ED8113 > Coursework Index > Unit Four Coursework >
Objectives
By the end of this unit, a successful learner should be able to:
Develop and analyze various
design possibilities, including identification of methods for a variety of research
questions. (1c)
Study
u04s1 Read Educational Research Text
Read Chapter 11, pages 319 through 365, in Educational Research: An Introduction
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u04s2 Read about Correlational Research
Read the following online resources:
Read Correlational Research Designs.
Read Correlational Research.
Assignments and Discussions
u04a1 Correlation or Causation
Suppose you had a student who insisted that "just because two or more things go together, one must therefore have caused the other." How would you design a brief tutorial or lesson to help your student distinguish between the concepts of correlation and causation?
Please design a PowerPoint file, Microsoft Word file, animation, or other form of such a tutorial. Visuals, examples, and creative approaches would be very helpful in such a tutorial.
Submit your tutorial or lesson as an attachment. In addition, post your work to the related discussion. When you complete this assignment, click Submit and proceed to Discussion u04d3.
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u04d1 Correlational Questions
Please share an example of a research question that links to the correlational design family. You are encouraged to draw upon your own experiences, background, or knowledge in a given topic area to formulate your correlational research question. Post your responses in the Discussion area. Then review and provide specific feedback on at least one classmate's post of his or her correlational research questions.
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u04d1 Correlational Questions Please share an example of a research question that links to the correlational design family. |
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Leedy and Ormrod (2005) state that a correlational study examines the extent to which differences in variables relate. Gall, Gall, and Borg (2003) state correlational research refers to studies in which the purpose is to discover relationships between variables through the use of correlational statistics. Based on the definitions of correlation research the following questions could be used in my current line of work as an allied health instructor. 1. Is there a relationship between student grades in EMS266 and the amount of time they spend in the hands-on lab?
2. What effect does working in the allied health industry have on student's ability to graduate from allied health programs?
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References: Gall, M. D. , Gall, J. P. Borg, W. R. (2003). Educational research; An introduction (7th ed.). Boston: Allyn and Bacon. Leedy, P. D., and Ormrod, J. E. (2005). Practical research: Planning and design (8th ed.). Upper Saddle River, NJ: Pearson Education Inc. |
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u04d2 Real World Research
We learned that many educational research studies, such as correlational studies, must be conducted within the real world of schools and classrooms as compared with a tightly controlled research laboratory. Please share some challenges that real-world educational researchers face in this regard. What issues of access to real-world settings, or conducting one's study within that real-world setting, should researchers anticipate? How can educational researchers overcome any initial barriers to successfully conducting their study in such a real-world setting?
Post your responses in the Discussion area. Then review and comment on the postings of at least one other learner, and post your comments on their responses in the Discussion area.
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The world of education brings many challenges to research. Gall, Gall, and Borg list two limitations that researchers face within education settings (2003, pp. 10-11).
Based on the literature reviewed it seems that educational research benefits from duplication of studies in different settings. Researchers can repeat studies that promise improvements for education and see if the results are the same for their particular setting. By repeating studies and adding to the knowledge base on the subject later studies can assimilate groups of related studies and look for patterns that are more generalizable to the world of education. Daniel (1996) details how educational practice in research has tried to solve problems immediately and failed to add to the greater knowledge of threory. By concentrating on adding the the existing knowledge base researchers in education can move away from solving small problems immediately and work towards advancing theory that is more applicable to all. |
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References: Daniel, Larry G. (1996). Kerlinger's research myths. Practical Assessment, Research & Evaluation, 5(4). Retrieved October 27, 2005 from http://PAREonline.net/getvn.asp?v=5&n=4 Gall, M. D. , Gall, J. P. Borg, W. R. (2003). Educational research; An introduction (7th ed.). Boston: Allyn and Bacon.
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u04d3 Tutorial Feedback
Before you participate in this discussion, complete Assignment u04a1.
Post your tutorial as an attachment. Then review and comment on the responses of at least two other learners, and post your comments on their responses.
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