how to conduct a survey research sem 1 session 20152016
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The document provides guidance on conducting a survey for research purposes. It discusses selecting a problem and establishing its significance, conducting a literature review, choosing participants and sampling methods, selecting appropriate data collection instruments such as questionnaires, interviews and observations, and considerations for validity and reliability. The steps include defining the research problem, reviewing related literature, identifying participants, developing and testing measuring instruments, and executing the data collection procedure.
how to conduct a survey research sem 1 session 20152016
- 1. How To Conduct A Survey Research
- 2. Selecting and defining a problem What you intend to do? Why you intend to do? The problem statement should be written clearly
- 3. Significance Of The Study The importance of the topic be investigated Can the findings be applied to the practitioner? Will the findings considered necessary to advance the pool of education knowledge in general?
- 4. Literature Review The relatedness between problem statement and theory (psychology, sociology, etc, etc) 1 theory? 2 theories? 3 theories? ? ? ? ? ? Related? Relevant? Focus?
- 6. Literature Review Sources: Books Article journals Thesis Documents Dictionary Blog?? News?? Wikipedia??
- 7. Selecting participants Identify the respondents who have the information you need Who has access to the information people who experienced an event The characteristics of the people who have experienced an event Very young children It may be necessary to ask parents or responsible adults for information The best source of information Depends on the type of information needed Eg parents, school records, teachers etc The reading behavior of five-year-old children STAIL KEPIMPINAN GURU BESAR
- 8. Selecting participants Population and Sampling Define the population under study. Once the general nature of the respondents has been identified, researcher has to be more specific about the information resources. The conceptual definition of the population has to be translated into operational terms. Determine sample size Choose samples
- 9. Selecting participants Population and Sampling Choose relevant sampling procedures If a sample is well selected, the result of a study testing the sample should be generalizable to the population (Gay, Mills, Airasian; 2009)
- 10. Selecting participants Population and Sampling Choose relevant sampling procedures Random Sampling Nonrandom Sampling
- 12. Selecting measuring instruments Gay, Mills & Airasian (2009): Questionnaire A written collection of survey questions to be answered by a selected group of research participants Interview An oral, in-person question-and-answer session between a researcher and an individual respondent. Observation (Wiseman, 1999) Is a process by which desired information is obtained by observing or video recording, the occurrence or nonoccurrence of defined behavior. Eg researcher desires to evaluate student behavior in the classroom or in specific activity
- 13. Selecting measuring instruments Questionnaire Structured/ close-ended item checklist Likert Unstructured/ open-ended item Free response item
- 14. Selecting measuring instruments (interview) Interview Structured interview Unstructured interview
- 15. Selecting measuring instruments Likert Read the statement and circle whether you strongly disagree (1), disagree (2), uncertain (3), agree (4), or strongly agree (5) Read the statement and circle whether you strongly disagree (SD), disagree (D), uncertain (U), agree (A), or strongly agree (SA) Item Strongly Disagree Disagree Uncertain Agree Strongly Agree My science teacher is friendly. 1 2 3 4 5 My science teacher is friendly. SD D U A SA
- 16. Selecting measuring instruments Free Response Item Write about your science teacher. __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________
- 17. Selecting measuring instruments GUIDELINES Collect demographic information of the samples Include only items related to the objective of the study Questionnaires should be brief Items should be uni-dimensional Avoid terms that may give different meaning to different people Avoid question that assumes a fact not necessarily true Write directions for respondents Pilot testing the questionnaire
- 18. Selecting measuring instruments GUIDELINES - Background information - Eg gender, age, teaching experience, grade category etc Collect demographic information of the samples
- 20. Selecting measuring instruments GUIDELINES - Avoid unnecessary questions - Identify sub-areas of the research topic Include only items related to the objective of the study
- 23. Measuring Instrument Construct Cant be observed directly A concept invented to explain behavior To be measurable, constructs must be operationally defined Attitude towards teaching profession
- 24. Selecting measuring instruments GUIDELINES Short questions are easier to understand Avoid trick words Respondents are much more likely to complete a short questionnaire Questionnaires should be brief
- 25. Selecting measuring instruments GUIDELINES Avoid double-barreled questions i.e. questions which attempt to ask two questions in one Items should be uni-dimensional
- 26. Selecting measuring instruments GUIDELINES Quantify responses whenever possible. The words sometimes, often, usually have different meanings for different people Use word such as daily, once a week, etc Avoid terms that may give different meaning to different people
- 27. Selecting measuring instruments GUIDELINES How much money you spend for food in the canteen everyday? (X) Do you buy foods from the canteen? If so, how much money you spend for food in the canteen everyday? How many times do you bring your students to the computer laboratory per week? Avoid question that assumes a fact not necessarily true
- 28. Selecting measuring instruments GUIDELINES Direction: what to do? How to respond? Circle the choice that you most agree with Rank you choices from 1 to 4 Tick your answer What is it about? Write directions for respondents
- 30. Selecting measuring instruments GUIDELINES Try out with a small sample similar to intended group of respondents Validity of the instrument Reliability of the instrument Pilot testing the questionnaire
- 31. Measuring Instrument Achievement test Paper-and-pencil test Performance test Aptitude test/Intelligence test To measure skills and knowledge in specific areas Attitude scale Attitudes of individuals/groups are of great interest of educational researchers
- 32. Measuring Instrument Standardized instrument Selecting a standardized instrument takes less time than developing ones own instrument Translation Self-developed instrument Standardized instrument may not suitable for the specific objectives of a research
- 33. Validity Measures what it supposed to measure Abstract variables Vs physical science Anxiety, motivation, attitudes Vs length, volume, weight Categories of validity Concurrent validity Construct validity Content validity Predictive validity
- 34. Validity Concurrent validity The degree to which performance on one test relates to performance on a previously validated test. 0.0 0.29 low correlation 0.30 0.69 medium correlation 0.70 1.00 high correlation
- 35. Validity Construct validity Refers to the degree to which an instrument of assessment measures a trait that is not directly observable Does not yield a correlation coefficient Judgments
- 36. Validity Content validity The extent to which experts believe that the instrument addresses the research objectives. Based upon judgments Eg. Ujian pencapaian
- 37. Validity Predictive validity The degree to which estimated performance becomes reality Scholastic Aptitude Test CGPA
- 38. Reliability Measures whatever it is measuring consistently A measuring instrument can be reliable without being valid To be reliable, a measuring instrument must be valid
- 39. Reliability Coefficients Test-retest coefficients Alternate forms coefficients Internal-consistency coefficients
- 40. Reliability Coefficients Test-retest coefficients Coefficient of stability Consistency of subjects scores over time Administer a test to the same group of individuals on two occasions Correlate the paired scores, r
- 41. Reliability Coefficients Alternate forms coefficients Coefficient of equivalence Consistency of subjects scores on two equivalent tests Administer two tests (a test and its equivalent) to the same group of individuals Correlate the paired scores, r
- 42. Reliability Coefficients Internal-consistency coefficients To determine whether all the items in a test are measuring the same thing Administer a test to a group of individuals SPSS: Analyze Scale Reliability Analysis Alpha, 留 Minimum reliability?
- 43. Executing research procedure (+ data collection) Directly administered questionnaires Questionnaire is administered to a group of people at a certain place Where & When? Mailed Questionnaires Cover letter (mail/e-mail) Brief & neat Explain the purpose of the study Include your contact number , mailing address and e-mail address Self-addressed stamped envelope (mail/e-mail)