Session 8

Today  Handouts—  Review of last week topics  Content validity and reliability  Survey construction –Two research questions  Leadership development activity – Pre post  Perception about Teaching -- pre -post  Next SPSS Activity --To the Lab

Components of Chapter 1  Introduction to chapter  Background of the study  Problem statement  Significance of study  Overview of methodology  Delimitations of study  Definitions of key terms  Conclusion (optional)

Characteristics of Components in Chapter 1  Introduction – 1 paragraph – 3 pages –Gets attention - gradually –Brief vs. reflective opening  Background – 2-5 pages –History of problem, etc. –Professional vs. practical use –Be careful of personal intrusions

Characteristics of Components in Chapter 1  Problem Statement – ½ page –States problem as clearly as possible  Significance of study – 1 pgh. to 1 page –Answers: “Why did you bother to conduct the study?” –Be careful of promising too much

Ways to Convey Significance  Problem has intrinsic importance, affecting organizations or people  Previous studies have produced mixed results  Your study examines problem in different setting  Meaningful results can be used by practitioners  Unique population  Different methods used

Characteristics of Components  Delimitations – as needed –Not flaws –Establishes the boundaries – can study be generalized? –Consider:  sample  Setting  time period  methods

Key Terms  Use for new terms in profession (cognitive processing skills)  Give preciseness to ambiguous term (learner)  General term used in special way (learning style)  Writing definition –State term –Give broad class to which term belongs –Specify how term is used that differs  Conclusion – not always used –Summarizes if necessary –Tells reader what to expect

Survey Construction  Parts: –Title –Directions introduction to survey  Scales –Items (a list of statements or questions)  Usually with a scale of some type –Rating –Ranking –Semantic differential –Likert type scale  Demographical info

Likert type scale  Ice cream is good for breakfast –Strongly disagree –Disagree –Neither agree nor disagree –Agree –Strongly agree

Rating  Scale of 1 to 5 or 1 to 7, etc…. –? 1 = Best or highest –? 5 = Best or highest  Even number of items or odd? –Forced choice – no fence sitting –Middle – allows a middle ground response –Might allow for not opinion, (NA or NO)

Semantic differential

The end !