Description
You will choose 5 questions to answer. Write a response of at least 2 paragraphs for each of these questions. Each answer should include at least one in text reference source that includes the author, publishing date, and page number where you obtained the information. When you are finished you should have 5 answers, as identified from Chapters 13-24 in the textbook
Taken from the “FOR DISCUSSION section at the end of each chapter, How to Design and Evaluate Research in Education by Jack R. Fraenkel, Norman E. Wallen, and Helen H. Hyun.
STUDENTS ARE TO CHOOSE A TOTAL OF 5 QUESTIONS from among the following:
Chapter 14 Question #2
- Professor Jones has a very difficult student in his introductory statistics class who keeps interrupting the other students when they attempt to answer the professor’s questions. How might the professor use one of the designs described in this chapter to reduce the student’s interruptions?
Chapter 15 Question #6
- What is the difference, if any, between the sign of a correlation and the strength of a
correlation?
Chapter 16 Question #13
A professor at a private women’s college wishes to assess the degree of alienation present in undergraduates as compared to graduate students at her institution. She will use an instrument that she has developed.
a. Which method, causal-comparative or experimental, would you recommend she use in her inquiry? Why?
b. Would the fact that the researcher plans to use an instrument that she herself developed make any difference in your recommendation?
Chapter 17 Question #5
- Some researchers argue that conducting a careful cross-sectional survey of the population of the United States would actually be preferable to doing a census of the population every ten years. What do you think? What might be some arguments for and against this idea?
Chapter 20 Question #6
In terms of difficulty, how would you compare a content analysis approach to
the study of social bias on television with a survey approach? in terms of useful
information?
Chapter 21 Question #6
- Supporters of qualitative research say that it can do something that no other type of research can do. If true, what might this be? Would this be especially true of ethnography?
Chapter 23 Question #3
- “Mixed-methods studies can help a researcher investigate questions that cannot be adequately researched through the use of quantitative or qualitative studies alone.” What might be some examples of such questions?
Chapter 24 Question #5
- 5. All of the participants—the stakeholders—in an action research study must be involved in the entire research process. Why not also require this in formal qualitative and quantitative studies?
Below is the textbook to answer the questions
Explanation & Answer
1
Answers to Questions – Outline
I.
Chapter 14 Question #2
A. The design method
B. The A-B-A-B design method
II.
Chapter 16 Question #13
A. The casual-comparative method
B. Impact of the self-developed instrument
III.
Chapter 17 Question #5
A. The definition of cross-sectional survey and population census
B. Effectiveness of cross-sectional survey
IV.
Chapter 20 Question #6
V.
Chapter 21 Question #6
Running head: ANSWER TO QUESTIONS
1
Answers to Questions
Name
Institution
ANSWER TO QUESTIONS
2
Answers to Questions
Chapter 14 Question #2
Professor Jones has a very difficult student in his introductory statistics class who keeps
interrupting the other students when they attempt to answer the professor’s questions.
How might the professor use one of the designs described in this chapter to reduce the
student’s interruptions?
In this chapter, Fraenkel, Wallen, and Hyun (2015) discussed the single-subject research
and the various design methods for conducting the study. While Professor Jones can utilize some
of these methods to deal with the student's disruptive behavior in the classroom, the A-B-A-B
design method is the most appropriate for achieving this objective. According to Fraenkel et al.
(2015), the A-B-A-B design requires two baseline periods and two treatment periods that allow
Professor Jones to determine the effectiveness of his interventions to discourage the students
from disrupting his classmates' abilities to contribute to the classroom activities (p.305). In this
regard, the positive outcomes that are obtained from the first treatment period can be used to
prolong those that Professor uses in the second treatment period until the intervention is no
longer required. For example, this design approach would help the Professor to identify why the
student is using the disruptions to seek his attention or those of his classmates and use the
baseline information to make adjustments over several days. Hence, the A-B-A-B design method
is the right one for Professor Jones to modifying the disruptive behavior of his student and
improves the learning experience of his classmates.
Additionally, the A-B-A-B design method is also needed to decrease the complexities of
the factors that contribute to disruptive behavior. In this regard, the Professor would structure the
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