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Language Strategies for English Language Learners in Science. By Melinda Moya. Table of Contents. Research Design Threats to Internal Validity Threats to External Validity Pre-Test and Post-Test for Experimental Group Pre-Test and Post-Test for Control Group Data Analysis Survey - PowerPoint PPT Presentation
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Language Strategies for English Language Learners in Science.By Melinda Moya
Table of Contents
Research Design
Threats to Internal Validity
Threats to External Validity
Pre-Test and Post-Test for Experimental Group
Pre-Test and Post-Test for Control Group
Data Analysis
Survey
Reference
Research Design
Quasi-Experimental Design:
Nonequivalent Control Group Design
Two groups of ELL students. The first group is the experimental group X1
The second group is the control group X2. Here the treatment will be classroom instruction.
Both groups will receive a Pre-test and a Post-test O.
Symbolic Design:
• O X1 O
• O X2 O
Threats to Internal Validity
History: Any past experiences or cultural background can affect participation or involvement.
Maturation: Students individual attitude and experience towards Science, language skills, and computer usage may lead to loss of interest or participation.
Testing sensitization: Students may not take Pre-testing or post-testing seriously.
Threats to external validity
Pretest-treatment: Pre-test scores may affect feelings towards post-test.
Hawthorne effect: Students may have the feeling of “being watched” and they perform according to the way they think researcher wants to find.
Experimental effects: Teachers may feel they need to teach for the test during this time of year.
Pre-test and Post-Test for Experimental Group
0
20
40
60
80
Pre-TestPost-Test
Average Pre-test: 58.07
Post-Test and Post Test for Control Group
Stud
ent 1
Stud
ent 3
Stud
ent 5
Stud
ent 7
Stud
ent 9
Stud
ent 1
1
Stud
ent 1
30
1020304050607080
Pre-TestPost-Test
Data Analysis
5 4 6 6 7 4 6 5 7 6 7 7 5 602468
1012
On-line Activities Completed
On-line Activi-ties Completed
Survey
5 3 3 2 5 4 4 2 3 2 5 5 3 40
2
4
6
Computer Knowledge
Computer Knowledge
3 1 1 3 3 2 2 1 2 3 3 2 1 10
2
4
6
Knowledge of science concepts
Knowledge of science con-cepts
Reference
O’Connor-Petruso, S. (2012). Descriptive Statistics. Descriptivestatisticsthreatsvaliditysocp2012.pptx
