Data Collection and Data Analysis SLP

The Session Long Project (SLP) for this course requires that you complete a matrix in which you align common characteristics of the research process to each research methodology identified (see below). You will also write a narrative essay to accompany this matrix, in which you describe the research characteristics and their applicability to each specific quantitative and qualitative research methodology.

The overall Session Long Project consists of four module assignments. You will complete a portion of the matrix in each module, and also submit a 3- to 4-page accompanying essay for each module.

Successful completion of the Session Long Project will produce a matrix that is completely filled-in with information, and a 12- to 16-page accompanying narrative essay.

Matrix

You must complete the matrix below as you proceed through the course. The Session Long Project assignment will describe the portion of the matrix to be completed each module.

Experimental Research

Correlational Study

Survey Research

Grounded Theory

Ethnogra- phy

Case Study

Narrative Research

Mixed Method

Action Research

Type of Research

Purpose

Example of Research Problem

Type of Research Questions

Type of Variables

Role of Literature Review

Sample Population

Data Collection

Data Analysis

Evaluation of Findings

Submitting Your Assignments

You must submit each module’s SLP assignment (including the progressively completed matrix and accompanying 3- to 4-page essay) at the same time that you submit each module’s Case Assignment.

The following sections will contribute to your overall SLP narrative essay:

Module 1 – Overview of the Research Process (Including: Types of Research and Examples of Research Methodologies)

Module 2 – Research Questions, Variables, and Types of Data

Module 3 – Role of Literature Review in the Research Process

Module 4 – Data Collection, and Data Analysis

In Module 4 you will combine all prior SLP module assignments and the new Module 4 assignment, as well as an introduction, conclusion, and bibliography, into one final document.

Each module of the Session Long Project will receive a grade and feedback. The final collated (or “combined”) document will receive a final project grade in Module 4.

SLP Assignment Expectations

Your task for the Module 4 SLP assignment is twofold:

FIRST, fill-in the matrix with information pertaining to the following items:

  • Identify the type and size of the sample population appropriate for each research methodology listed in the matrix.
  • Describe the data collection instruments and techniques appropriate for each research methodology listed in the matrix; be sure to check that the designated data collection instrument is indeed collecting the type of data identified in Module 2 as appropriate for that methodology and variables (i.e., categorical data vs. continuous data vs. text or images).
  • Identify data analysis techniques that are appropriate for quantitative and qualitative research methodologies; include concepts of T-test, ANOVA, and regression analysis (for quantitative studies) and open-coding for qualitative analysis.
  • Describe the extent to which “findings” of each methodology are valid and robust; describe whether researcher bias is a concern with any of the methodologies listed.

SECOND, combine all your previous module SLP essays into one narrative document, and add your final 3- to 4-page discussion that addresses the following item:

  • Often, educational researchers cannot find predetermined or pre-existing validated instruments to use in their study; in that case, describe the processes involved with creating one’s own questionnaire, piloting it, and validating its contents. Remember to include a description of how the researcher must operationalize key concepts to begin the process.

    (See presentation titled A Tutorial on Pilot Studies for more information on this topic.)

  • Compare and contrast the following statistical analysis tests: T-test, ANOVA, and regression analysis.

Background Information:

Almazan, E. P. (Academic). (2017). An introduction to descriptive & inferential statistics [Video]. London: SAGE Publications Ltd

Drew, C. J., Hardman, M. L. & Hosp, J. L. (2008). Descriptive statistics. In Designing and conducting research in education(pp. 287-304). Thousand Oaks, CA: SAGE Publications Ltd.

McNamara, C. (N.D.) Overview of basic methods to collect information. Free Management Library. Retrieved from http://www.managementhelp.org/research/overview.ht…

NATRI (2006, April). The role of theory and research in practice. Retrieved November 2010 from http://natri.uky.edu/resources/reports/theory.html

Owings, W. A., Kaplan, L.S., and Chappell, S. (2011). Troops to teachers as school administrators: A national study of principal quality. National Association of Secondary School Principals (NASSP Bulletin) 95(3), 212-236. Retrieved April 2014 from ProQuest.

Russell, J. L. (2006). Supporting alternative routes to teacher certification: Principals’ perceptions. Indiana State University – UMI Dissertations Publishing. Retrieved April 2014 from ProQuest.

Scheuren, F. (N.D.) What is a survey? American Statistical Association. Retrieved May 20, 2009, from http://www.whatisasurvey.info/

Schmitt, F., & Lahroodi, R. (2008). THE EPISTEMIC VALUE OF CURIOSITY. Educational Theory, 58(2), 125-148. Retrieved November 2010, from ProQuest Education Journals. (Document ID: 1470145561). From ProQuest.

Spurlock, D. G., Cox, L. R., Lewis, N. A., Lueck, G.A. (2008). A content analysis of data collection and analysis techniques as reported in the engineering management literature. Engineering Management Journal. 20(2), p46-55.

Yahng, L. (Academic). (2017). An introduction to survey research [Video]. London: SAGE Publications Ltd.

Suter, W. N. (2012). Common non-intervention research designs. In Introduction to educational research: A critical thinking approach (pp. 317-341). Thousand Oaks, CA: SAGE Publications Ltd.

Valli, L., & Buese, D. (2007). The changing roles of teachers in an era of high-stakes accountability. American Educational Research Journal, 44(3), 519-558. Retrieved August 22, 2013, from ProQuest. (Document ID: 1334727311).

Wudka, J. (1998, September). What is the difference between a fact, a theory, and a hypothesis? Retrieved August 22, 2013, from: http://physics.ucr.edu/~wudka/Physics7/Notes_www/n…

Johnson, R. B., & Christensen, L. (n/s). Descriptive Statistics. University of South Alabama. Retrieved May 2011 from http://www.southalabama.edu/coe/bset/johnson/lectu…

Johnson, R. B., & Christensen, L. (n/s). Inferential Statistics. Retrieved May 2011 from http://www.southalabama.edu/coe/bset/johnson/lectu…

Rice Virtual Lab in Statistics (2006, June). Glossary. Retrieved November 2010 from http://www.davidmlane.com/hyperstat/glossary.html

Spurlock, D. G., Cox, L. R., Lewis, N. A., Lueck, G.A. (2008). A content analysis of data collection and analysis techniques as reported in the engineering management literature. Engineering Management Journal. 20(2), p46-55. Retrieved August 22, 2013 from ProQuest

StatSoft, Inc. (2010). Electronic Statistics Textbook. Elementary Concepts. Retrieved May 5, 2011, from http://www.statsoft.com/textbook/elementary-concep…

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