Educ RSCH Pp14

McMillan
Educational Research: Fundamentals for the Consumer, 6e

2012 Pearson Education, Inc. All rights reserved.

Educational Research:
Fundamentals for the Consumer
Woolfolk / Perry
Child and Adolescent Development

Sixth Edition
McMillan

The Intelligent Consumer:
Putting It All Together
Chapter 14
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3
Discussion Topics
The purpose of the text
Questions for quantitative studies
Questions for qualitative studies
Questions for mixed-method studies
Reviewing two studies
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4
Text Purpose
Present and explain the fundamental
principles of educational research
The quality of published educational research varies
greatly
There is a need to have the knowledge and skills to
critically evaluate educational research
Rephrasing the consumer tips from each
chapter into questions to provide guidelines
for the evaluation of research articles
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5
Quantitative Criteria
Topics for evaluation questions for
quantitative studies (see pages 380 to 382 for a full
list of questions)
Research problem
Review of the literature
Research hypotheses
Selection of participants
Instrumentation
Design
Results and analysis
Discussion and conclusions
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6
Questions for Quantitative
Studies
Research problem
Is the problem researchable?
Is the problem significant? Will the results
have practical or theoretical importance?
Does the problem indicate the variables and
population studies?
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7
Studies
Does the review of literature seem
comprehensive?
Is the review up-to-date?
Have studies been critically reviewed, flaws
noted, and results summarized?
Does the review explicitly relate previous
studies to the problem?
If appropriate, does the review establish a
basis for research hypotheses?
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8
Studies
Research hypotheses
Is the hypothesis stated in declarative
form?
Does the hypothesis follow from the
literature?
Does the hypothesis state expected
relationships or differences?
Is the hypothesis testable?
Is the hypothesis clear and concise?
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9
Studies
Are the participants clearly described?
Is the population and sampling clearly
defined?
What is the return rate in a survey study?
Are volunteers used?
Is there an adequate number of
participants?
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10
Studies
Instrumentation
Is evidence for validity and reliability clearly
stated and adequate?
If an instrument is designed for a study by the
researchers, is there a description of its
development?
Are the procedures for gathering data clearly
described?
Do the scores distort the reality of the findings?
Do response sets or faking influence the
results?
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11
Studies
Design - nonexperimental
Do graphic presentations distort the findings?
Are causative conclusions reached from correlational
findings?
Is the correlation affected by restriction in the range
and reliability of the instruments?
If causal-comparative, has the causal condition
already occurred? How comparable are the subjects
in the groups being compared?
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12
Studies
Design - experimental
Is there direct manipulation of an
independent variable?
Is the design clearly described?
What extraneous variables are not
controlled in the design?
Is each replication of the treatment
independent of the other replications?
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13
Studies
Single subject
Is the measurement of the target behavior reliable?
Is the target behavior clearly defined?
Are there enough measures of the behavior to
establish stability?
Are procedures, subjects, and settings described in
detail?
Are there experimenter or observer effects?
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14
Studies
Results
Is there an appropriately descriptive statistical
summary?
Is statistical significance confused with practical
significance?
Is statistical significance confused with internal or
external validity?
Are appropriate statistical tests used?
Is there a sufficient number of subjects to give valid
statistical results?
Are data clearly and accurately presented in graphs
and tables?

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15
Studies
Are the results discussed in relation to previous
research, methodology, and the research problem?
Do the conclusions follow from the interpretation of
the results?
Are the conclusions appropriately limited by the
nature of the subjects, treatments, and measures?
Are the limitations of the findings reasonable?
Are the recommendations and implications specific?
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16
Qualitative Criteria
Topics for evaluation questions for
qualitative studies (see pages 382 and 383 for
a full list of questions)
Introduction and problem
Methodology
Results and Analysis
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17
Questions for Qualitative
Studies
Are the researchers background, interests,
and potential biases clear from the outset?
Is the problem significant?
Is there a clear conceptual and theoretical
framework for the problem?
Does the introduction include an overview
of the design of the study?
Is the purpose of the study clearly stated?
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18
Studies
Does the review indicate that the researcher is
knowledgeable about previous work in the area?
Does the review establish an adequate background
and theoretical framework for the study?
Is the review well organized?
Is the literature analyzed as well as summarized?
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19
Studies
Methodology
Will the participants selected provide a
credible answer to the research question?
Will the researchers involvement affect the
findings?
How detailed are the field notes?
Are multiple methods of data collection used?
Is the study long enough?
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20
Studies
Are descriptions clearly separate from
interpretations and researchers opinions?
Is the credibility of the findings addressed?
Are the results discussed in relation to previous
research?
Do the conclusions follow from the interpretation of
the results? Are the conclusions consistent with
what is known from previous research?
Are appropriate limitations indicated?
Are appropriate recommendations and implications
indicated?
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21
Mixed-method Criteria
Topics for evaluation questions for qualitative
studies (see pages 384 and 385 for a full list of questions)
Instrumentation
Design
Results
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22
Questions for Mixed-method
Studies
Research problem
Is the problem significant? Will the results
have practical or theoretical importance?
Are there separate questions for each part
of the study?
Is it clear if the study is primarily
quantitative, qualitative, or convergent?
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23
Studies
Does the review of literature seem
comprehensive?
Have studies been critically reviewed, flaws
noted, and results summarized?
Does the review establish an adequate
background and theoretical framework for
the study?
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24
Studies
Are the participants clearly described?
Is it likely that the participants will provide
credible data?
Are the participants likely to be biased
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25
Studies
Instrumentation
Is evidence for validity and reliability clearly
stated and adequate?
Are the procedures for gathering data clearly
described?
Is there likely to be bias from participants,
interviewers, and/or observers?
Are multiple methods of data collection used?
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26
Studies
Design
Is the design explanatory, exploratory, or
convergent?
Is the design clearly described?
Is the quantitative part nonexperimental or
experimental? How do you know?
Is it clear how the research gained entry in to the
field and his or her role?
Is the design likely to provide credible information?
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27
Studies
Results
Are data clearly and adequately described?
Is statistical significance confused with
practical significance?
Are verbatim transcriptions and quotations
used?
Are appropriate statistical tests used?
Are results clearly separate from researcher
opinion?
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28
Studies
Are the results discussed in relation to
previous research, methodology, and the
research problem?
Do the conclusions follow from the
interpretation of the results?
Are the limitations of the findings
indicated?
Are the recommendations appropriate?
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29
Evaluation of Studies
Evaluation of a qualitative research article
Article 1 How Elementary School Counselors Can
Meet the Needs of Students with Disabilities by Frye,
H.N.
Evaluation of a quantitative, experimental
research article
Article 2 The Effect of Reciprocal Peer Counseling
in the Enhancement of Self-Concept Among
Adolescents by Egbochuku, E.O., & Obiunu, J.J.

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Educational Research: Fundamentals for the Consumer, 6e

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