TUTORIAL 4GE4

INTRODUCTION TO RESEARCH

Chapter 7 and 8 KUMARArief Hühn

Allerd Peeters

Frank Weissman

Chapter 3Reviewing the literatureChapter 4Formulating a research problemChapter 5Identifying variablesChapter 6Constructing hypotheses

Chapter 9Selecting a method of data collectionChapter 10Collecting data using attitudinal scalesChapter 11Establishing the validity and reliability of a research Instrument

Chapter 13Writing a research proposal

Chapter 15Processing dataChapter 16Displaying data

Chapter 7The research designChapter 8Selecting a study design

Chapter 12Selecting a sample

Chapter 14Considering ethical issues in data collection

Chapter 17Writing a researchreport

Formulating a research problem

Conceptua-lising a research problem

Constructingan instrument for data collection

Selecting a sample

Writing a research proposal

Collecting data

Processing data

Witing a research report

Step 1 Step 2 Step 3 Step 4 Step 5 Step 6 Step 7 Step 8

What? How? Collecting data

GE4 – Introduction to research GE5 – Conducting Research

RESEARCH PROCESS: EIGHT-STEP MODEL

RESEARCH DESIGN (METHOD)

– Conceptualize an operational plan to complete a study

– Ensure that the study obtains valid, objective answers to the research questions

RESEARCH DESIGN (DESCRIBED IN THE METHOD SECTION)

– What STUDY DESIGN is used ( later in the slides)

– What the study population is– How they are identified ( where you find them, how to get them involved)– If you will use a sample or not– How the sample will be drawn– Method(s) of data collection– How the responses will be registered– If there are ethical issues that need to be addressed

– If possible create a Model

RESEARCH DESIGN (METHOD)

Teaching Business Statistics in a Computer Lab:

Benefit or Distraction?

Linda R. Martin

University of New Haven, West Haven, Connecticut, USA

RESEARCH DESIGN (DESCRIBED IN THE METHOD SECTION)

– What STUDY DESIGN is used ( later in the slides)

– What the study population is

During the fall 2009 semester, I taught two classes the same course in introductory business statistics. How they

are identified (where you find them, how to get them involved)– If you will use a sample or not

– No sample– How the sample will be drawn

– So not to be drawn

RESEARCH DESIGN (DESCRIBED IN THE METHOD SECTION)

– What STUDY DESIGN is used ( later in the slides)

If you will use a sample or not

One section was taught in a computer-lab where each student sat in front of a PC. The PCs had and Internet connection as well as Microsoft Office and other instructional software installed. The second section was taught in a typical classroom

– How the sample will be drawn– Method(s) of data collection

RESEARCH DESIGN (DESCRIBED IN THE METHOD SECTION)

– What STUDY DESIGN is used ( later in the slides)

– Method(s) of data collectionTo test the effect on the learning environment, I conducted an experiment to isolate the direct influence of in-class use of a computer.

RESEARCH DESIGN (DESCRIBED IN THE METHOD SECTION)

– What STUDY DESIGN is used ( later in the slides)

– Method(s) of data collection

Students were given three exams during the course of

the semester. The exam score was considered the measurement

of the student’s performance. The exam consisted of problems obtained from the text (Levin, Stephan, Krehbiel,& Berensen, 2005) and other similar introductory statistical textbooks.

RESEARCH DESIGN (DESCRIBED IN THE METHOD SECTION)

– What STUDY DESIGN is used (later in the slides)

– How the responses will be registered

The exam score was based on a scale from 0 to 100. The exams were identical in both classes, although there were two versions given within each class to prevent cheating. One version was printed on white paper and the other on a pastel-colored paper, thus minimizing the effect of color (Fordham & Hayes, 2009). The exams for both classes were held in computer labs.

– If there are ethical issues that need to be addressed

– If possible create a Model

RESEARCH DESIGN (DESCRIBED IN THE METHOD SECTION)

– What STUDY DESIGN is used ( later in the slides)

If there are ethical issues that need to be addressed– Ethical issue in this study might be, that because you teach students

differently, you might give a disadvantage for 1 class, that will lead to a higher fail rate and therefore damaging the students study carreer

RESEARCH DESIGN (MODEL)

LBA

Attitude advertising in general

Intrusiveness

Attitude mobile

application

Intention to use the

application

Intention to buy the product

Innovativeness

Product Involvement

Graphical Representation

RESEARCH DESIGN

When you have described what you want to know, your next step should be to find out

the way to retrieve the data ( information) you need to answer you Question

The so called study design

STUDY DESIGN

Based on the number of contacts

1. Cross-sectional

2. Before-and-after studies

3. Longitudinal studies

STUDY DESIGN

Cross -Sectional

• Often used in social sciences

• Found out the prevalence of situation by taking a cross-section of the population

• Obtain an overall ‘picture’ at the time of the study

• Advantage: Relatively cheap and easy

• Disadvantage: Cannot measure change

STUDY DESIGN

Cross -Sectional

STUDY DESIGN

Before and After Studies

• Most appropriate to measure change of an intervention

• Change =difference before and after the intervention

• 2 cross-sectional data sets

Disadvantages: Takes more time (compared to cross-sectional) Time lapse may result in attrition in the study population Measures total change Maturation effect: if time lapse significant study population might change Reactive effect of the instrument Regression effect (shift in attitude): people who place themselves at the extreme

might shift towards the mean at the ‘after’ stage

– Changed recept

STUDY DESIGN

LongitudinalStudy: Pattern of change in relation to time Collect factual info on a continuous basis

Study population is visited number of times at regular

intervals over a long period

Intervals (usually) not fixed, short or long

Participants may not be the same

Can be seen as a series of repetitive cross-sectional studies

Disadvantages of before-and-after

-conditioning effect: participants know what is expected of them

2000

2005

2014

– Change over time

STUDY DESIGN

Cross Sectional versus Longitudinal (Example)

STUDY DESIGN

BASED ON THE REFERENCE PERIOD

1. Retrospective ( What have you done, watched, opinion)

2. Prospective ( What are you planning to do)

3. Retrospective-prospective ( What have you done, What will you do)

STUDY DESIGN

BASED ON THE REFERENCE PERIOD

1. Retrospective (What have you done, watched, opinion)1. How much time did you spend on our study last week?

2. Prospective (What are you planning to do)1. How much time are you planning for the exams in block D

3. Retrospective-prospective (What have you done, What will you do)

1. Did you buy a new kitchen during the last year2. Are you planning to buy a kitchen in the next 12 months?

STUDY DESIGN

BASED ON NATURE OF INVESTIGATION

1. Experimentaltwo groups control

Interventionmeasures the effect of the intervention

2. Non-experimental

3. Quasi- or semi-experimental

1. EXPERIMENTAL

Starts from the (assumed) cause and tries to establish the (assumed) effect

Independent variable can be observed, introduced, manipulated by the researcher

Carried out in either controlled or natural environment

Different experimental designs: Drop pages 115 – 122 (!)

You only have to know the distinction between:

Between-subjects designs

Within-subjects designs

1. EXPERIMENTAL

Between-subjects designs

1. EXPERIMENTAL

Within-subjects designs

3. QUASI-EXPERIMENTAL

An intervention takes place, however there is no control group

2. NON-EXPERIMENTALAll others

OVERVIEW OF STUDY DESIGNS

1. Cross sectional

2. Before -after

3. Longitudinal

4. Experiment

5. Quasi experiment (Before- After)

6. Trend studies (longitudinal)

7. Cohort studies (longitudinal)

8. Panel studies (longitudinal)

9. Case Study (One Object)

10. Comparative Study (Two Objects)

1. TREND STUDIES

Similar to retrospective-prospective

Select a number of data observation points in the past together with a picture of present or immediate past with respect to phenomenon of study and then make assumptions as to future trends

e.g, Sales of Tablets in the Netherlands over the last 4 years

2. COHORT STUDIES

Existence of common characteristic within a subgroup of a population

E.g. employment pattern of a IMEM graduates of 1985

3. PANEL STUDIES

Longitudinal

(Prospective) Information always collected from the same participants

1. CASE STUDY

The ‘case’ can be: a individual, a group, a community, an instance, an event, a subgroup, a town, etc.

The study population is treated as one entity

The ‘case’ you select becomes the basis of a thorough, holistic and in-depth exploration of the aspects you want to find out about

An approach in which a particular instance of a few carefully selected are studied intensively

Used when you (1) Explore an area where little is known, (2) Want to have a holistic understanding of the situation

Need to build rapport with members of study population

Use of multiple methods

Assignment week X means you need to do the reading / assignment before the tutorial of week X!

READING AND ASSIGNMENTS

Lecture

about chapters

Assignment deadline

1 1 and 2(1) Find two articles, (2) Article summary

seminar 2

2 3 and 4 (3) Define a research problemseminar 3

3 5 and 6 (4) Reviewing literatureseminar 4

47,8,12, APA 6-7

(5) Design and sampling methodseminar 5

5 9,13 (6) Write your research proposal seminar 6

6 10,11,12 (7) Create a questionnaireseminar 7

7 Recap (preparation) (exam)

SAMPLING METHOD (PART OF THE ASSIGNMENT)

For the assignment Read Chapter 12 (Kumar)

Find out what in our case is the best way to obtain the necessary information.

BRING THE APA STYLE GUIDE WITH YOU

https://dl.dropbox.com/u/1821352/Seminar3.pdf