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How to Design and evaluate research in education

Formation
1  sur  55
Methoden en Technieken Ning Ding September 14 2010
Overview ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Structure of the course ,[object Object],[object Object],[object Object],[object Object],[object Object]
Review of the last course ,[object Object],[object Object],[object Object],[object Object],Describe, Predict, Explain Mixed method = quantitative + qualitative
Review of the last course ,[object Object],[object Object],[object Object],[object Object],[object Object],Experimental research Correlational research Causal-comparative research Survey Ethnographic research Historical research Action research Compare; Single over time Relationship Cause, consequence Characteristics Everyday experience Past Active involvement
Review of the last course ,[object Object],[object Object],[object Object],[object Object],[object Object]
Review of the last course ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Review of the last course ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Is computer-supported learning an effective learning method? Is computer-supported learning an effective learning method for secondary school students? Is computer-supported learning an effective learning method for secondeary school students in physics problem-solving? Is computer-ondersteund leren een effectieve leermethode voor middelbare school leerlingen voor het oplossen van natuurkundeproblemen in vergelijking met face-to-face leren?
Review of the last course ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Review of the last course ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Review of the last course ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Are secondary school students’ physics performances influenced by their gender ? Worden de leerprestaties van de middelbare school leerlingen beinvloed door het geslacht ? As above, the relationship is moderated by SES Homework, teacher, etc.
Review of the last course ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Review of the last course ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],In secondary school physics problem-solving, the learning performances of students learning via computers are different in comparison with that of students learning in face-to-face learning. Voor het oplossen van natuurkundenproblemen op de middelbare school, is de leerprestatie van de leerlingen die computers gebruiken beter dan die van leerlingen die leren met behulp van face-to-face leren.
Today’s course ,[object Object],[object Object],[object Object]
Chapter 7 Instrumentation ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Chapter 7 Instrumentation ,[object Object],[object Object],[object Object],Belangrijk als je een instrument kiest voor een onderzoek Belangrijk als je een betrouwbare instrument wilt Er is geen subjectieve oordeel.
Chapter 7 Instrumentation ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Chapter 7 Instrumentation ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],A researchers asks teachers to use a rating scale to rate each of their students on their phonic reading skills. Subject Informant
Chapter 7 Instrumentation ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Chapter 7 Instrumentation ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Chapter 7 Instrumentation ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Instructions: For each of the behaviors listed below, circle the appropriate number, using the following key: 5 = Excellent, 4 = Above Average, 3 = Average, 2 = Below Average, 1 = Poor. A. Explains course material clearly. 1 2 3 4 5 B. Establishes rapport with students. 1 2 3 4 5 C. Asks high-level questions. 1 2 3 4 5 D. Varies class activities. 1 2 3 4 5 Researcher
Chapter 7 Instrumentation ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Researcher
Chapter 7 Instrumentation ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Researcher
Chapter 7 Instrumentation ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Researcher
Chapter 7 Instrumentation ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Researcher
Chapter 7 Instrumentation ,[object Object],[object Object],[object Object],[object Object],[object Object]
Chapter 7 Instrumentation ,[object Object],[object Object],[object Object],[object Object],[object Object],Teachers’ unions should be abolished. Strongly Strongly agree Agree Undecided Disagree disagree (5) (4) (3) (2) (1) Subject
Chapter 7 Instrumentation ,[object Object],[object Object],[object Object],Subject
Chapter 7 Instrumentation ,[object Object],[object Object],[object Object],Subject
Chapter 7 Instrumentation ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],selection supply
Chapter 7 Instrumentation ,[object Object],[object Object]
Chapter 7 Instrumentation ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Chapter 7 Instrumentation ,[object Object],[object Object],[object Object],He solved at least 75% of the problems and scored above 90 percent of all the students in the class . Criterion-referenced Norm-referenced
Chapter 7 Instrumentation ,[object Object],[object Object],[object Object],[object Object],[object Object]
Chapter 7 Instrumentation ,[object Object],[object Object],[object Object],[object Object],[object Object],Measurement Scale Characteristics Nominal Groups and labels data only; reports frequencies or percentages. Ordinal Ranks data; uses numbers only to indicate ranking. Interval Assumes that equal differences between scores really mean equal differences in the variable used. Ratio All of the above, plus true zero point.
4. Levels of Measurement Nominal: Ordinal: No logical order Ranked or ordered
Chapter 7 Instrumentation ,[object Object],[object Object],[object Object],[object Object],[object Object]
Chapter 8 Validity and Reliability ,[object Object],[object Object],[object Object],[object Object]
Chapter 8 Validity and Reliability ,[object Object],[object Object],[object Object],[object Object],[object Object]
Chapter 8 Validity and Reliability ,[object Object],[object Object],[object Object]
Chapter 8 Validity and Reliability ,[object Object],[object Object],[object Object],[object Object],[object Object]
Chapter 8 Validity and Reliability ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Chapter 8 Validity and Reliability ,[object Object],Validity Instrument A Instrument B
Chapter 8 Validity and Reliability ,[object Object],Instrument A Instrument A Week1 Week2 ,[object Object],[object Object],Validity
Chapter 8 Validity and Reliability ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Chapter 8 Validity and Reliability ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Chapter 9 Internal Validity ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Chapter 9 Internal Validity ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Chapter 9 Internal Validity ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Chapter 9 Internal Validity ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Chapter 9 Internal Validity ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Chapter 9 Internal Validity ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Chapter 9 Internal Validity ,[object Object],[object Object],[object Object],[object Object],[object Object],Hawthorne effect John Henry effect
Chapter 9 Internal Validity ,[object Object]
Today’s course ,[object Object],[object Object],[object Object],[object Object],[object Object]

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Sept17 college 2

  • 1. Methoden en Technieken Ning Ding September 14 2010
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  • 36. 4. Levels of Measurement Nominal: Ordinal: No logical order Ranked or ordered
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Notes de l'éditeur

  1. Unlike tests that are "criterion-referenced," meaning that they compare the scores of each student to a given standard, norm-referenced tests compare the performance of the students to each other.