RES 5240 Research Methods

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ORG 6405 Applied Research Methods This course involves the study of research design, and the quantitative and qualitative methods that can be used in addressing research questions. Students will be introduced to social scientific inquiry and the research design process, as well as some of the most common quantitative and qualitative research methodologies. Through the process of critiquing research articles, students will learn how to determine the appropriate use of research design, recognize errors and biases in conducting research, and communicate the methods and results of particular studies. Prerequisites: None

Course Developed by: Tara Malec, Ph.D., April, 2014

ORG6405 Applied Research Methods Online

Table of Contents

Contents TABLE OF CONTENTS ........................................................................................................................................................................ I

COURSE AT A GLANCE ...................................................................................................................................................................... 1 COURSE DESCRIPTION ............................................................................................................................................................................ 1 COURSE LEARNING OUTCOMES ............................................................................................................................................................. 1 LEARNING RESOURCES .......................................................................................................................................................................... 1

Required Textbooks ........................................................................................................................................................................... 1

COMPONENTS OF COURSE EVALUATION ................................................................................................................................... 5 UOR PLAGIARISM POLICY ..................................................................................................................................................................... 5 ACADEMIC RESEARCH ........................................................................................................................................................................... 5 COURSE GRADING SCALE....................................................................................................................................................................... 6 DISCUSSION FORUMS ............................................................................................................................................................................. 7 WRITTEN ASSIGNMENTS ........................................................................................................................................................................ 7 COURSE CALENDAR ............................................................................................................................................................................... 7

COURSE CONTENT .............................................................................................................................................................................. 8 WEEK ONE .............................................................................................................................................................................................. 8

Learning Outcomes ........................................................................................................................................................................... 8 Introduction ....................................................................................................................................................................................... 8 Overview ........................................................................................................................................................................................... 9 Readings ............................................................................................................................................................................................ 9 Recommended Readings .................................................................................................................................................................... 9 Discussion Forums .......................................................................................................................................................................... 10 Written Assignments ........................................................................................................................................................................ 10

WEEK TWO ............................................................................................................................................................................................ 12 Learning Outcomes ......................................................................................................................................................................... 12 Introduction ..................................................................................................................................................................................... 12 Overview ......................................................................................................................................................................................... 12 Readings .......................................................................................................................................................................................... 12 Recommended Readings .................................................................................................................................................................. 13 Discussion Forums .......................................................................................................................................................................... 13 Written Assignments ........................................................................................................................................................................ 14

WEEK THREE ....................................................................................................................................................................................... 16 Learning Outcomes ......................................................................................................................................................................... 16 Introduction ..................................................................................................................................................................................... 16 Overview ......................................................................................................................................................................................... 16 Readings .......................................................................................................................................................................................... 16 Recommended Readings .................................................................................................................................................................. 17 Multimedia ...................................................................................................................................................................................... 17 Discussion Forums .......................................................................................................................................................................... 18

WEEK FOUR ......................................................................................................................................................................................... 21 Learning Outcomes ......................................................................................................................................................................... 21 Introduction ..................................................................................................................................................................................... 21


Overview ......................................................................................................................................................................................... 21 Readings .......................................................................................................................................................................................... 22 Recommended Readings .................................................................................................................................................................. 22 Discussion Forums .......................................................................................................................................................................... 22 Written Assignments ........................................................................................................................................................................ 23

WEEK FIVE ........................................................................................................................................................................................... 26 Learning Outcomes ......................................................................................................................................................................... 26 Introduction ..................................................................................................................................................................................... 26 Overview ......................................................................................................................................................................................... 26 Readings .......................................................................................................................................................................................... 26 Recommended Readings .................................................................................................................................................................. 27 Discussion Forums .......................................................................................................................................................................... 28 Written Assignments ........................................................................................................................................................................ 29

WEEK SIX .............................................................................................................................................................................................. 30 Learning Outcomes ......................................................................................................................................................................... 30 Introduction ..................................................................................................................................................................................... 30 Overview ......................................................................................................................................................................................... 30 Readings .......................................................................................................................................................................................... 30 Discussion Forums .......................................................................................................................................................................... 31 Final Paper/Proposal ...................................................................................................................................................................... 31

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Course at a Glance Course Description This course involves the study of research design, and the quantitative and qualitative methods that can be used in addressing research questions. Students will be introduced to social scientific inquiry and the research design process, as well as some of the most common quantitative and qualitative research methodologies. Through the process of critiquing research articles, students will learn how to determine the appropriate use of research design, recognize errors and biases in conducting research, and communicate the methods and results of particular studies. Students will become familiar with ethics in research.

Course Learning Outcomes Upon successful completion of this course, students will be able to:

1. Identify the principles of the research process, and how they are applied in qualitative and quantitative research activities.

2. Examine qualitative and quantitative research methodologies, sampling techniques, and data collection procedures.

3. Critique research studies for appropriateness, limitations, errors and bias in research design. 4. Justify research methodology and communicate results of a variety of studies. 5. Understand the validity and reliability of various quantitative and qualitative research studies. 6. Identify the ethical, legal, and professional requirements when conducting research activities with human

participants.

Learning Resources Required Textbooks Malec, T. & Newman, M. (2013). Research methods: Building a knowledge base. San Diego, CA: Bridgepoint Education,

Inc. ISBN#: 978-1-62178-574-3 Required Articles Anderson, J. D. (2006). Qualitative and quantitative research. Available: http://www.icoe.org/webfm_send/1936

Diem, K. G. (2002). A step-by-step guide to developing effective questionnaires and survey procedures for program evaluation & research. Available: http://njaes.rutgers.edu/pubs/publication.asp?pid=FS995

Frank, G., & Polkinghorne, D. (2010). Qualitative research in occupational therapy: From the first to the second

generation. OTJR: Occupation, Participation and Health, 30(2), 51-57. (ProQuest Document ID: 2021456651).

Freeman, M., deMarrais, K., Preissle, J., Roulston, K., & St Pierre, E. A. (2007). Standards of evidence in qualitative research: An incitement to discourse. Educational Researcher, 36(1), 25-32. (ProQuest Document ID: 1256046611).

http://www.icoe.org/webfm_send/1936

ORG6405 Applied Research Methods Online Lee, J. S. K. (1992). Quantitative versus qualitative research methods—Two approaches to organization studies. Asia

Pacific Journal of Management, 9(1), 87-94. [Retrieved from EBSCOhost]

McCowan, R. J. (1999). Developing multiple choice tests: Tips and techniques. Available: www.vcu.edu/cte/workshops/workshop_list/references/mccowan.pdf

Polkinghorne, D. E. (2005). Language and meaning: Data collection in qualitative research. Journal of Counseling Psychology, 52(2), 137-145. doi:10.1037/0022-0167.52.2.137 [Retrieved from EBSCOhost]

Rice, G. T. (2005). Developing high quality multiple-choice test questions. Available: circle.adventist.org/files/jae/en/jae200567043006.pdf

Shenton, A.K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for Information, 22 (2), 63-75. [Retrieved from EBSCOhost]

Stoltenberg, C. D., & Pace, T. M. (2007). The scientist-practitioner model: Now more than ever. Journal of Contemporary

Psychotherapy, 37(4), 195-203. doi:http://dx.doi.org/10.1007/s10879-007-9054-0 Required Websites American Psychological Association. (2010). Ethical principles of psychologists and code of conduct: 2010 amendment.

Standard 8: Research and Publication. Available: http://www.apa.org/ethics/code/index.aspx. Recommended Textbooks Frankfort-Nachmias, C. & Nachmias, D. (2008). Research methods in the social sciences (7th ed.). New York: Worth

Publishers.

Houser, R. (2009). Counseling and educational research: Evaluation and application (2nd ed.). Thousand Oaks, CA: Sage. ISBN#: 9781412956611.

Machi, L. A., & McEnvoy, B. T. (2009). The literature review: Six steps to success. Thousand Oaks, CA: Corwin Press.

Patton , M. Q. (2002). Qualitative research & evaluation methods (3rd ed.). Thousand Oaks, CA: Sage.

Russ-Eft, D., & Preskill, H. (2009). Evaluation in organizations: A systematic approach to enhancing learning, performance, and change (2nd ed.). New York: Basic Books. ISBN: 978-0-465-01866-6

Recommended Websites Bramm Research. (2010). Seven steps to creating successful online surveys. Available:

http://www.brammresearch.com/PublicationResearch.aspxhttp://www.brammresearch.com/PublicationResearch.aspx

Cengage Learning (2005). Research methods workshops. Available: http://www.wadsworth.com/psychology_d/templates/student_resources/workshops/resch_wrk.html

Experiment-resources.com (2010). Experimental research. Available: http://www.experiment-resources.com/experimental-research.html

Experiment-resources.com (2010). The scientific method. Available: http://www.experiment-resources.com/

http://www.apa.org/ethics/code/index.aspx

http://www.wadsworth.com/psychology_d/templates/student_resources/workshops/resch_wrk.html

http://www.experiment-resources.com/experimental-research.html


http://www.experiment-resources.com/

ORG6405 Applied Research Methods Online Hartford Foundation for Public Giving. (n.d.). Developing surveys 2. Available:

http://www.hfpg.org/Portals/0/Uploads/Documents/Public/2Evaluation_Toolkit_Develop_Surveys.pdf

Lane, D. M. (2007). HyperStat online statistics textbook. Available: http://davidmlane.com/hyperstat/

Mongan-Rallis, H. (2006). Guidelines for writing a literature review. Available: http://www.d.umn.edu/~hrallis/guides/researching/litreview.html

Psych Stats. (n.d.). Correlations and regression. Available: http://www.psych.utoronto.ca/courses/c1/spss/page5.htm

Sinn, J. (n.d.). SPSS guide: Correlation and regression. Available: http://faculty.winthrop.edu/sinnj/

Stockburger, D. W. (1998). Correlation. Available: http://www.psychstat.missouristate.edu/introbook/sbk17m.htm

StatSoft, Inc. (2011). Electronic statistics textbook. Available: http://www.statsoft.com/textbook/ .

Trochim, W. M. K. (2006). Research methods: Knowledge base. Available: http://www.socialresearchmethods.net/kb/.

University of Washington. (2010). Writing a psychology literature review. Available: http://web.psych.washington.edu/writingcenter/writingguides/pdf/litrev.pdf.

Walonick, D. S. (1993). The research process. StatPac. Available: http://www.statpac.com/research-papers/research-process.htm

Recommended Multimedia SMARTLab Workshops: Cengage Learning (2005). Statistics workshops. Available:

http://www.wadsworth.com/psychology_d/templates/student_resources/workshops/stats_wrk.html o Central Tendency and Variability o Hypothesis Testing o Correlation o Scale of Measurement o Sampling Distribution

Consortium for Mathematics and its Applications & Chedd-Angier (Producers). (1989). Against all odds: Inside statistics. Available: http://www.learner.org/resources/series65.html?pop=yes&pid=142#

• Describing Relationships

• Correlation

• The Question of Causation

Unknown. (n.d.). Correlation, scatterplots, and regression: Generating results in SPSS, reading SPSS output. Available: http://www.slideshare.net/edithosb/correlation-and-regression-spss

Videos:

Khan Academy (Producer). (2011). Statistics. Available: http://www.khanacademy.org/#Statistics o Statistics: The Average o Statistics: Sample vs. Population Mean

http://davidmlane.com/hyperstat/

http://www.d.umn.edu/~hrallis/guides/researching/litreview.html

http://www.psych.utoronto.ca/courses/c1/spss/page5.htm

http://faculty.winthrop.edu/sinnj/

http://www.psychstat.missouristate.edu/introbook/sbk17m.htm

http://www.socialresearchmethods.net/kb/

http://web.psych.washington.edu/writingcenter/writingguides/pdf/litrev.pdf

http://www.statpac.com/research-papers/research-process.htm


http://www.wadsworth.com/psychology_d/templates/student_resources/workshops/stats_wrk.html

http://www.learner.org/resources/series65.html?pop=yes&pid=142

http://www.slideshare.net/edithosb/correlation-and-regression-spss

http://www.khanacademy.org/#Statistics


o Statistics: Variance of a Population o Statistics: Sample Variance o Statistics: Standard Deviation


Components of Course Evaluation Multiple measures of evaluation are used in the course, allowing students opportunities to demonstrate their learning in more than one way and giving consideration to individual learning styles. There are assignments that are due in each week.

UOR Plagiarism Policy Plagiarism Students agree to produce all the work assigned in every course as their individual work, unless collaboration is required or expressly permitted by the instructor. Plagiarism includes the use of the student’s own previously published work (in whole or in part) or work previously submitted (in whole or in part) in any course, including within the same course, without proper citation in accordance with the guidelines set forth in the Sixth Edition Publication Manual of the American Psychological Association. Students must obtain specific, written permission from their instructor, prior to the inclusion in course assignments, to submit work the student previously submitted (in the same course or any other course) or work the student previously published, in whole or in part. Students will avoid all forms of plagiarism and will not submit as their own work material obtained from persons (with or without that person’s knowledge), or from other sources such as term paper companies or the Internet. Students will give credit (proper APA citations) for all the sources of their ideas, whether written or oral, formal or informal, published or unpublished. Plagiarism may be grounds for dismissal from the University. Avoiding Plagiarism Address any questions regarding plagiarism to the course instructor. Students should be aware that University of the Rockies’ instructors utilize anti-plagiarism resources to determine the originality of submitted written work. These tools compare students’ work with texts available in internal databases and through Internet searches.

Academic Research Academic research and papers must meet certain standards of quality recognized by the academic community. What constitutes quality, academic research?

Primary sources written by experts in the field of study Secondary sources supported by research in primary sources Credible sources (experts in the area of study) Relevant research (materials are pertinent to the area of study) In graduate work, the use of peer-reviewed journal articles (journal articles reviewed by recognized experts in

the relevant field of study) is required Educational websites may be appropriate in some cases but should be evaluated carefully

What sources are not acceptable for academic research and referencing?

Encyclopedias Dictionaries


Wikipedia, other wikis, or blogs Websites and other sources that do not provide quality researched materials (e.g. sites that are do not contain

primary researched data, without authors, with commercial interests, or do not use credible sources to support the information in the document)

News Articles Periodicals Editorials

All research must be documented according to APA standards (see guidelines for avoiding plagiarism) and reflect professional, academic protocol.

Course Grading Scale Letter Grade Percent

A A- B+ B B- C+ C U

94 – 100 90 – 93 87 – 89 84 – 86 80 – 83 77 – 79 70 – 76 0 – 69


Discussion Forums Each week you will be required to participate in topic-related conversations with your classmates in discussion forums. These discussion forums replace the interactive activities that occur during face-to-face interaction in a classroom environment. Within each week, your initial discussion post is due by midnight on Day 3 (Thursday). You then have until midnight on Day 7 (the following Monday) to make the required minimum number of response posts to your classmates. (Please note that midnight refers to the time zone in which you reside.) The Discussion Forums will contribute 30% to the course grade.

Written Assignments There are weekly written assignments in this course. Each written assignment needs to be in APA style formatting and include a title page and reference page. The major written assignment is the Final Paper due in two parts, Week Four and Week Six and is worth 34% of your course grade. The written assignments combined will constitute 69% of your final grade. They must reflect graduate level writing and thinking.

Course Calendar Course Grading By Component

Week Assignment Point Value Due Date

Week One Introduction 1 Day 1

Discussion Forum #1 3 Day 3 Written Assignment 10 Day 7

Week Two Discussion Forum #1 3 Day 3 Discussion Forum #2 3 Day 3 Written Assignment 9 Day 7

Week Three Discussion Forum #1 3 Day 3 Discussion Forum #2 3 Day 3 Written Assignment 10 Day 7

Week Four Discussion Forum #1 3 Day 3 Discussion Forum #2 3 Day 3 Final Paper, Part 1 17 Day 7

Week Five Discussion Forum #1 3 Day 3 Discussion Forum #2 3 Day 3 Written Assignment 6 Day 7

Week Six Discussion Forum #1 3 Day 3 Final Paper, Part 2 17 Day 7

TOTAL 100


Course Content Week One To be completed during the first week of class

Learning Outcomes Upon successful completion of this week, students will be able to:

1. Identify the principles of the research process. (Aligns with Course Outcome 1) 2. Differentiate between qualitative and quantitative research methods. (Aligns with Course Outcomes 1 and 2)

3. Evaluate the ethical standards of research activities and how to protect research participants. (Aligns with Course Outcome 6)

4.

Introduction Welcome to the world of research! This course is designed to introduce research design and both qualitative and quantitative methods. The first week we will study some of the basics of research.. We will also explore the ethical standards and principals involved when conducting research with human participants. The second two weeks will be devoted to qualitative and quantitative methods of research. There are many differences between how qualitative research and quantitative research is conducted, but the major difference between the two approaches is the type of data collected and analyzed. Qualitative research uses nonnumeric data usually collected as interview or observations, while quantitative research involves numerical data that can be analyzed statistically. Weeks Four, Five and Six will focus on learning the components of research articles with a focus on how to evaluate the articles and the studies behind the articles. A focus of many of the written assignments will be on evaluating research articles. The “final assessment” is a little different in this course than in others in that it is divided into two parts: Evaluating a Qualitative Research Article in Week Four and Evaluating a Quantitative Research Article in Week Six. Here is a summary of the weeks’ content:

Week One: The Research Process; Ethics in Research Week Two: Introduction to Qualitative Approaches Week Three: Introduction to Quantitative Approaches; Basic Statistical Methods Week Four: Quantitative Approaches; Evaluating the Purpose Statement, Methods Section and Discussion Section Week Five: Evaluating Sample Methods and Instruments Week Six: Qualitative and Quantitative Approaches

The first week of the course provides a foundation of the study of research planning and design. We will explore the basic stages of the research process

Students should consider the following questions before and during the reading and assignments this week:

1. Why follow a systematic process for conducting research? 2. What is the scientist-practitioner model?


3. What ethical standards pertain to research? 4. Why are ethical standards important in conducting research activities with human participants?

Overview Assignment

Due Date Format Point Value

Introduction Day 1

Discussion Forum 1

The Research Process Day 3 (1st post)

Discussion Forum 3

Ethical Research Day 7 Written Assignment 10

Readings 1. Textbook:

Malec, T. & Newman, M. (2013). Research methods: Building a knowledge base. San Diego, CA: Bridgepoint Education, Inc. Chapter 1: Psychology as a Science

2. Article:

Stoltenberg, C. D., & Pace, T. M. (2007). The scientist-practitioner model: Now more than ever. Journal of Contemporary Psychotherapy, 37(4), 195-203. doi:http://dx.doi.org/10.1007/s10879-007-9054-0

3. Websites:

American Psychological Association. (2010). Ethical principles of psychologists and code of conduct: 2010 amendment. Standard 8: Research and Publication. Available: http://www.apa.org/ethics/code/index.aspx.

Experiment-resources.com (2010). The scientific method. Available: http://www.experiment-resources.com/

Walonick, D. S. (1993). The research process. StatPac. Available: http://www.statpac.com/research-papers/research-process.htm

Recommended Readings 1. Articles:

Haverkamp, B. E. (2005). Ethical perspectives on qualitative research in applied psychology. Journal of Counseling Psychology, 52(2), 146-155. doi:10.1037/0022-0167.52.2.146 [EBSCO Host]

Incidental findings in research with human participants: Ethical challenges for psychologists. (2011). Washington, District of Columbia, US: American Psychological Association (APA), Science Directorate. [Retrieved from EBSCOhost].McMullen, P. R.; Shafer, S. M. (2008). Beyond central tendency: Helping students understand the concepts of variation. Decision Sciences Journal of Innovative Education, 6(2), 515-591. doi: 10.1111/j.1540-4609.2008.00192.x

Stiles, P. G., & Petrila, J. (2011). Research and confidentiality: Legal issues and risk management strategies. Psychology, Public Policy, and Law, 17(3), 333-356. doi:10.1037/a0022507. [Retrieved from EBSCOhost].

http://www.experiment-resources.com/




Discussion Forums Participate in the following Discussion Forums:

• Due by Day 1. Introduction. Please post a brief bio on the first day of class. Include in your introduction your experience with research methods and any research interests you may have. Respond to at least three of your classmates’ postings.

• Due by Day 3. The Research Process. According to the text, the research process follows a set of 4 steps including hypothesize, operationalize, measure, and explain. Locate a study through the UoR library and apply it to the research process. Identify the hypotheses or research questions (qualitative studies only include research questions), define the independent and dependent variables in measurable terms, discuss how the data was collected and provide a brief review of the findings/results. Describe how the research process can apply to other situations and whether you think the research process is useful for all research problems.

Post should be at least 300 words. Respond to at least two of your classmates’ postings, noting specific advantages of using a systematic approach to work through research problems.

Point Value of this Discussion Question: 3 This Discussion Question aligns with the following weekly outcomes: 1, 2 This Discussion Question aligns with the following course outcomes: 1

Written Assignments Due by Day 7. Ethical Research

Due to significant violations of federal and institutional rules and regulations, ethical issues in human participant research have received increasing attention over the past 50 years. While it might seem obvious that respect, integrity, fidelity, and justice should serve as the ethical foundation for all research activities, this has not always been the case for research involving human participation.

After reviewing Standard 8: Research and Publication of the APA Ethics Code, select three of the substandards and discuss their importance with respect to research activities. The fifteen Substandards include:

8.01 Institutional Approval 8.02 Informed Consent to Research 8.03 Informed Consent for Recording Voices and Images in Research 8.04 Client/Patient, Student, and Subordinate Research Participants 8.05 Dispensing with Informed Consent for Research 8.06 Offering Inducements for Research Participation 8.07 Deception in Research 8.08 Debriefing 8.09 Humane Care and Use of Animals in Research 8.10 Reporting Research Results 8.11 Plagiarism 8.12 Publication Credit 8.13 Duplicate Publication of Data


8.14 Sharing Research Data for Verification 8.15 Reviewers Consider a proposed research study of interest to you and discuss how these standards would apply during the research process.

Locate at least two scholarly references from the UoR library to support your discussion.

Your discussion should be 2-3 pages in length (not counting the title and References pages).

Point Value of this Written Assignment: 10 This Discussion Question aligns with the following weekly outcomes: 3, 4 This Discussion Question aligns with the following course outcomes: 6


Week Two To be completed during the second week of class


1. Differentiate between various qualitative methodologies. (Aligns with Course Outcomes 1 and 2) 2. Evaluate the validity of qualitative studies. (Aligns with Course Outcomes 1, 2 and 5) 3. Summarize articles on a researchable topic. (Aligns with Course Outcomes 3 and 4)

Introduction In Week Two, you will be reading about various methodologies that fall under the category of qualitative research. Basic qualitative research involves collecting and analyzing non-numerical data, such as data collected through interviews or observations. One of your assigned articles (Polkinghorne, 2005) gives a good introduction to generalized qualitative methods. Many times, but not often, a qualitative researcher uses a particular research design such as ethnography, phenomenology, or grounded theory. It can be frustrating to try to define particular qualitative methods because working with non-numerical data is much less prescriptive than what can be done to analyze numeric data in a quantitative design. In this week, you will review and search out studies from a variety of qualitative methodologies. We will also be looking at various qualitative and quantitative research articles. Students should consider the following questions before and during the reading and assignments this week:

1. What is the same and what is different about the various qualitative methodologies. 2. What makes up validity in a qualitative study? 3. What sorts of research questions can be answered in a qualitative study? 4. What differentiates qualitative research methods from quantitative research methods?

Overview Assignment Due Date

Format Point Value

Qualitative Methodologies Day 3 (1st post)

Discussion Forum 3

Qualitative Validity Day 3 (1st post)

Discussion Forum 3

Research Article Summaries Day 7 Written Assignment 9


Malec, T. & Newman, M. (2013). Research methods: Building a knowledge base. San Diego, CA: Bridgepoint Education, Inc. Section 1.6 Writing a Research Proposal

Chapter 3: Qualitative and Descriptive Designs – Observing Behavior Section 5.3: Experimental Validity: A Note on Qualitative Research Validity and Reliability


Appendix: Example of a Research Proposal

2. Articles: Frank, G., & Polkinghorne, D. (2010). Qualitative research in occupational therapy: From the first to the second

generation. OTJR: Occupation, Participation and Health, 30(2), 51-57.

Freeman, M., deMarrais, K., Preissle, J., Roulston, K., & St Pierre, E. A. (2007). Standards of evidence in qualitative research: An incitement to discourse. Educational Researcher, 36(1), 25-32. (ProQuest Document ID: 1256046611).

Polkinghorne, D. E. (2005). Language and meaning: Data collection in qualitative research. Journal of Counseling Psychology, 52(2), 137-145. doi:10.1037/0022-0167.52.2.137 [Retrieved from EBSCOhost]

Shenton, A.K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for Information, 22 (2), 63-75. [Retrieved from EBSCOhost]

Recommended Readings 1. Textbook:


2. Articles: Anderson, J. D. (2006). Qualitative and quantitative research. Available: http://www.icoe.org/webfm_send/1936

Lee, J. S. K. (1992). Quantitative versus qualitative research methods—Two approaches to organization studies. Asia Pacific Journal of Management, 9(1), 87-94. [Retrieved from EBSCOhost]


1. Due by Day 3. Qualitative methodologies. Qualitative methodologies involve collecting non-numerical data,

usually through interviews or observation. There are many approaches to qualitative research and no fully agreed upon “list” of methodologies. The text (Malec and Newman, 2013) describes six approaches in Section 3.1. The Frank and Polkinghorne (2010) article also describes three main qualitative approaches. The best way to learn about a variety of qualitative research methods is to read reports or articles of research around a topic you are interested in. For your initial post, choose two articles that use a qualitative research method to answer a research question one of your topic of interest. Remember that qualitative research is exploratory in nature, and is used to go deeper into issues of interest and explore nuances related to the problem at hand. Common data collection methods used in qualitative research include group discussions, focus groups, in-depth interviews, and uninterrupted observations. Data analysis typically involves identifying themes or categories, or providing in-depth descriptions of the data. Use the Anderson (2006) and Lee (1992) articles to obtain a better understanding of what qualitative research includes.. Briefly describe the particular qualitative research approach/methodology utilized in each of the two articles you selected (e.g. case study, ethnographic study, phenomenological study, etc.). Refer to the week’s readings (or recommended articles) to help you explain. Compare and contrast the two qualitative methods



used: What is the same and what is different and why? Post should be at least 300 words. Respond to at least two of your classmates’ postings.

Point Value of this Discussion Question: 3 This Discussion Question aligns with the following weekly outcomes: 1 This Discussion Question aligns with the following course outcomes: 1, 2

2. Due by Day 3. Qualitative validity. Many researchers, particularly those from the hard sciences like

mathematics or physics, consider quantitative research, with the ability to determine “statistical significance,” as more rigorous than qualitative research. Qualitative research does not lend itself to such mathematical determination of validity, rather it is highly focused on providing descriptive and/or exploratory results. However, this does not relieve the qualitative researcher from designing studies that are rigorous and high in “trustworthiness,” often the word used to describe validity in a qualitative study. There is no agreed upon set of criteria for ensuring a quality qualitative study, but there are a number of models of quality criteria. After reading the assigned articles by Shenton (2004) and Freeman, deMarrais, Preissle, Roulston, and St. Pierre (2007), discuss at least three things a qualitative researcher can consider to increase the validity of a study’s results. Give at least one example, from one of the qualitative study articles you have found on your own topic, of how a claim (reported result) is supported. How does that article report on the validity of the study’s results? Post should be at least 300 words. Respond to at least two of your classmates’ postings by Day 7.

Point Value of this Discussion Question: 3 This Discussion Question aligns with the following weekly outcomes: 2 This Discussion Question aligns with the following course outcomes: 1, 2, 5

Written Assignments

Due by Day 7. Research Article Summaries

This assignment is the first step toward completing the literature review in Week 3.

• Choose a general topic that you are interested in. Narrow the topic so that you are looking for research to answer a particular question. For example: “What is the experience of military families when their soldier is deployed?” –OR– “Is there a link between hours of television viewing and violent behavior in children aged 8-14?” Think of a question that might be answered in a number of different ways. Briefly describe your topic and research question.

• Conduct a search through the UoR Library and locate a minimum of four (4) research studies from peer-reviewed sources that are related to the topic of your choice. Find at least two studies that use qualitative data and at least two studies that use quantitative data.

• Write a one page (double-spaced) synopsis/review of each article in your own words. Be sure to read the article fully to accomplish this goal. Do NOT simply rely on the Abstract, as the Abstract is limited in two ways: 1) it omits important information you might find useful; and, 2) it does not describe all aspects of the research that you will need for your literature review in Week 3. Thus, be sure to pick out what you find significant for your topic, not just, what the author thought.


• The assignment should include: 1. A Brief discussion of your topic and research question.

For each article, turn in

2. The citation (properly formatted in APA style), 3. The article’s original abstract. 4. Your one-page synopsis, and 5. Whether the study is a quantitative approach (uses statistical analyses) or a qualitative approach.

Point Value of this Written Assignment: 9 This Written Assignment aligns with the following weekly outcomes: 2, 3 This Written Assignment aligns with the following course outcomes: 1, 2, 3, 4


Week Three To be completed during the third week of class


1. Differentiate between nominal, ordinal, interval, and ratio measurement scales. (Aligns with Course Outcome 2)

2. Examine the importance of hypothesis testing and the reasoning behind the statements of the null and alternative hypotheses (Aligns with Course Outcome 1).

3. Examine the errors in hypothesis testing and how those can be avoided or minimized (Aligns with Course Outcome 1).

4. Synthesize and critique published articles to create a literature review (Aligns with Course Outcomes 3 and 4)

Introduction During Week Three, we will be shifting the focus to provide an introduction to quantitative research methods. In Week Three, students will focus on descriptive methods in quantitative research.. Through this week’s readings and discussions students will explore the basics of statistical methods and the four types of measurement scales utilized in quantitative research, as well as examine hypothesis testing and how to minimize type 1 and type 2 errors. This week’s text reading will help students build foundational knowledge about statistical methods in quantitative research and how to summarize the data and make predictions about a population. Students will also develop a comprehensive literature review on a topic of interest. Students should consider the following questions before and during the reading and assignments this week:

1. What are the differences between the various scales of measurement? 2. What types of measurement scales are associated with particular statistical methods? 3. What is the importance of hypothesis testing? 4. What is the difference between a null hypothesis and alternative hypothesis? 5. What are type 1 and type 2 errors and how can they be avoided or minimized?

Overview Assignment


Measurement Scales Day 3 (1st post)

Discussion Forum 3

Hypothesis Testing Day 3 (1st post)

Discussion Forum 3

Literature Review Day 7 Written Assignment 10


Malec, T. & Newman, M. (2013). Research methods: Building a knowledge base. San Diego, CA: Bridgepoint


Section 1.6: Writing a Research Proposal Chapter 2: Research Design, Measurement, and Testing Hypotheses Appendix: Example of a Research Proposal

2. Articles:

Anderson, J. D. (2006). Qualitative and quantitative research. Available: http://www.icoe.org/webfm_send/1936

Lee, J. S. K. (1992). Quantitative versus qualitative research methods—Two approaches to organization studies. Asia Pacific Journal of Management, 9(1), 87-94. [Retrieved from EBSCOhost]

Recommended Readings 2. Textbook


Machi, L. A., & McEnvoy, B. T. (2009). The literature review: Six steps to success. Thousand Oaks, CA: Corwin Press.

3. Websites:

Lane, D. M. (2007). HyperStat online statistics textbook. Available: http://davidmlane.com/hyperstat/

Mongan-Rallis, H. (2006). Guidelines for writing a literature review. Available: http://www.d.umn.edu/~hrallis/guides/researching/litreview.html

StatSoft, Inc. (2011). Electronic statistics textbook. Available: http://www.statsoft.com/textbook/.


University of Washington. (2010). Writing a psychology literature review. Available: web.psych.washington.edu/writingcenter/writingguides/pdf/litrev.pdf.

Multimedia 1. SMARTLab 2. Workshops:

Cengage Learning (2005). Statistics workshops. Available: http://www.wadsworth.com/psychology_d/templates/student_resources/workshops/stats_wrk.html

o Central Tendency and Variability o Hypothesis Testing o Correlation o Scale of Measurement o Sampling Distribution

3. Videos: Khan Academy (Producer). (2011). Statistics. Available: http://www.khanacademy.org/#Statistics

o Statistics: The Average o Statistics: Sample vs. Population Mean o Statistics: Variance of a Population o Statistics: Sample Variance o Statistics: Standard Deviation


http://davidmlane.com/hyperstat/

http://www.d.umn.edu/~hrallis/guides/researching/litreview.html


http://www.wadsworth.com/psychology_d/templates/student_resources/workshops/stats_wrk.html

http://www.khanacademy.org/#Statistics



1. Due by Day 3. Measurement Scales. Conducting psychological research generally involves collecting a large amount of data. In order to summarize and draw conclusions about the data, we must first have some knowledge about the various statistical methods. Descriptive statistics and inferential statistics are what we use to describe or summarize the data and make conclusions and predictions about a population. How variables are defined and measured is critically important in order to evaluate the validity of the research. Discuss the four different scales of measurement and what types of information they convey. Provide one example (your own) of each measurement scale, and provide an example (your own) of how a variable might be measured by different scales Post should be at least 300 words. Respond to at least two of your classmates’ postings.

Point Value of this Discussion Question: 3 This Discussion Question aligns with the following weekly outcomes: 1 This Discussion Question aligns with the following course outcomes: 2

2. Due by Day 3. Hypothesis Testing. Hypothesis testing is a method for testing a prediction or hypothesis about a measurable variable in a population. Hypothesis testing involves five steps including stating the hypotheses, collecting data, calculating the statistics, comparing the statistical findings with a critical value, and making a decision to accept or reject the null hypothesis. Present a research topic and research question you are interested in studying and develop a null hypothesis and alternative hypothesis to answer the research question. Discuss whether your alternative hypothesis is directional or non-directional. What would be a type 1 error and type 2 error in the examples you provided? Explain how both of these could be minimized in your example. Post should be at least 300 words. Respond to at least two of your classmates’ postings.

Point Value of this Discussion Question: 3 This Discussion Question aligns with the following weekly outcomes: 2, 3 This Discussion Question aligns with the following course outcomes: 1


Written Assignments Due by Day 7. Literature Review You are to write a two to three page literature review (in addition to the title page and references page) on the articles you selected for Week 2, synthesizing the findings in the articles that you found on your topic. You may incorporate other articles or references to support your discussion, as needed. A literature review is a synthesis and critique of the published research in a given area of research. Your focus is on the research itself, not the phenomenon investigated. It should synthesize findings in specific areas. Thus, you should look for themes in the range of articles and write about them as you group common themes. Synthesize the material you found. In other words, find connected themes in the different areas you cover. Occasionally you might discuss individual articles, but only if the article is very unique and no other article has similar findings. The synthesis should focus strictly on existing, published research. When two or more authors have similar findings, you should cite all the authors who made the same discovery. Use APA citation and reference guidelines. Examples of Synthesized Findings:

College students were found to have a large number of conflicts with roommates (Darsey, 2003; Smith, 2001; Yarmouth, 2005). Researchers also found that roommate conflicts were most frequent during the first semester of college (Lotspiech, 2004; Nominskee, 2001; Zackarov, 2000). Morissey (2004) found a reduction of roommate conflicts continued as students progressed from freshman to seniors, with seniors having the fewest roommate conflicts. However, Ellensworth (2001) found no correlation with year in school and frequency of roommate conflict. The contradiction between Ellensworth’s and Morissey’s findings suggest that additional research is needed in this area. Ellensworth’s (2001) research was strictly quantitative, lacking a full picture of the contexts or reasons for the specific conflicts. It asked people to mark the frequency of their conflicts and types of people with whom they typically disputed. Morissey (2004) conducted interviews that allowed participants to provide an explanation for the reasons for the conflicts, and the contexts (dorm roommates, apartment roommates, house roommates, etc.). However, she interviewed far fewer people than Ellensworth surveyed. Combining Ellensworth’s surveys with Morissey’s interview questions and utilizing a research team to increase the number of interviews could provide more details about the conflicts and contexts, and allow us to further look into the question of year in school and conflict behavior. DeSoto (2005) and Craig (2004) found that most students lack an understanding of the term “binge drinking.” This research finding suggests that earlier investigations that utilized the words “binge drinking,” as an identifier for students have limited use. It also suggests that researchers should be very careful when using terms to make sure that research participants fully understand the terms being used.


Be sure to include in your review other potential areas that still need to be explored. What unanswered questions are there? What holes are in the research that you have not yet found answers to? What contradictions are in the research will you seek to explore?

Point Value of this Written Assignment: 10 This Written Assignment aligns with the following weekly outcomes: 4 This Written Assignment aligns with the following course outcomes: 3, 4


Week Four To be completed during the fourth week of class


1. Differentiate between pre-experimental, true experimental, and quasi-experimental designs. (Aligns with Course Outcome 2)

2. Examine the importance of internal and external validity in experimental designs (Alights with Course Outcome 2)

3. Evaluate an article of a qualitative study. (Aligns with Course Outcomes 1, 2, 3, 4, 5, and 6)

Introduction This week’s readings continue to focus on quantitative research methodologies, including experimental, pre-experimental, and quasi-experimental designs, and the purpose and characteristics of each design method. Students will review how to differentiate between independent variables and dependent variables, as well as how to distinguish between the various quantitative designs. Students will also examine how to assess the internal and external validity of a quantitative experiment. The first part of the “final assessment” is due this week. For the written assignment, students will choose and comprehensively evaluate an article about a qualitative study. Students should consider the following questions before and during the reading and assignments this week:

1. What are the characteristics of independent variables and dependent variables? 2. How can independent variables and dependent variables be differentiated? 3. What criteria distinguish one quantitative research design over another? 4. What are the ways to assess validity in experimental designs? 5. What are the differences between internal and external validity and what are some examples of when one

might be more important than the other?

Overview Assignment


Quantitative Research Designs Day 3 (1st post)

Discussion Forum 3

Experimental Validity Day 3 (1st post)

Discussion Forum 3

Final Project, Part I: Evaluate a Qualitative Study

Day 7 Written Assignment 17


Readings 1. Textbook: Malec, T. & Newman, M. (2013). Research methods: Building a knowledge base. San Diego, CA: Bridgepoint Education, Inc. Chapter 5: Experimental Designs – Determining Cause-and-Effect Relationships

Recommended Readings 1. Textbook


2. Articles: Onwuegbuzie, A. & Leech, N. L. (2005). On becoming a pragmatic researcher: The importance of combining

quantitative and qualitative research methodologies. International Journal of Social Research Methodology, 8(5), 375-387. doi: 10.1080/13645570500402447

3. Websites:

Experiment-resources.com (2010). Experimental research. Available: http://www.experiment-resources.com/experimental-research.html



1. Due by Day 3. Quantitative Research Designs. A research design is like a blueprint for conducting research. It guides the researcher in determining when and how often the data will be collected, what data will be collected and from whom, and how the collected data will be analyzed. While there are several research designs available, the most common designs associated with quantitative research include true experiments, quasi-experiments, pre-experiments and correlations.

Select one quasi-experimental design and develop an example of a study that would require that design. Identify the independent and dependent variables, and discuss the necessary conditions required for that design. How could you change this study to make it a true experiment? What would be the advantages of using a true experimental design over a quasi-experimental design? In what situations might a quasi-experimental design be preferred over a true experimental design?

Post should be at least 300 words. Respond to at least two of your classmates’ postings.


http://web.ebscohost.com/ehost/viewarticle?data=dGJyMPPp44rp2%2fdV0%2bnjisfk5Ie45PFJtqmzULOk7X7lpOOA7enyWLOlr06tqK5Jr5avSLirrlKuq55oy5zyit%2fk8Xnh6ueH7N%2fiVa%2bvtk6vqrVPtKmkhN%2fk5VXj5KR84LPgjOac8nnls79mpNfsVa%2but0%2bup7RLpNztiuvX8lXk6%2bqE8tv2jAAA&hid=107

http://web.ebscohost.com/ehost/viewarticle?data=dGJyMPPp44rp2%2fdV0%2bnjisfk5Ie45PFJtqmzULOk7X7lpOOA7enyWLOlr06tqK5Jr5avSLirrlKuq55oy5zyit%2fk8Xnh6ueH7N%2fiVa%2bvtk6vqrVPtKmkhN%2fk5VXj5KR84LPgjOac8nnls79mpNfsVa%2but0%2bup7RLpNztiuvX8lXk6%2bqE8tv2jAAA&hid=107





2. Due by Day 3. Experimental Validity. Experimental validity refers to the manner that variables influence the results of the research and the generalizability of the results to the population at large. The two types of validity that are relevant to experimental designs include internal validity and external validity.

Using a topic of interest to yourself, briefly describe a proposed research study you would like to conduct and provide a detailed discussion regarding some of the potential threats that could occur to the internal validity of your study. Examine how these threats could reduce the validity of your study and possibly make the study invalid. What are some ways you could increase the internal validity? What is the importance of external validity for your study? Is internal validity or external validity more important for your study?


Point Value of this Discussion Question: 3 This Discussion Question aligns with the following weekly outcomes: 2 This Discussion Question aligns with the following course outcomes: 2, 5

Written Assignments

Due by Day7. Final Project, Part I. Evaluate a qualitative study.

For Part I of your Final Project, you will comprehensively evaluate an article of your choice that reports on a qualitative study. (Remember, a study that uses qualitative methods utilizes data that is not numerical.) Locate an article in the professional literature that addresses a topic you are interested in. The article you select should describe a qualitative study and should have all or most of the expected sections, either with their own headings or embedded in the article: Introduction, Literature Review, Methods, Results, and Discussion.

In writing your evaluation of the article, you will use the information in Section 3.3 in your text. Do not simply tell what is in the article, but evaluate it using the questions in your text. Explain and justify your evaluation based on specific examples from the article.

Your paper should be 6-8 pages (not counting the title, abstract and reference pages) and comprehensively evaluate an article of a qualitative study. Use proper APA formatting and good writing and organization in your evaluation paper.

In addition to your 6-8 page paper, upload a .pdf copy of the article to the Dropbox.

The following questions may help you in evaluating your articles, though you do not have to follow this format exactly.

I. Evaluate the Introduction and Literature Review.

• Do the researchers present an adequate rationale for conducting the study? Explain. • What is the significance of the study? What difference will it make to the field? • Is the literature review thorough and comprehensive? • Do the researchers demonstrate any potential biases in the literature review?


• Are all important concepts clearly defined by the researchers? • Do the researchers clearly describe previous methods that are relevant to understanding the purpose for

conducting this study?

II. Evaluate the Purpose Statement.

• Does the article clearly state the purpose statement? • What is the purpose statement as expressed in the article? • Is the purpose statement clearly based on the argument developed in the literature review?

III. Evaluate the Methods Section.

• Is a particular qualitative research design used (ethnography, case study, etc.)? If so, what is it? • Is the research design consistent with the purpose presented in the introduction? • Did the researcher introduce any bias in the procedures used? • What type of sampling method is used? Is that appropriate? • Are relevant demographic characteristics of the sample clearly identified? • Do the methods of sample selection used by the researchers provide a good representative sample,

based on the population? • Are there any apparent biases in selection of the sample? • Is the sample size large enough for the study proposed? • What data collection method was used in the study (such as direct observation, interviews, survey)? • Is there an adequate description of the interview protocol or other instruments used? • What biases or limitations might there be in the data collection method?

IV. Evaluate the Results Section.

• How were the qualitative data analyzed? • Is the analysis method clearly described? • In describing the results, are concrete examples of the data clearly linked to identified themes,

concepts, and/or theories? Are these examples adequate?

V. Evaluate the Discussion Section.

• Do the researchers clearly restate the purpose and research questions? • Do the researchers clearly discuss the implications of the findings and how they relate to theories,

other findings, and actual practice? • Do the researchers identify potential limitations of the study and the results? • Do the researchers identify possible directions for future research?



Point Value of this Written Assignment: 17 This Written Assignment aligns with the following weekly outcomes: 3 This Written Assignment aligns with the following course outcomes: 1, 2, 3, 4, 5, 6


Week Five To be completed during the fifth week of class


1. Evaluate methods of sampling with respect to sample size, representativeness, and sampling bias. (Aligns with Course Outcome 2)

2. Analyze potential instrument bias in quantitative and qualitative methods (Aligns with Course Outcomes 2 and 3)

3. Critique sampling and data collection procedures in qualitative and/or quantitative studies (Aligns with Course Outcomes 2 and 3)

4. Describe variables and explain correlational analysis (Aligns to Course Outcome 2)

Introduction In Week Five, students will examine the types of sampling methods and instruments that are commonly used in qualitative and quantitative research. Through the week’s readings and discussions, students will explore the various sampling methods used in both qualitative and quantitative research, as well as evaluate the advantages and limitations of each method. Sample size, representativeness and sample bias will also be reviewed with respect to participant selection. Students will also explore instrumentation and the potential biases involved in particular instruments. Students will also examine a correlational analysis and identify variables. Students should consider the following questions before and during the reading and assignments this week:

1. How does a researcher know how many participants to include in the study? 2. How are participants selected for a particular study? 3. How can sample sizes affect the validity of a study? 4. What are some of the biases associated with sampling in qualitative and quantitative research? 5. What types of instruments are used for qualitative and quantitative research? 6. What are some of the biases associated with instrumentation in qualitative and quantitative research?

Overview Assignment


Questionnaire Design Day 3 (1st post)

Discussion Forum 3

Sampling Day 3 (1st post)

Discussion Forum 3

Correlational Analysis Day 7 Written Assignment 6

Readings Textbook:

Malec, T. & Newman, M. (2013). Research methods: Building a knowledge base. San Diego, CA: Bridgepoint Education, Inc. Chapter 4: Survey Research-Describing and Predicting Behavior


Articles: Diem, K. G. (2002). A step-by-step guide to developing effective questionnaires and survey procedures for program

evaluation & research. Available: http://njaes.rutgers.edu/pubs/publication.asp?pid=FS995 McCowan, R. J. (1999). Developing multiple choice tests: Tips and techniques. Available:

www.vcu.edu/cte/workshops/workshop_list/references/mccowan.pdf Rice, G. T. (2005). Developing high quality multiple-choice test questions. Available:

circle.adventist.org/files/jae/en/jae200567043006.pdf

Recommended Readings Articles:

Beckett, C., & Clegg, S. (2007). Qualitative data from a postal questionnaire: Questioning the presumption of the

value of presence. International Journal of Social Research Methodology, 10(4), 307-317. doi:10.1080/13645570701401214 [Retrieved from EBSCOhost.]

Bramm Research. (2010). Seven steps to creating successful online surveys. Available: http://www.brammresearch.com/PublicationResearch.aspxhttp://www.brammresearch.com/PublicationResearch.aspx

Byrne, M. (2001). Sampling for qualitative research. Association of Operating Room Nurses. AORN Journal, 73(2), 494, 497-8. (Proquest Document ID: 68912364).

Hartford Foundation for Public Giving. (n.d.). Developing surveys 2. Available: http://www.hfpg.org/Portals/0/Uploads/Documents/Public/2Evaluation_Toolkit_Develop_Surveys.pdf

Johnson, R., & Waterfield, J. (2004). Making words count: the value of qualitative research. Physiotherapy Research International, 9(3), 121-131. [Retrieved from EBSCOhost.]

Krosnick, J. A. (1999). Survey research. Annual Review of Psychology, 50, 537-67. doi: 10.1146/annurev.psych.50.1.537. [Retrieved from EBSCO Host]

Psych Stats. (n.d.). Correlations and regression. Available: http://www.psych.utoronto.ca/courses/c1/spss/page5.htm

Sinn, J. (n.d.). SPSS guide: Correlation and regression. Available: http://faculty.winthrop.edu/sinnj/

Stockburger, D. W. (1998). Correlation. Available: http://www.psychstat.missouristate.edu/introbook/sbk17m.htm

Trochim, W. M. K. (2006). Research methods: Knowledge base. Available: http://www.socialresearchmethods.net/kb/

Williams, W., & Lewis, D. (2005). Convergent interviewing: a tool for strategic investigation. Strategic Change, 14(4), 219-229. doi:10.1002/jsc.719 [Retrieved from EBSCOhost.]

Multimedia:

Consortium for Mathematics and its Applications & Chedd-Angier (Producers). (1989). Against all odds: Inside statistics. Available: http://www.learner.org/resources/series65.html?pop=yes&pid=142#

• Describing Relationships

• Correlation

• The Question of Causation

javascript:__doLinkPostBack('','ss%7E%7EAR%20%22Krosnick%2C%20Jon%20A%2E%22%7C%7Csl%7E%7Erl','');

javascript:__doLinkPostBack('','ss%7E%7EJN%20%22Annual%20Review%20of%20Psychology%22%7C%7Csl%7E%7Erl','');

http://www.psych.utoronto.ca/courses/c1/spss/page5.htm

http://faculty.winthrop.edu/sinnj/

http://www.psychstat.missouristate.edu/introbook/sbk17m.htm


http://www.learner.org/resources/series65.html?pop=yes&pid=142


Unknown. (n.d.). Correlation, scatterplots, and regression: Generating results in SPSS, reading SPSS output. Available: http://www.slideshare.net/edithosb/correlation-and-regression-spss

Discussion Forums Participate in the following Discussion Forum:

• 1. Due by Day 3. Questionnaire Design. Using the textbook, required articles and recommended resources,

construct a 5-6 questionnaire on a topic of your choice. Your questionnaire can include either open-ended or closed-ended (fixed format) questions. Submit your completed questionnaire to the RD discussion forum you are assigned to. Respond to at least two of your group members’ questionnaires. Be sure to consider the following when responding: What are the strengths and weaknesses of the questionnaire overall? Consider how the items are worded and the response choices, if applicable, are provided. Are the questions clear and concise? Are there any questions that are vague or unclear? If applicable, are the response choices effective? Is there only one correct response choice? Are there any unintentional cues to the correct answer? Do the items appear to be a good measure of what the student is wanting to assess? How could the questionnaire be improved? Respond to at least two of your classmates’ postings within your assigned group by providing evaluations of their questionnaires. Responses to students should be at least 200 words in length. In addition, remember that this is a group discussion forum so be sure to ask questions or provide direction to your classmates as needed. The group discussion format was designed to give you an opportunity to learn from your peers and talk about your understanding of different survey research and questionnaires.

Point Value of this Discussion Question:3 This Discussion Question aligns with the following weekly outcomes: 2 This Discussion Question aligns with the following course outcomes: 2, 3

• 2. Due by Day 3. Sampling. In qualitative and quantitative studies, sampling refers to selecting a particular

sample of individuals from a larger population. This process is often called participant selection. Qualitative research collects rich data from fewer sources, while quantitative research attempts to collect a larger, more representative sample from the population as a whole. Selection criteria for eligibility in a study is similar for both quantitative and qualitative studies, however, there are some differences with respect to the procedures used and the size of the samples. Consider a particular topic (this can be the topic from one of your previous discussions or assignments), and a particular qualitative or quantitative research design and state the factors you would consider in choosing participants for the study. Be sure to answer the following in your discussion:

What sampling method would you use? How would you go about deciding how many participants to select given a particular

methodology? What factors should be considered regarding sample size, representativeness, and apparent biases

in the selection of the sample? Post should be at least 300 words. Respond to at least two of your classmates’ postings by Day 7. Point Value of this Discussion Question:3

http://www.slideshare.net/edithosb/correlation-and-regression-spss


This Discussion Question aligns with the following weekly outcomes: 1,3 This Discussion Question aligns with the following course outcomes: 2, 3

Written Assignments

Due by Day7. Correlational Analysis

Study Description: A school educator is interested in determining the potential relationship between grade point average (GPA) and IQ scores among ninth graders. The educator takes a random sample of 30 ninth graders aged 14 years old and administers the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV). The WISC-IV includes a Full Scale IQ (FSIQ; however for this assignment we will just call it IQ).

Output file: See Week 5 SPSS Output.pdf file in the Week 5 Assignment folder.

Answer the following Questions:

a. Hypotheses - Formulate null and alternative hypotheses. What do you think is the relationship between IQ scores and GPA?

b. Variables – Describe the scale of measurement (nominal, ordinal, interval, or ratio) for each of the variables.

c. Correlation – Write an overview of the results of the correlation (at least two paragraphs), including the appropriate and necessary statistical results within sentences and in proper APA formatting. Be sure to provide sufficient explanation for any numbers presented. Consider the following in your overview and conclusions:

• Is there a significant correlation between IQ scores and GPA? If so, what does a significant correlation mean?

• Using the correlation table and scatterplot, explain whether the relationship is positive, negative, or no correlation.

• Describe the strength of the relationship (e.g. very strong, moderate, weak, etc.). • What do the results tell us about your hypotheses? • What conclusions can we draw from these results? What conclusions can we NOT make using these

results?

Point Value of Assignment: 6 points Aligns with the following Weekly Outcomes: 4 Aligns with the following Course Outcomes: 4


Week Six To be completed during the sixth week of class


1. . Compare and contrast qualitative versus quantitative studies. (Aligns with Course Outcome 4) 2. Evaluate an article of a quantitative study. (Aligns with Course Outcomes 1, 2, 3, 4, 5, and 6)

Introduction In previous weeks, students have explored the research process and have developed the ability to analyze both quantitative and qualitative studies. In Week 6, students will continue to explore the differences between quantitative and qualitative research, paying close attention to participant selection, data collection and data analyses. The second part of the “final assessment” is due this week. For the written assignment, students will choose and comprehensively evaluate an article about a quantitative study. Students should consider the following questions before and during the reading and assignments this week:

1. How do qualitative studies differ in data collection procedures from quantitative studies? 2. What are the differences between qualitative and quantitative data selection techniques? 3. How do qualitative studies differ in data analysis methods from quantitative studies?

Overview Assignment


Qualitative and Quantitative Comparison Day 3 (1st post)

Discussion Forum 3

Final Project, Part II: Evaluate a Quantitative Study

Day 7

Written Assignment 17

Readings 1. Textbooks:

Malec, T. & Newman, M. (2013). Research Methods: Building a Knowledge Base. San Diego, CA: Bridgepoint Education, Inc.

• Section 1.6: Writing a Research Proposal

• Chapter 3: Qualitative and Descriptive Designs-Observing Behavior

• Chapter 5: Experimental Designs- Determining Cause and Effect Relationships

2. Article:

Stoltenberg, C. D., & Pace, T. M. (2007). The scientist-practitioner model: Now more than ever. Journal of

Contemporary Psychotherapy, 37(4), 195-203. doi:http://dx.doi.org/10.1007/s10879-007-9054-0


Recommended Textbooks Houser, R. (2009). Counseling and educational research: Evaluation and application (2nd ed.). Thousand Oaks, CA:

Sage. ISBN#: 9781412956611.

Discussion Forums Participate in the following Discussion Forum:

1. Due by Day 3. Qualitative and Quantitative Comparison. As we have learned throughout this course, quantitative techniques focus on breadth and generalizability, while qualitative techniques focus on depth and targeting specific and sometimes limited populations. Using the articles you found throughout this course, compare and contrast the overall Methods section format of quantitative studies versus qualitative studies in general. How is the write-up of qualitative studies the same or different from the write-up of quantitative studies with respect to the data collection and data analyses sections? How are the write-ups the same or different with respect to the participant selection sections? Be sure to support your discussion with specific examples.


Respond to at least two of your classmates’ initial postings by Day 7.


Final Paper/Proposal Due by Day 7. Final Project, Part II. Evaluate a quantitative study. For Part II of your Final Project, you will comprehensively evaluate an article of your choice that reports on a quantitative study. (Remember, a quantitative study uses numbers as data). Locate an article in the professional literature that addresses a topic you are interested in. The article you select should describe a quantitative study and should have all or most of the expected sections, either with their own headings or embedded in the article: Introduction, Literature Review, Methods, Results, and Discussion.

In writing your evaluation of the article, you will use Section 5.7 in your text. Do not simply tell what is in the article, but evaluate it using the questions in your text. Explain and justify your evaluation based on specific examples from the article.

Your paper should be 6-8 pages (not counting the title, abstract and reference pages) and comprehensively evaluate an article of a quantitative study. Use proper APA formatting and good writing and organization in your evaluation paper.


The following questions may help you in evaluating your articles, though you do not have to follow this format exactly.

I. Evaluate the Introduction and Literature Review.

• Do the researchers present an adequate rationale for conducting the study? Explain. • What is the significance of the study? What difference will it make to the field? • Is the literature review thorough and comprehensive? • Do the researchers demonstrate any potential biases in the literature review? • Are all-important concepts clearly defined by the researchers? • Do the researchers clearly describe previous methods that are relevant to understanding the purpose for

conducting this study?

II. Evaluate the Purpose Statement and Hypotheses.

• Does the article clearly state the purpose statement? • What is the purpose statement as expressed in the article? • Is the purpose statement clearly based on the argument developed in the literature review? • Are the variables of interest (i.e. independent and dependent) clearly identified in the purpose statement? • What type of hypothesis is presented (alternative nondirectional, alternative directional, or null

hypothesis)? • Do the investigators provide a clear rationale for the direction of their hypothesis, based on the literature

review? • Is the hypothesis testable and falsifiable? • Is the hypothesis stated with brevity and clarity?

III. Evaluate the Methods Section.

• What type of sampling method is used? Is that appropriate? • Are relevant demographic characteristics of the sample clearly identified? • Do the methods of sample selection used by the researchers provide a good representative sample,

based on the population? • Are there any apparent biases in selection of the sample? • Is the sample size large enough for the study proposed? • Is a particular quantitative research design used (e.g. true experimental, quasi-experimental, etc.)? If

so, what is it? • Is the research design consistent with the purpose and hypothesis presented in the introduction? • Are the independent variables clearly defined so that they can be replicated using the information

provided in the procedures section? • What are some of the potential threats to internal validity? How are they threats? • What are some of the potential threats to external validity? How are they threats?

• Is there a clear and adequate description of the instrument (data collection measures) used? • What types of measures were used in the study (direct observation, behavioral measures, self-report,

etc.)?


• What are some of the potential problems or limitations with the types of measures used? • To what extent are the instruments standardized, and what types of standardized scoring were used? • Does the instrument appear to be appropriate for the sample? • Is the reliability of the instrument reported? Is the reliability adequate? • What types of validity are reported for the instrument used? Is the validity adequate?

IV. Evaluate the Results Section.

• What descriptive statistics were used? Do the researchers adequately describe the sample? • What types of inferential statistics were used? Are the inferential statistics used adequate to answer

the research hypotheses or questions? • Is the analysis method clearly described?

V. Evaluate the Discussion Section.

• Do the researchers clearly restate the purpose and research questions? • Do the researchers clearly discuss the implications of the findings and how they relate to theories,

other findings, and actual practice? • Do the researchers identify potential limitations of the study and the results? • Do the researchers identify possible directions for future research?


Point Value of this Written Assignment: 17 This Written Assignment aligns with the following weekly outcomes: 2 This Written Assignment aligns with the following course outcomes: 1,2,3,4,5,6


Course Map

The course map illustrates the careful design of the course through which each learning objective is supported by one or more specific learning activities in order to create integrity and pedagogical depth in the learning experience.

LEARNING OUTCOME

WEEK

ASSIGNMENT

1. Identify the principles of the research process, and how they are applied in qualitative and quantitative research activities.

1,2,4,6 The Research Process (W1) Research Article Summaries (W1) Qualitative Methodologies (W2) Qualitative Validity (W2) Final Project: Part 1 (W4) Final Project: Part 2 (W6)

2. Examine qualitative and quantitative research methodologies, sampling techniques, and data collection procedures.

1,2,3,4,5,6 Research Article Summaries (W1) Qualitative Methodologies (W2) Qualitative Validity (W2) Measurement Scales (W3) Descriptive Methods (W3) Quantitative Research Designs (W4) Qualitative and Quantitative

Comparison (W4) Final Project: Part 1 (W4) Sampling (W5) Instruments (W5) Final Project: Part 2 (W6)

3. Critique research studies for appropriateness, limitations, errors and bias in research design.

1,2,4,5,6 Research Article Summaries (W1) Literature Review (W2) Final Project: Part 1 (W4) Sampling (W5) Instruments (W5) Final Project: Part 2 (W6)

4. Justify research methodology and communicate results of a variety of studies.

1,2,4,6 Research Article Summaries (W1) Literature Review (W2) Qualitative and Quantitative

Comparison (W4) Final Project: Part 1 (W4) Program Evaluation (W6) Final Project: Part 2 (W6)

5. Understand the validity and reliability of various quantitative and qualitative research studies.

2,4,6 Qualitative Validity (W2) Final Project: Part 1 (W4) Final Project: Part 2 (W6)


LEARNING OUTCOME

WEEK

ASSIGNMENT

6. Identify the ethical, legal, and professional requirements when conducting research activities with human participants.

3,4,6 Ethical Research (W3) Final Project: Part 1 (W4) Final Project: Part 2 (W6)