Measuring Attitudes Towards Recycling of Wastes

The assignment requires developing a specific attitude that individuals and their peers can generate towards recycling of wastes. It involves examining the environment and concept of attitudes towards recycling of wastes to determine if there is a relationship between attitudes and recycling of wastes. Effective measurement of attitudes towards recycling of wastes is essential, which includes collecting relevant data and applying statistical methods such as Pearson chi-square test, ANOVA, and statistical distributions. The assignment also considers semantic deferential technique in measuring attitude to determine potency, evaluation, and activities involved in attitude scale.

Running Head: Research Methods in Education 1
Research Methods in Education
Name:
Institution:
Course Code:

Research Methods in Education 2
Part B
Question a
The concept of quasi-experimental design is very popular with positivist researchers
when conducting experiments in the research. Typically, quasi-experiment can be defined as an
empirical study that can be applied by the positivist researcher to estimate the consequence of an
intervention on the population under consideration. This design would be preferred by a
positivist researcher because it estimates the impact of an intervention in the population under
study without random assignment.
Unlike a true design, the quasi-experimental design allows the positivist researcher to
monitor and control the assignment to the treatment condition. It also enables the researcher to
adjust to an eligibility cut off the mark. In the research to determine the effectiveness of
Computer-Assisted Method, Collaborative Method and Lecture Method as methods of teaching
mathematics in secondary school, the researcher preferred quasi-experimental design because it
was simpler to set up as compared to a true design (Campbell, 2009). A true experimental design
requires random assignment while quasi-experimental design lacks random assignment.
In addition, the researcher was trying to minimize risks associated with ecological validity since
the quasi-experimental design is a natural oriented design, unlike a true experimental design that
requires well-controlled laboratory settings. Again, the concept of natural setting in quasi-
experimental design allowed the researcher to conduct a single experiment in the population and
then use generalization rules to spread the impacts to other subjects and setting in the target
population (Thyer, 2012). Moreover, this experimental design is more effective in longitudinal
research thereby allowing the researcher to use long time periods to researcher different
environments. Lastly, this experimental design minimizes the chance of conditional and ethical
considerations that may affect the outcome of the experiment.
Question b
A null hypothesis refers to an assertion, a theory or a proposition that has not been
proved. From a statistical point of view, it is used by the positivist researcher to indicate that
there is no significant difference between the population under consideration and experimental
errors (Haidt, 2006). It is denoted as H0. From the study under consideration, there are two null
hypotheses that can be formulated to determine the effectiveness of Computer-Assisted Method,

Research Methods in Education 3
Collaborative Method and Lecture Method as methods of teaching mathematics in secondary
school.
Hypothesis 1
H0: There was no significant difference between the effectiveness of the computer-assisted
method, collaborative method and lecture method in teaching mathematics in secondary school.
If we assume the mean of the computer-assisted method is m1, mean of a collaborative method
to be m2 and mean of lecture method to be m3, then our null hypothesis can be represented as;
H0: m1=m2=m3.
Hypothesis 2
In this case, a hypothesis can be formulated using the concept of correlation as formulated
below.
H0: There is a correlation between the effectiveness of the computer-assisted method,
collaborative method and lecture method in teaching mathematics in secondary school. If we
assume the correlation coefficient of the computer-assisted method is δ1, the correlation
coefficient of a collaborative method to be δ2 and correlation coefficient of lecture method to be
δ3, then the null hypothesis can be formulated as; H0: δ1= δ2= δ3.
Question c
Internal validity can be defined as the approximate truth relating to inferences on causal
relationships in the study population. This occurs when the researcher attempts to control
dependent and independent variables that could affect inferences in the experiment. This exposes
several threats to the internal validity of quasi-experiment. These threats include statistical
regression, the participants, history, experimental mortality, selection, maturation, and testing.
First, we consider history as a threat. This takes place when external factors to the subjects take
place due to the passage of time (Maslow, 2013). Second, participants acts a threat of internal
validity of the experiment because they drop out experiments before they finish (Marylene,
2014). Third, experimental mortality in internal validity of data occur due to geographical move
and as a result of a different number of dropouts in the experiment. Fourth, testing is a threat to
internal validity due to the effect of experience with protest thereby becoming test wise.
Therefore, repeated testing will result to biases in the experiment thereby affecting the internal
validity of the experiment.

Research Methods in Education 4
Question d
The researcher would apply two techniques to ensure computer-assisted method,
collaborative method and lecture method in teaching mathematics in secondary school have
equal ability to deliver teaching objectives. They include matching technique, holding one or
more variables constant, including an extraneous variable in the research design and analysis of
covariance (ANCOVA). For the current research, we can use matching technique and analysis of
covariance. First, in matching technique, the researcher can identify factors to be considered in
the matching process. For this case, the researcher can select academic performance as a result of
using the three methods of teaching mathematics (Kanungo & Manuel, 2014). The researcher
can choose two top grades and two low grades from each group. Then to continue selecting until
there is a clear match thereby enhancing an equivalent ability. Lastly, the researcher can apply
the analysis of covariance technique. In this case, the researcher can adjust the dependents in the
experiment and then equate the subjects to control and experimental group thereby enhancing
equivalent ability.
Question e
The process of accepting or rejecting null hypothesis must be determined by statistical
test concerning the subject. Therefore, in order to reject the null hypothesis, statistical data
analysis, and statistical tests must be carried out. As defined earlier in the context, the null
hypothesis is a proposition that needs to be proved. To prove a null hypothesis, the researcher
needs to compute various statistical tests so as compare with tabulated values (Schrage, 2014).
The researcher may compute mean, standard deviation or covariance of each group. Then these
values can be compared with tabulated values in various degrees of freedom in the statistical
tables. Tabulated values may be obtained from chi-square tables, ANOVA tables, t-test tables or
F-test tables. Therefore, if the calculated value is less than tabulated value, the researcher is
allowed to reject the null hypothesis. In the current research, the null hypothesis will be rejected
if;
Calculated value<tabulated value. This implies that m1 ≠ m2 ≠ m3. Therefore, the final decision
on the null hypothesis would reject the null hypothesis. Thus, there was a significant difference
between the effectiveness of the computer-assisted method, collaborative method and lecture
method in teaching mathematics in secondary school.

Research Methods in Education 5
Part C
Attitude toward Recycling of Waste
Question 1
An attitude scale us used to provide accurate and valid social attitude towards a particular
issue. It is designed to measure the attitude of every individual concerning a particular matter in
the public domain. There are five items in attitude scale that can be applied towards recycling of
wastes. The first item that can be designed is ‘my friend_ recycle’. In this item, the main
perception is based on individual attitudes towards recycling of wastes (Arnold, 2010). This
individual is using personal based perception to design an item that their peers can join thereby
creating a perception of the social norm in the recycling of wastes. This demonstrates a perfect
positive correlation between attitudes and recycling of wastes at an individual level. For this item
to be effective, it is very important to measure and explore the relationship between attitudes and
behavior of an individual to recycle or not to recycle wastes.
The second item to be considered in attitude scale is ‘I want to recycle more than I do
now’. This item is also very applicable to measure the attitude towards recycling of wastes. This
item focuses on the motivational level of an individual towards recycling of wastes. This item
tries to determine the Importance of recycling of wastes to an individual. If the individual is
propelled towards recycling of wastes by his or her attitude, it is statistically correct that there is
a perfect positive correlation between the attitude and the importance of recycling by an
individual.
The third item to be designed is the perception of social norms towards recycling of
wastes. It also relates to the subjective norm in towards the recycling of wastes (Thomas, 2009).
In that connection, if the attitude towards the recycling of wastes is driven by social and
subjective norms, we conclude there is a positive correlation between recycling of wastes and
social norms.
The fourth item that can be designed to measure the attitudes towards recycling of wastes
is perceived behavior control. In this item, the individual is able to control the behavior so as to
determine the attitude towards recycling of wastes. In that case, the correlation between
recycling of wastes and perceived behavior control is high (Richard, 2013). This item develops a
specific attitude that individuals and their peers can generate towards recycling of wastes.

Research Methods in Education 6
The last item to be considered in this case is behavior intention. In this case, the
researcher may try to determine the relationship between recycling attitudes and behaviors
(McGregor, 2012). This will be used to measure how effective people would use intrinsic
motivation to improve their attitudes and behaviors in the recycling of wastes. The researcher
would examine the environment and the concept of attitudes towards recycling of wastes so as to
determine whether to accept the hypothesis or not (Ryan & Deci, 2017). In conclusion, if all the
five items indicate a good measure of attitude towards the recycling of wastes, the null
hypothesis would be accepted. That is, there is a relationship between attitudes and recycling of
wastes.
Question 2
In order to ensure that the attitude scale measures the attitude towards the recycling of
wastes, it is important to consider the effectiveness of attitude scale. First, it is very important to
collect relevant data on specific attitudes, behavior intention, subjective norms and perceived
behavior control (Singh, 2015). This will facilitate the research to formulate and test the
hypotheses. The method of collecting data should be free from biases to minimize data
manipulation and inconsistency of data. This will ensure that the attitude scale measures the
required attitudes towards recycling of data. Again, the effectiveness of attitude scale is
improved by analyzing the collected data through the use of statistical methods such as Pearson
chi-square test, ANOVA, and statistical distributions. If the correct data analysis methods are
applied, then the interpretation of data will be appropriate. This will ensure data is presented as
analyzed thereby ensuring attitude scales measure what they are intended to measure. Lastly, it is
very important to consider semantic deferential technique in measuring attitude so as to
determine potency, evaluation and activities involved in attitude scale (Edwards, 2009). Through
evaluation, the scale will determine the positive and negative side of a person towards the
attitude on a given topic. Through potency, the topic will be measured in terms of strengths and
weaknesses. Lastly, through activity, attitude scale will measure the passive and active part of
the topic. These factors will collectively enable attitude scale to measure what it is intend to
measure.

Research Methods in Education 7
References
Arnold, J. (2010). Coaching Skills for Leaders in the Workplace: How to Develop, Motivate and
Get the Best from Your Staff. How to Books.
Campbell, D.T. (2009). Experimental and Quasi-Experimental Designs for Research. Cengage
Learning.
Edwards, A.L. (2009). Techniques of Attitude Scale Construction. Irvington Pub.
Haidt, J. (2006). The Happiness Hypothesis: Finding Modern Truth in Ancient Wisdom. Basic
Books.
Kanungo, R.N., & Manuel, M. (2014). Work Motivation: Models for Developing Countries.
Sage Publication put.
Marylene, G. (2014). The Oxford Handbook of Work Engagement, Motivation and Self-
Determination Theory. OUP USA.
Maslow, A.H. (2013). A Theory of Human Motivation. Start Publishing LLC.
McGregor, D. (2012). The Human Side of Enterprise. New York, 21.
Richard, A. (2013). Job Satisfaction from Herzberg’s Two Factor Theory Perspective. Grin
publishing.
Ryan, R.M., & Deci, EL. (2017). Self-Determination Theory: Basic Psychological Need in
Motivation, development, and Wellness. The Guilford Press.
Schrage, M. (2014). The Innovator’s Hypothesis: How Cheap Experiments are worth more than
Good Ideas (MIT Press). The MIT Press.
Singh, P. (2015). Construction of Attitude Scale. LAP LAMBERT Academic Publishing.
Thomas, K.W. (2009). Intrinsic Motivation: What Really Drives Employees Engagement. Berret-
Koehler publishers.
Thyer, B. (2012). Quasi-Experimental Research Designs (Pocket Guide to Social Work
Research Methods). Oxford University Press.

Research Methods in Education 8