Research Methods In Education Assignment Sample
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Added on 2021-04-21
Research Methods In Education Assignment Sample
Added on 2021-04-21
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Running Head: Research Methods in Education 1Research Methods in Education Name:Institution:Course Code:
Research Methods in Education 2Part BQuestion aThe 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 designrequires 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 bA 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 3Collaborative Method and Lecture Method as methods of teaching mathematics in secondary school. Hypothesis 1H0: 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 2In 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 cInternal 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 exposesseveral 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.
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