiry forms questionnaire, opinionnaire, attitude scale, checklist, rating...DrGavisiddappa Angadi
The tools of research in education can be classified broadly into the following categories:
A. Psychological Tests
Achievement Test
Aptitude Test
Intelligence Test
Creativity Tests
Interest inventory
Behavioral Procedures
Neuropsychological Tests
Personality measures etc.
B. Inquiry forms
Questionnaire
Checklist
Score-card
Schedule
Rating Scale
Opinionnaire
Attitude Scale
C. Observation
D. Interview
E. Sociometric Techniques.
With the unbelievable success of my previous survey research lecture, I felt it only right to keep going with that theme. This presentaiton is a copy of a guest lecture I recently did for the Clinical Epidemiology course here at The University of Iowa. The slides first talk about some fundamentals of psychmetric measurement like reliability and validity, and then get practical by discussing 5 simple strategies for creating successful survey instruments. Like, favorite, share, comment, enjoy!
This document provides a summary of key concepts in survey research and design in psychology. It covers the research process, survey construction, sampling, levels of measurement, and measurement error. Key points include defining the research problem and hypotheses, designing the survey, developing questions, response formats, sampling methods, pretesting the survey, and considering ethical issues. It also discusses types of questions, scales, biases, accuracy of recall, and comparing data collection methods.
The document discusses various data collection methods used in marketing research, including questionnaires, surveys, interviews, and observation. It provides classifications of data collection methods based on the method of communication (personal interview, telephone interview, mail survey) and based on the structure and disguising of questions (structured-nondisguised, non-structured-nondisguised, etc.). Specific techniques like focus groups and depth interviews are also summarized. The advantages and limitations of different data collection methods are presented.
This document provides an overview of quantitative research approaches, specifically descriptive research and survey design. Descriptive research involves identifying characteristics of a phenomenon and exploring correlations. Surveys are used to collect data about attitudes, opinions, behaviors or characteristics of a population. There are different types of survey designs including cross-sectional, longitudinal, trend studies, cohort studies, and panel studies. The document also discusses guidelines for constructing questionnaires and interviews, such as making directions clear, avoiding biased questions, and ensuring anonymity of respondents.
The document discusses different aspects of designing questionnaires for research. It defines what a questionnaire is, highlights qualities of a good questionnaire such as meeting research objectives and obtaining accurate information. It also outlines major points for an effective questionnaire including organization, wording and brevity. The document describes two types of questionnaires - open-ended and close-ended - and discusses their advantages and disadvantages.
Here are the key elements of a research methodology chapter:
1. Research Design
- Describe the overall research design and approach. Is it qualitative, quantitative, or mixed methods?
- Provide rationale for chosen design.
2. Data Collection Methods
- Describe specific methods for collecting primary data, e.g. surveys, interviews, experiments.
- Include details on instrument design, sampling approach, sample size.
3. Data Analysis Methods
- Describe how collected data will be analyzed both qualitatively and quantitatively
- Cite specific analytical techniques, e.g. thematic analysis, regression analysis
4. Validity and Reliability
- Discuss strategies for ensuring validity of
The document provides an overview of key aspects of survey design, including question styles, response formats, sampling, and implementation. It discusses developing a questionnaire, types of questions, optimizing question wording and structure, pre-testing surveys, and sampling techniques. The goal is to introduce rigorous methodology to plan, develop, and implement effective research questionnaires.
This document provides an overview of qualitative research designs and projective techniques. It discusses exploratory research methods like focus groups and in-depth interviews. Focus groups involve moderated group discussions to explore attitudes and opinions, while in-depth interviews use open-ended questions for deeper probing. The document also examines projective techniques, an indirect method that encourages respondents to project their underlying motivations through techniques like word association, sentence completion, picture interpretation, and role-playing. Projective techniques are useful for sensitive topics but require skilled administration and interpretation.
A questionnaire is a research tool used to collect information from respondents through a series of questions. It has both advantages, such as being easy to construct and distribute, and disadvantages, like some respondents not providing accurate or complete answers. Properly constructing a questionnaire involves steps like researching similar existing questionnaires, writing initial questions, editing the questions, pretesting the questionnaire, and ensuring questions are clear, unbiased, and will provide relevant data for the research.
This document provides instructions for a psychology exam to be taken on June 21st, 2011. It is divided into three sections: Section A focuses on psychopathology and requires students to answer questions on schizophrenia, depression, or anxiety disorders. Section B focuses on psychology in action and requires students to answer questions on media psychology, psychology of addictive behavior, or anomalous psychology. Section C requires students to answer questions on psychological research methods. The exam is 2 hours long and students must write their answers in an AQA answer book.
The document outlines the objectives and content of a survey design workshop. It discusses key topics like questionnaire design, levels of measurement, sampling, and implementation issues. The workshop aims to help participants understand rigorous survey planning, common survey methods, questionnaire design best practices, and critically reviewing example surveys.
Questionnaire in Research Methodology
● Definition ● Significance ● Scope
Questionnaire and Schedule
● Similarities ● Differences
Qualities of a Good Questionnaire
Types of Questions
Preparing and Administering Questionnaire
How to Develop a Questionnaire for
Research?
Questionnaire Wording.
A Presentation on Questionnaire - Arifa RahmanArifa Rahman
A presentation on Questionnaire.
Outline of Discussion -
Definition of Questionnaire
Sample of Questionnaire
Purpose of Questionnaire
Elements of Questionnaire
Types of Questionnaire
Guideline to Develop Questionnaire
Distributing Questionnaires
Analyzing the Questionnaire and Presenting the acquired Data
Advantages and Disadvantages of Questionnaire
SURVEY RESEARCH- Advance Research MethodologyRehan Ehsan
This Presentation states the details of Survey Research for students to get help in advance research methodology. Rearchers may also get help from this work.
This document discusses the design and construction of questionnaires. It defines a questionnaire as a set of written questions related to a research topic that, when answered by respondents, provides data to complete a research project. The document outlines advantages such as ease of construction and distribution, as well as disadvantages like inability to use with illiterates and potential for wrong or missing information. It provides steps for constructing a questionnaire including pretesting and revising it. The document also discusses types of questions, characteristics of good research instruments, and guidelines for formulating effective questionnaire items.
The document discusses the process of designing and administering questionnaires for surveys, including determining what questions to ask, how to phrase and order questions, pre-testing questionnaires, and addressing potential sources of error, with the key points being that question wording, order, and layout are critical to collecting accurate and relevant data, and questionnaires must be pre-tested and revised as needed.
The document discusses principles for designing effective questionnaires. It recommends limiting questions to those most relevant to the research questions, pre-testing questions on sample populations, and keeping questionnaires brief, typically under 30 minutes. It also advises avoiding double-barreled or negatively-worded questions, and carefully considering the ordering and structure of questions.
Classroom-Based Research EVO 2016 Week 3: "Data collection tools for resear...ClassResearchEVO
This document discusses data collection tools for classroom-based research. It defines data as information obtained from research subjects. Various tools are described such as tests, essays, anecdotes, diaries, photos, and social media posts. Key considerations for data collection include where, when, how often, and who will collect data. Triangulation of data using multiple tools increases validity. Examples of tools include questionnaires, observation, documentation, interviews, journals, and stimulated recall. Developing Potentially Exploitable Pedagogic Activities allows collecting data through normal classroom activities to benefit students. Research ethics and validity, reliability, usability, and objectivity are also discussed.
Qualitative and quantitative research methods are described. Qualitative research uses words, images and subjective approaches to gather an in-depth understanding of human behavior through smaller focused samples. It is useful for exploratory research and answering "why" and "how" questions. Quantitative research uses numbers, logic and objective approaches through larger samples and is useful for validating facts and relationships through descriptive and causal studies. Examples of qualitative techniques include in-depth interviews, focus groups, and projective techniques, while surveys and experimentation are provided as quantitative methods.
This document provides an overview of developing a research design. It discusses defining a research topic and evaluating whether it is worthwhile. It also covers developing research approaches, including secondary and primary research. Quantitative and qualitative research methods are introduced. Different types of research like exploratory, descriptive, and causal research are explained. The document stresses the importance of validity and reliability in research and discusses using sampling to represent a population.
Inquiry forms questionnaire, opinionnaire, attitude scale, checklist, rating...DrGavisiddappa Angadi
The tools of research in education can be classified broadly into the following categories:
A. Psychological Tests
Achievement Test
Aptitude Test
Intelligence Test
Creativity Tests
Interest inventory
Behavioral Procedures
Neuropsychological Tests
Personality measures etc.
B. Inquiry forms
Questionnaire
Checklist
Score-card
Schedule
Rating Scale
Opinionnaire
Attitude Scale
C. Observation
D. Interview
E. Sociometric Techniques.
With the unbelievable success of my previous survey research lecture, I felt it only right to keep going with that theme. This presentaiton is a copy of a guest lecture I recently did for the Clinical Epidemiology course here at The University of Iowa. The slides first talk about some fundamentals of psychmetric measurement like reliability and validity, and then get practical by discussing 5 simple strategies for creating successful survey instruments. Like, favorite, share, comment, enjoy!
This document provides a summary of key concepts in survey research and design in psychology. It covers the research process, survey construction, sampling, levels of measurement, and measurement error. Key points include defining the research problem and hypotheses, designing the survey, developing questions, response formats, sampling methods, pretesting the survey, and considering ethical issues. It also discusses types of questions, scales, biases, accuracy of recall, and comparing data collection methods.
The document discusses various data collection methods used in marketing research, including questionnaires, surveys, interviews, and observation. It provides classifications of data collection methods based on the method of communication (personal interview, telephone interview, mail survey) and based on the structure and disguising of questions (structured-nondisguised, non-structured-nondisguised, etc.). Specific techniques like focus groups and depth interviews are also summarized. The advantages and limitations of different data collection methods are presented.
This document provides an overview of quantitative research approaches, specifically descriptive research and survey design. Descriptive research involves identifying characteristics of a phenomenon and exploring correlations. Surveys are used to collect data about attitudes, opinions, behaviors or characteristics of a population. There are different types of survey designs including cross-sectional, longitudinal, trend studies, cohort studies, and panel studies. The document also discusses guidelines for constructing questionnaires and interviews, such as making directions clear, avoiding biased questions, and ensuring anonymity of respondents.
The document discusses different aspects of designing questionnaires for research. It defines what a questionnaire is, highlights qualities of a good questionnaire such as meeting research objectives and obtaining accurate information. It also outlines major points for an effective questionnaire including organization, wording and brevity. The document describes two types of questionnaires - open-ended and close-ended - and discusses their advantages and disadvantages.
Here are the key elements of a research methodology chapter:
1. Research Design
- Describe the overall research design and approach. Is it qualitative, quantitative, or mixed methods?
- Provide rationale for chosen design.
2. Data Collection Methods
- Describe specific methods for collecting primary data, e.g. surveys, interviews, experiments.
- Include details on instrument design, sampling approach, sample size.
3. Data Analysis Methods
- Describe how collected data will be analyzed both qualitatively and quantitatively
- Cite specific analytical techniques, e.g. thematic analysis, regression analysis
4. Validity and Reliability
- Discuss strategies for ensuring validity of
Please I want Action research for my study, the impact of educatio.docxrandymartin91030
Please I want Action research for my study, the impact of educational video games on the children (Quantitative study)
This is about my study may help you, but I want focus more in educational video games how can improve the education…
Educator Researcher
Research - Effects of electronic games on children
Introduction
Electronic games have become of the most popular games in the today’s world, especially for Children. They have a positive as well as negative effect on Children. As per the research conducted one of the biggest ill-effect of the electronic games is decrease in physical activity which can lead to health problems for Children in future, one of the most important health problem is the problem of obesity.
Research Methods
It is important to determine the way that the research will be conducted and the method that will be used for conducting the particular research. Saunders et al (2007) through a proper research approach the researcher is able answer the research question appropriately and analyzes the data accordingly so that proper research is made. The researcher also takes into consideration literature review which forms the base for conducting the research. The research that is conducted by the researcher includes quantitative as well as qualitative research. Quantitative research is known as deductive approach whereas qualitative research is known as inductive approach. Both these researches are important as they help in analyzing the particular problem.
Quantitative research focuses on collecting primary data, whereas the qualitative research focuses on bringing into picture different theories that helps in supporting the primary data collected and analyzing the data accurately. Qualitative research also helps in building the insight for the research as well as helps in designing different patterns for the research.
This research in an exploratory research and the data collection method is ‘Survey’ i.e. primary data collection. This research is all about systematic data gathering for the purpose of knowing the effect of the electronic games on Children from the perspective of Children as well as Parents.
The sampling method we are using for the research is Purposive sampling which is a probability sampling. As this research is to be conducted for a population, so the probability sampling will be used. The sample of the population will be considered in this research as the research pertains to a huge population. So, using probability sampling will be used that give the targeted population nonzero chance of selection.
Some of the methods and designs that were used by the researcher to conduct the research included three phase feasibility study. Phase one consisted of focus groups with Children as well as attitudes so as to know their attitudes and preferences for the computer games. The result from this analysis showed that Children preferred non active games whereas Adults preferred that their Children should be involved.
OverviewAs a social science student, it is vitally important t.docxkarlhennesey
Overview
As a social science student, it is vitally important that you become an educated consumer of social science research, even if you never get to conduct an actual research study.
You need to have a basic understanding of the steps in the scientific process, a familiarity with commonly used social science research designs and methods, and a knowledge of procedures for collecting and analyzing social science data.
This module provides very basic information about these topics. It addresses the following subjects:
· the scientific method
· qualitative and quantitative research
· data analysis and presentation
· discipline-specific research designs and methods The Scientific Method
The scientific method is a form of inquiry that was originally developed to answer questions in the natural sciences. The scientific method uses systematic observation and measurement to confirm or disconfirm hypotheses that most often are derived from underlying theories.
When a hypothesis is confirmed, it lends support to the underlying theory. When it is not confirmed, researchers must reformulate the theory and come up with other explanations. Scientists share their findings by presenting at conferences or publishing in peer-reviewed journals. Sharing results with the research world is an important part of the scientific method because science is an iterative activity.
As social scientists, we have a great challenge. Because we cannot exert complete control over human behavior, it is not possible to conduct true experiments. Real life cannot be captured in a lab, and human behavior cannot be explained by one or even two causes. This makes it difficult to determine "cause and effect." For example, if we are interested in knowing why poor people have compromised health outcomes, we would need to account for an impossibly large number of factors or variables such as race, ethnicity, genetic markers, income, education level, access to health care services, and living conditions.
Steps for Conducting a Research Study
Figure 4.1
Steps for Conducting a Research Study
Source: UMUC PSYC 100.
The use of the scientific method allows researchers to develop explanations of social science phenomena. The steps of the research process are explained from a psychological perspective in this tutorial (Bradley, 2000).
Step 1: Make an Observation
The starting place for any research study is an observation (idea) regarding a topic of interest to you, the researcher. It may come from a conversation with a friend, a book or television program, or the conclusion of a related research project. All that is needed at this point is your interest in pursuing the topic further.
Let's take an example that we will use for all of the steps in the process. You observe that you are able to memorize items such as telephone numbers better when you eat candy. Because of this, you wonder if there is a connection between the primary component of candy (sugar) and memory.
Step 2: Propose a Hypoth ...
Here are some key points about the importance of the research process and how it relates to developing an effective marketing plan:
- Research provides valuable insights and data to inform decision making. Conducting primary and secondary research allows marketers to gain a deeper understanding of customers, competitors, market trends, and other factors that impact the business. This knowledge helps guide the development of the marketing strategy and plan.
- Research helps identify customer needs and pain points. Understanding what customers want, need, and value allows a business to develop products and services that truly meet customer demands. Research can uncover unmet needs or opportunities for innovation.
- Research aids in market segmentation and targeting. Gathering demographic, psychographic, and behavioral data about the target
The document discusses key elements and steps of the research process. It begins by defining research and different types of research problems. It then outlines the seven steps of the research process: 1) identifying a research problem, 2) formulating a hypothesis, 3) reviewing related literature, 4) preparing a research design, 5) conducting actual experimentation, 6) analyzing results and discussion, and 7) formulating conclusions and recommendations. The document also discusses types of research including exploratory, descriptive, and causal research. It concludes by outlining key elements that should be included in any research paper such as an abstract, introduction, literature review, methodology, body, results, discussion, conclusion, and citations.
1. The document discusses the importance of research and evidence-based practice for social work decision making and interventions.
2. Social workers must make careful decisions about allocating limited resources and need to use research to determine the most effective and efficient methods without harming clients.
3. The course aims to help students become better critical consumers of research and practitioners by using evidence-based practice approaches. Students will learn to evaluate the validity and reliability of research to improve their practice.
Feedback for Professor on week 1 discussionMental health and illalisondakintxt
Feedback for Professor on week 1 discussion
Mental health and illness are always a question for individuals in the criminal justice system, regardless of their age. Understanding mental health and how that might impact decision making and criminal behavior are important questions. But you need to look at the alignment of your Research Problem / Purpose / Question. These should all be different ways of saying the same thing. So, if you are talking about mental illness and rehabilitation in one, you should be talking about illness and rehabilitation in all of them. Please work on this alignment for both the quantitative research design and the qualitative research design for Week 2.
Week 1 discussion question
Specific Program of Study and Area of Concentration
My major and program of study is PhD in Forensic Psychology with a concentration in victimology. My career interest is to work with juveniles that are charged with serious and violent murderers. Working with juveniles that has committed serious and violent crimes has always been a fascination of mine, the fascination stems from my interest in understanding their thought process and thinking, their social background, their environmental background and any mental health diagnosis.
Social Problem
The social problem with juvenile murderers is that behavioral problems and mental health diagnosis are often grossly overlooked.
Quantitative Research Problem
The Scholarly community does not know the proper therapeutic therapies to apply to these child murderers instead of putting them in prison.
Quantitative Research Purpose
The purpose of this quantitative research is developing a research study that will be implemented into juvenile prisons, to better rehabilitate these children instead of further damaging them, implementing programs that will better prepare them for future release.
Quantitative Research Question
The quantitative research question is as follows; What is the relationship of a diagnosed mental illness and juveniles that commit serious and violent murders.
Qualitative Research Problem
The scholarly community does not know that behavioral problems and mental illnesses may result in children becoming serious violent murders. The qualitative research problem is does diagnosed mental health diagnoses contribute to juveniles becoming murderers.
Qualitative Research Purpose
The purpose of this qualitative study is to correlate previous studies of juvenile murderers and mental health illnesses. As a result, strategic rehabilitation programs will help in reintegrated back into society.
Qualitative Research Question
In this qualitative research the question will be posed as, are their early signs of mental health diagnoses that will detect juvenile murders, and can detecting these early signs reduce the number of juvenile murderers?
Please review the previous questions and revised as needed. Please keep layout as is and the assignmen ...
1. The document provides guidelines for designing a mock survey research proposal, including recommended sections and the steps involved in survey research.
2. It describes key sections of the proposal such as the introduction, background and relevance, research study plan, survey instrument, and deliverables.
3. Guidelines are provided for each section, including choosing a topic, developing a conceptual framework, determining sample size, selecting topical modules, and writing survey questions for one module.
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
The document discusses key elements to consider when designing a research methodology, including paradigm, methods, tools, design, skills, ethics, resources, access, population, sampling, and data collection. It emphasizes matching the methodology to the research question, skills, and practical constraints. The researcher must determine how to best answer the research question through their methodology while addressing their own capacity and ensuring it is doable. Factors like skills, ethics approval, time, and access must be taken into account. Key aspects of methodology design are identifying the population and sample, as well as how, who, what, when, and where data will be collected. The methodology should aim for credibility through transferability and generalizability.
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Suggestions for best practices for statistics education and using statistical...simoninamerica
This document provides suggestions for best practices in teaching statistics in high school classrooms. It recommends using statistical software and psychology contexts to teach statistics in an applied way. Key practices include: having students read research papers; treating the teacher as a statistical consultant; promoting statistical literacy and thinking; and modeling life-long learning of statistics for students. The goal is to move beyond solely using graphing calculators and teach statistics as an investigative process rather than a mathematics course.
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2. CONTENT PAGE
1. GENERAL OVERVIEW
2. STAKEHOLDERS
3. gOALS
4. pRE-KNOWLEDGE AND POST-KNOWLEDGE
5. SERIOUS GAMES
6. SERIOUS GAMES AND PRE/POST-KNOWLEDGE
7. DISCUSSION’S COMMENTS
8. SUGGESTIONS
9. CONCLUSION
10. APPENDIX
3. GENERAL OVERVIEW
Overarching Stakeholder Map
In this user study, we (Cute Center) are doing ethnographic research for an educational game-based tool that be-
tween the two main stakeholders: Prof Hsu and Current students. This tool is aimed to ease the teaching and learning
of Biostatistics in Faculty of Dentistry, National University of Singapaore. We will also be interviewing Dentistry alumni
to gain more insights into the opportunity space.
Empathy Map
Not a priority
Biostats is
important
Provides
testimony
Stepping in
to design a
game-based tool
4. Stakeholders
Current Curriculum Structure (Student’s perspective)
Desired Curriculum Structure (Student’s perspective)
Dr Hsu
• Planned minimal mathematical concepts in syllabus
• Quizzes has scenarios and data
• Aim to assess student’s critical thinking
• From teacher’s perspective, one of the top challenges is teaching the concept of probability.
Current Students
• “Don’t understand or care about Biostats”
• Most understanding of Biostatistics comes from self-reading and revolves around basic familiarity with
terminologies and definitions
• Students can grasp new information, but retention is low
• What they hear from alumni confirms their belief that biostatistics is not essential in becoming a success-
ful practictioner
• Need more content and scenarios; lack of exposure to situational application and exercises
- Generation of data -> Running the data -> Analysis of data
- Reading papers
• Improving SPSS skills
- Not knowing what to click on SPSS (would be good if there was a tutorial that students can work
alongside)
• Improving Graphical knowledge
- Do not understand graphs cannot make the judgement as to whether a new treatment is effective
Would like to learn more about how these graphs are formed and how to read these graphs/data.
Scenarios
Scenarios
Graphical knowledge
Graphical knowledge
Technical knowledge (eg. SPSS)
Technical knowledge (eg. SPSS)
Terminologies/Definitions
Terminologies/Definitions
5. Graduated Students
Recognise value to Biostatistics before graduation in:
• Reading Research Papers
- Reading scenarios and analysing limitations
- Assess articles more before graduation, to see if the statistical methods are applied correctly.
• Evidence-based practice
- Evidence based practice vs Dogma | Important to design a learning environment where we can pick
up some skills to think critically instead of just following dogma.
- What does evidence based practice entail: When new trends/products/literature comes out:
Treatment vs Prevention. What is new now that there is a lot more preventative? When do we use
preventative? In this patient’s particular case, is using preventive treatment appropriate?
• Running own research
- What Elim learn for FYP:: Choosing what tests to run for my research project. It is good that we learn
before our final projects, this helps us know how to choose our samples and whether our samples
normally distributed.
- However, had to self-learnt Biostatistics because knowledge was insufficient (not enough informa
tion to ascertain the reasons: Low retention? Low understanding? Inadequate syl labus?)
Cute Center
• Have limited capabilities in understanding in-depth biostatistics content
• Have the technical know-how but resources are dedicated to AR
• Feels that indirect vision does not help in the learning of biostatistics
6. GOALS
Goal of Biostatistics in Dentistry
Goal of the Game (Overview)
From our interviews, we understand that Dr Hsu wants students to be able to apply the knowledge from Biostatistics
into their other modules in school like Community Health and UROP and further on in their clinical career. This Bio-
statistical knowledge can also be broken down into Pre-knowledge, understanding of concepts and Post-knowledge,
spontaneous and intuitive application of the knowledge. (Refer to Appendix I)
From the interview, we also understand that the overt goal is to achieve Statistical Literacy and the hidden agenda is
Joy. The game also has three criteria:
1) An ability to allow teachers and students to teach and learn Biostatistics with ease.
2) Engagement with students
3) Dental Relevance
(Refer to Appendix I)
Overt goal:
Statistical Literacy
Hidden goal:
Joy
Pre-Knowledge Post-Knowledge
OTHER MODULES clinical careerBiostats module
Evidence-based
dentistry
Community Health
UROP
(Final Year Project)
Clinical Tutorials
7. PRE-KNOWLEDGE AND POST-KNOWLEDGE
Pre-knowledge
(Acquisition of prior knowledge)
Current syllabus:
• A short amount of time allocated to learn a lot of
content (1 hour lesson a week)
• Content: T-test (One sample/Two Sample), Spearman,
Pearsons correlation tests
• Notes has minimal mathematical concepts (Prof Hsu:
to avoid overloading the students)
• Collaborative learning: Instead of just doing ques-
tions like in JC, the students are currently challenged
to come up with their own questions for group proj-
ects
• Understand the HOW TO (summarise the data) and
the WHAT (is probability), not so much to remember.
Post-knowledge
(Familiarization and application)
Assessment: To assess student’s critical thinking
• Non-examinable
• Quizzes (Some scenarios, some data)
• Lit Reviews (No JC-like questions, more like lit re-
views. Know what kind of tests to use. If there is final
data, run relevant tests, see the p-values, we find out
if we accept or reject null hypothesis; or perhaps find
the possible limitations of these tests)
• They usually check for accuracy by running
through with Prof Hsu.
Other application methods that the faculty has been
considering:
• Game-based learning - Board game
• Flipped classroom lectures (no tutorials)
Bloom’s Taxonomy was mentioned in the discussion, however Dr Hsu states that the concept is not clinically sound.
However, we highlighted the levels that were relevant, in respect to the discussion.
8. SERIOUS GAMES
A serious game or applied game is a game designed for a primary purpose other than pure entertainment, in this
case, it is also aim to fulfil educational goals. To understand serious games better, we broke down the various types
of serious games currently present in the market. We have also placed them on a market positioning map to evaluate
the level of density content (Low to High Density Content) against their method of game-play (Hands-on to Thinking).
“Hands-on” refers to action-driven gameplay and “Thinking” refers to turn-based cognitive gameplay.
1. Gamified 2. Strategy
3. Simulation
9. serious games and pre/post knowledge
We categorised the different types of gameplay according to our intepretation of its functionality in educating stu-
dents for Non-Biostatistics, Pre-knowledge and Post-knowledge Biostatistics.
Post knowledge: Games in the high-density - thinking quadrant may be better at accomodating scenario-driven
gameplay, hence familiarization and application of knowledge will be needed.
Pre-knowledge: Games in the low density quadrant are able to engage students in teaching singular concepts in
Biostatistics, hence allowing acqusition of knowledge
Non-biostatistics: Games in the high-density - hands-on quadrant are more appropriate for practical clinical situa-
tions, instead of conceptual subjects like Biostatistics.
10. discussion’s comments
We collected suggestions from the discussion and match it with the type of gameplay to see if it matches the goal of
the Biostatistics in Dentistry. (Refer to Appendix II for the full suggestions)
“Good if the game can incorporate which data to use, giving you many scenarios and how to
gather those data, to make it more intuitive.”
“...this seems to be the kind of game where you use something that is hands on and might inter-
est dental students and then ask them how biostats can be applied to it. Their interest might be
transferred into understanding the lesson. Monte carlo was seen as a flip coin sort of thing. They
will participate in it so that they can engage in the lesson. Then there there will report the data.
This kind of game definitely helps you to gain the knowledge when you first encounter Biostatis-
tics.”
11. “...Situation would play a bigger role for the post knowledge aspect of learning.”
(Using a game to generate a data set) then “My intention is to stimulate the students to think
about their statistics after they score/collection of data. But again I see that it is not spontane-
ous.”
12. Module Aim Suggestion
1 Probability To be able to estimate
that probability and
make a decision based
on that estimation
Gambling/Shooting
Yilin: E.g. The Cross eye you look through is much bigger then
when you look through you don’t know where you are shooting. Or
some bows are better than others etc. Make the game more proba-
bility centered. Different factors will affect different things.
Disease Risk Assessment
e.g. the risk of my mother to have a second stroke in the next 12
years. The clinician must be able to estimate the risk of e.g. tooth
decay depending on the patient profile. The character you choose
etc. Once they hit a certain score they are given a status
2 Formulating
concept of data
summary
distribution
To familiarise with not
just mean, but also dis-
persion
Probe game
3 Comparison
(t-test)
To determine rejection
of null hypothesis
-
4 Correlation /
Association
Finding the degree of
relationship between
two variables.
-
5 Post Knowledge Help to firm up acquired
concepts
Using existing data, consolidate from all
students and discuss.
Eg. Utilize phone data
Mandi’s feedback on 1st game : Maybe we can use something more
close to home (Instead of bow and arrow or gambling) Like their
phone data that already exists and be used for discussion. If its just
giving them context for information maybe we don’t an app to do it
because everyone has a data set somewhere, e.g. how many times
do you log into facebook. If this generates interest maybe this
could be a good start to increase their engagement.
Dental product advertisements
Q&A covering all content
Pop out questions
SUGGESTIONS
13. HIGH DENSITY CONTENT
LOW DENSITY CONTENT
HANDS-ON THINKING
POST KNOWLEDGE
PRE KNOWLEDGE
GAMBLING/SHOOTING
DISEASE RISK
ASSESSMENT
PROBE GAME
POP OUT QUESTIONS
PHONE DATA
E.G. VISITS TO FACEBOOK
DENTAL PRODUCT
ADVERTISEMENTS Q&A COVERING
ALL CONTENT
We then placed the suggestions on our positioning map to see where they can best contribute - Pre-knowledge or
Post-knowledge.
14. The suggested game format of mini-games lies in the low-density content quardrants of the
product positioning map, and lean more toward thinking (as opposed to hands-on) gameplay.
Minigames are more feasible in terms of immediate production, but is limited in the amount of
content that it can contain. It is important to think about the long-term costs of producing mini
games to cover the entire syllabus, or value of only focusing on a few topics/minigames.
Mini games are optimal for piqueing interest at the beginning of acquiring pre-knowledge, but
may have less value as the same questions or gameplay is repeated each week. This may be
mitgated by generating level-based platforms which correspond to the students week-by-week
exposure to the content in class. However, it will incur greater costs.
Mini-games might not be the most apt method to support scenario-driven gameplay. This means
less opportunity for students to apply their knowledge in a realistic and spontaneous context.
Hence, mini-games may be limited in its ability to fulfil Post-knowledge, which was stated to be
a goal of the Biostatistics game.
opportunity space
17. APPENDIX I
Goal of Biostatistics in Dentistry
Ability to evaluate research papers
Critical thinking/analysis of research articles
- Evaluate if the method been applied correctly
- Assess critical thinking: This is harder to measure
entistry
Ability to make (spontaneous) and in-
formed decisions in clinical work
Biostats to not be merely short term knowledge for
the students
- How to extend these short-term knowledge to
long-term knowledge
Embody the information rather than just memoris-
ing it
- In fact this concept (probability) will affect them down the
road. When a patient comes in, it’s not black and white (text-
book disease). In clinical situations, we have to gauge (risk)
and this might involve probability concepts.
In-depth understanding beyond JC level, to be
able to see the dispersion in data in real life situ-
ations
- “Living creatures have undulating readings. Like BP its
highly dependent on the mood of the person and the state
at the time it is taken. When we look at the BP we cant just
view it as a number. We need to know SD and potential error
range. Number alone doesn’t mean that its a lot of information.
So next time when salesman comes to the door they will be
able to ask, the numbers look nice but what is the dispersion?
So I’m hoping that the game we are making will help them
develop this. The truth is not just in one number but in the
distribution. “
Goal of Game (Overview)
Must be engaging
Must be relevant to Dentistry
Must be able to allow students to learn
Biostatistics
Game more for application of knowledge
- Not really transfer of knowledge from expert
(teacher) to student.
- Will be good if the game can increase confi-
dence level so that they can apply biostatistics in
the future
Goal of Biostatistics in Dentistry vs.
Goal of the Game (Overview)
18. APPENDIX Iia
Goal of the Game/Biostatistics vs
Suggested format of Biostatistics game
Prof Hsu
“And I think gambling is a great way to (because you
have to) estimate, and it comes at a cost, so there’s an
emotional attachment to your decision. So if there is a
way to develop a game that is geared toward/ expose
them to understand probability…”
“So instead of developing complex games maybe we
can develop this in a modular format.”
“Maybe first game just helps them to understand
probability. And another game is the one that uses the
mirror and probe to help formulate the concept of data
summary and distribution.”
“Distribution is related to some… and if we were not
forced to summarise the data, we would not need this
curve. When we ask them are you above or below this
average, they still have this linear concept of mean,
being representative of (inaudible). Mean is a very
intuitive way of summarising data. But going through
this module, we are hoping that they will add anoth-
er dimension, which is dispersion, the curve. You can
summarize the data, then the comparison will make
sense because we are not just comparing A & B (two
data points). Some of the companies want to bluff us…”
“Hopefully the third and fourth game will require them
to spontaneously exercise this (post) knowledge. Like
the ball game.”
“To enhance learning”
19. YiLin (Graduate Student)
“Good if the game can incorporate which data
to use, giving you many scenarios and how to
gather those data, to make it more intuitive. It
would definitely be good if we could incorporate
biostats into the game itself.”
“Dental advertisements”
“How a lot of dental schools taught biostats (at
least in the 60s and 70s) was through the Monte
Carlo Simulation, they get the students to play it
to teach probability. From what I’m hearing, and
what Prof has shared with me, this seems to be
the kind of game where you use something that
is hands on and might interest dental students
and then ask them how biostats can be applied to
it. Their interest might be transferred into under-
standing the lesson.”
“Monte carlo was seen as a flip coin sort of thing.
They will participate in it so that they can en-
gage in the lesson. Then there there will report
the data. This kind of game definitely helps you
to gain the knowledge when you first encounter
Biostatistics. So I imagine it to be useful if you did
not know. Like when you see the odds of some-
thing, typically when you see it, if it’s a higher
number, you would assume it represents worse
or better odds, but playing the game would give
you a more academic understanding of why is it
that this number… why is it that the odds of land-
ing on a 6 is as such… etc. So this would help with
the pre-knowledge lessons. Situation would play
a bigger role for the post knowledge aspect of
learning.”
APPENDIX IiB
20. Dr Hsu
“I’m trying to ask them, when they identify e.g. mean of
7 data set, x of a score of (0-100). If Yilin’s average is 60,
and standard deviation is 5, then when we give them the
class curve and the class has a mean, based on probabil-
ity, where would yilin be? Somehow he will know that his
name game score probably will be somewhere (gestures).
Bringing in the concept that this is a class, and this is the
distribution of the class, where I am. To be average is to
belong to the majority (Mean +/- 2sd) Do u think you are
an average student?”
Dr Hsu’s thought process: Stimulate the students to think
about their statistics after they score/collection of data.
But again I see that it is not spontaneous.
Mandi (in response)
“This kind of game will most likely end up in a QnA format.
We can make it more fun in a gamified way with positive
and negative feedback, but ultimately be more in a QnA
format. Less of a game where the act of playing it will be
the process of learning, like where in our prototype the
use of the mirror trained indirect vision.This is the best
case scenario for game-learning.”
Best case scenario should be where the is involved in for
post-knowledge and not pre-knowledge - Q and A format
APPENDIX IiC