Introduction to Research Methods in Education

Introduction to
Research Methods
in Education
Jasarat Ilyas Jokhio
M.Ed.
Preston University
Karachi Campus.

Research Methods
 Why is it important to understand research
methods for interdisciplinary researchers?
 Types of research
 How do you measure learning
experimentally?
 Within subjects design
 Between subjects design
 What are you measuring?
 Important Statistical terms
 [other methods]

Research methods as boundary
object in interdisciplinary research
 Study of cross-disciplinary research
collaboration (Mercier, Penuel, Remold, Villalba, Kuhl &
Romo, under review)
 The Bilingual Baby Project
 4-year longitudinal study
 Neuroscience, cognitive science, sociology
 How does growing up in a bilingual environment
influence cognitive development & school
readiness?
 Biggest issues was sample selection (methods)

… [a child] was brought back for me to test, and I was
putting [an ERP] cap on and then his mom said, well,
he’s used to this from going to the neurologist … and
then she told me that he has epilepsy. And I thought
to myself, well, okay, I’m wasting the next two-hours
because I’m not going to be able to use the data….. A
quantitative researcher would never include a child
that—you wouldn’t even waste the time and
resources.

It’s difficult because you do form close
relationships with the families…. So it was
then much harder for our group to eliminate
them from the pool, which we didn’t. We have
followed up, we’ve gone and interviewed her,
and it would be very interesting to see what
kind of school readiness skills that child has
and what kind of problems that mother has
encountered. I know that they wanted
children who had no other disabilities in order
to focus on their language acquisition, but not
all children are of this type

Two Types of Research
Quantitative
 Experimental
 Surveys (usually)
Qualitative
 Biography, phenomenology, grounded theory,
ethnography & case study
Mixed methods
 You can’t account for context with numbers
 The plural of anecdote is not data

What do you want your data &
results to look like?
 Do you want to show learning, engagement,
the process of the activity?
 Do you want to show that your tool works, or
that it is better than an alternative?
 Do you want to describe, code, run statistics,
present a case study?
 How will you design the study to get the type
of results you want to present?

How do you measure
learning experimentally?
Ecology lesson
- Aim: to teach 5 year
olds about complex
systems
- Ten 1-hour long
sessions over 5 weeks
- “Embodied curriculum”
- Technology; dancing;
drawing
0
1
2
3
4
5
6
7
8
9
10
Pre Post
Scoreontest
No way to know whether it was the curriculum,
or just being taught that led to learning
CLAIM: Embodied curriculum is a
good way to teach complex systems

How do you measure
(and know that it’s because of what you did…)
Pre/post test design (within subjects)
 Sequestered problem solving (SPS)
 Preparation for future learning (PFL)
 Free-write/free recall
 Delayed post-test
 Multiple baseline/single case design

How do you measure
(and know that it’s because of what you did…)
Control design (between subjects)
 Only some of the participants receive
intervention & compare post-test scores
between control & experimental groups
 Compare ‘experimental group’ with
previous groups who did not receive
intervention
 Randomized control trials (the medical
model)

2x2 design
Recall Condition
On Land Under
water
Learning
condition
On Land 20 20
Under
Water
20 20
Godden & Baddeley (1975)

But what are you measuring?
Prerequisites for Maths
Course
- Is maths101 necessary
to pass stats202?
- Half of students had
taken maths101
- All students take
stats202
- Contrast outcomes
0
10
20
30
40
50
60
70
80
90
100
Maths101 No Maths101
Meanpercentonposttest
Floor effect: either the post-test didn’t measure the content or very
little was learned from stats202.
CLAIM: No need to take
maths101 before taking stats202

But what are you measuring…
 Is it valid?
 Internal validity (is the effect caused by the IV)
 External validity (would it replication beyond the sample)
 Is it reliable?
 test-retest reliability
 Split-test reliability
 [piloting]

What sort of learning will you measure?

Important statistical ideas
 Independent variables
 The thing you manipulate/control for
 Main effects & Interaction effects between IV
 Dependent variables
 The outcome measure
 Floor effects & ceiling effects
 Statistical significance
 Usually <.05 for social science
 Indicates whether the effect is genuine or due to
chance

Important statistical ideas
 Level of measurement
 Nominal
 Ordinal
 Interval (& ranking)
 Population & sample
 Normal distribution
 Descriptive statistics
 Means, standard deviations, standard errors,
 Parametric and non-parametric statistics

Assumptions for parametric statistics
 Level of measurement must be at least
interval
 Sample is drawn from a normally distributed
population
 Homogeneity of Variance
 Variance of two samples is not significantly
different
 Independence of scores

Key things to look for:
 Are the differences between conditions
significant:
 T-tests, ANOVA, Chi Square
 Is there a relationship between variables?
 Correlations (note: you can’t tell causation from this)
 Pay attention to r values (between 1 and -1).
 Which of the IVs cause the DV?
 Regression Analysis (note: need very large sample
size; controversial technique)

Survey design
 In the past 24 hours, did you watch more
than an hour of television programming,
or not? Yes/No
 In the past 24 hours, did you read a daily
newspaper, or not? Yes/No
 On a scale of 1 to 7, please rate
How satisfied were you with what you
learned and the usability of the software?
(1) Agree strongly…….(7) disagree strongly

Survey design (things to remember)
 Is there only one question in each item?
 Pilot with a number of people – do they read the
question the way it was intended?
 Are all your scales in the same direction (if not,
reverse them before analysis)
 Do the answers match the questions?
 How will you make sense of the answers
 What sort of analysis can you do on rating, frequency,
open-ended items?
 Are particular answers ‘socially desirable?’

Introduction to Research Methods in Education

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