1. Quantitative review immersion January 2018
Carlos v. guzman, pHd

2. overview Dissertation Chapter Three Quantitative Methods
Purpose Statement
Research Questions
Methodology
Research Design
Instrumentation
Data Collection
Data Analysis

3. Dissertation chapter III
Informs the reader of the methods used.
Restatement of the purpose of the study and the specific research questions to be addressed, and hypotheses, if applicable.
The rationale for the research design, research instruments, and methods of data analysis are presented.
For quantitative studies, variables have to be clearly defined and lend to statistical analysis.
Instruments must have numeric response choices.
There needs to be alignment with the overarching research questions.

4. Chapter iii sections
Overview. A brief introduction providing the reader with a frame of reference and understanding of the material to be covered in this chapter. The introduction includes the major categories of the chapter and serves as a simplified overview of chapter content. The overview can be accomplished in a paragraph or two.
Purpose statement. An important first step is a clear purpose statement—it guides the methodological design. This is an exact restatement of the purpose statement found in Chapter I.
Research questions/hypotheses. The research questions presented in Chapter I are to be restated exactly as presented in Chapter III.
Research design. Research design is the type of research chosen to execute the purpose of the study. In addition, the research variables and kind of data influence the research methodology. Researchers tie the selection of the research design to the specific purpose of the study. A rationale of the “fit” between the purpose, research questions, and type of research.

5. Chapter iii sections cont.
Instrumentation. What type of instrument(s) will be used? Is the instrument valid and reliable? Why? Here the student wants to cite credible sources that provides rationale for using the chosen instrument(s).
Data Collection. What are the procedures for gathering data? Who are the key players who will give consent? Over what period of time will data be collected? Student should note BUIRB approval was given.
Data Analysis. What type of analysis will take place. For quantitative studies, the student discusses the statistical methods that will be used.

6. Alignment! Purpose Statement Research Questions Methodology
Indicate what methods need to be implemented
Methodology
Sets specific context for
Research Questions
Gyroscope for the whole dissertation
Purpose Statement

7. Purpose Statement example #1
The purpose of this descriptive, non-experimental study was to identify and determine the predictive relationship between job satisfaction and job retention as perceived by behavior therapists working with children diagnosed with autism.

8. Research Questions example #1
What factors do Behavior Therapists working with students with autism identify as important regarding job satisfaction and job retention?
2. What is the relationship between the level of burnout and job retention, and the intrinsic and extrinsic level of motivation related to job satisfaction as perceived by Behavior Therapists working with students with autism?
3. What is the relationship between job satisfaction factors and job burnout factors related to job retention identified by Behavior Therapists working with students with autism?
4. What improvements in the work place do Behavior Therapists working with students with autism identify as necessary to improve their job satisfaction and job retention?

9. Purpose statement example #2
The purpose of this quasi-experimental study is to determine if there is a statistical difference in average Technological, Pedagogical and Content Knowledge (TPACK) scores between (a) foreign language instructors and (b) first-line supervisors in higher education.

10. Research questions example #2
What are the differences between Technology Knowledge (TK) scores of L2 instructors and first-line supervisors (FLSs)?
What are the differences between Content Knowledge (CK) scores of L2 instructors and FLSs?
What are the differences between Pedagogical Knowledge (PK) scores of L2 instructors and FLSs?
What are the differences between Pedagogical and Content Knowledge (PCK) scores of L2 instructors and FLSs?

11. Purpose statement Example #3
The purpose of this quantitative, causal-comparative was to investigate Oral Reading Fluency (ORF) growth and compare English Language Learners (ELL) and Non-English Language Learners (Non-ELL) students in Grades 2-5.

12. Research questions example #3
1. How do ELL students in Grades 2-5 compare with Non-ELL students in oral reading fluency - correct words per minute at the beginning and end benchmarks as measured by Dynamic Indicator of Basic Early Literacy Skills (DIBELS Next)? 2. How do ELL students in Grades 2-5 compare with Non-ELL students in oral reading fluency- accuracy at the beginning and end benchmarks as measured by DIBELS Next? 3. To what extent do ELL and Non-ELL students in Grades 2-5 oral reading fluency correct words per minute grow over time (beginning and end benchmarks) as measured by DIBELS Next? 4. To what extent do ELL and Non-ELL students in Grades 2-5 oral reading fluency accuracy grow over time (beginning and end benchmarks) as measured by DIBELS Next?

13. Methodology
Methodology sets the stage for the design, instruments, and procedures for data collection as well as data analysis.
Each part should follow a logical progression. The reader should be able to review the design and see the connection with the instruments used, the types of data collected and how the data will be analyzed.
The following sections will walk through this logical progression.

14. RESEARCH DESIGNS Quasi-Experimental Causal-Comparative
Non-Experimental

15. Non-Experimental Design
Non-experimental research is used when a researcher cannot control, manipulate or alter the predictor variable or subjects.
The research would rely on interpretation, observation or interactions to come to a conclusion.
Typically, this means the non-experimental researcher must rely on correlations, surveys or case studies, and cannot demonstrate a true cause-and-effect relationship.

16. Quasi-Experimental Design
The treatment variable is called the independent variable (e.g. teaching method).
The measurement variable is called the dependent variable (e.g. test score).
The researcher investigates the effects of the independent variable whether there are differences between groups.
There is no random assignment.
The most commonly used quasi-experimental design would be to use a pre and post test.

17. Causal-Comparative Design
Causal-comparative research is sometimes treated as a type of descriptive research since it describes conditions that already exist. Not looking at the effects of an independent variable per se.
The researcher investigates whether there are differences between groups.
There is no intervention unlike experimental approaches as a result can be called an Ex post facto or non-experimental design.

18. Research design example #1
The research design for this study was descriptive, non-experimental utilizing quantitative data to answer the research questions.
This study used quantitative data to determine the factors that influenced the job retention and job satisfaction of Behavior Therapists.

19. Instrumentation example #1
The survey instrument used for the study was composed of 4 components that were cross- referenced to the synthesis matrix to ensure the instrument comprehensively addressed the research questions (Appendix C).
Survey Component 1: The Maslach Burnout Inventory Survey (MBIS) was used to measure the participants’ perceptions of the factors that are important to job retention.
Survey Component 2: A 24-item job satisfaction survey was created to measure self- perceived factors related to job satisfaction identified in two categories: intrinsic and extrinsic motivation factors.
Survey Component 3: The researcher provided three open-ended survey items for the participants to describe improvements to the workplace that can be made to increase their job satisfaction and Job retention, respectively.
Survey Component 4: In addition, the instrument also included demographic questions intended to gather information about the participants and their employment.

20. Data Collection Example #1
The data collected in this survey was collected by an online website called Survey Monkey. Survey Monkey is an online tool used to create and upload a survey, distribute it to as many people as needed, and collects the data all in one place. The Survey Monkey web address was sent to ABA Therapists to allow them access to the survey.

21. Data analysis example #1
The survey was analyzed using two different methods: linear regression and ranking of data by the frequency of responses to the survey. The analysis of the data included four components.
The first component of the data analysis consisted of organizing and comparing the data related to the level of burnout and job retention, and the intrinsic and extrinsic level of motivation related to job satisfaction.
The MBI Educator Survey portion of the survey was analyzed using the scoring key provided by which developed the survey.

22. Data analysis example #1 cont.
Each participant was given a rating from 1 to 5 in each of three categories:
A high degree of burnout is reflected in high scores on the Emotional Exhaustion and Depersonalization subscales and low scores on the Personal Accomplishment subscale.
An average degree of burnout is reflected in averages of all three subscales.
A low degree of burnout is reflected in low scores on the Emotional Exhaustion and Depersonalization subscales and high scores on the Personal Accomplishment subscale.
As determined through the literature review, the burnout factors assessed on the MBI are also the factors commonly related to job retention. The terms burnout and job retention are used synonymously in this study.

23. Research design example #2
The study uses a two-group quasi-experimental research design with an educator type as an independent variable with two levels: L2 instructors and first-line supervisors. The focus of this quantitative quasi-experimental study was to measure group differences in the seven TPACK domains (CK, PCK, PK and TK) rather than to investigate the relationship among the independent variables within these domains. The difference between these two groups is based on the performance standards of each: one group consists of L2 instructors, while the other group is made up of first-level supervisors (FLS).

24. Instrumentation example #2
A survey instrument was developed to address the specific nature of foreign-language (L2) institutions of higher education (IHE). This instrument is based on a 2009 Survey for Pre-service Teachers’ Knowledge of Teaching and Technology (Schmidt et al., 2009). The survey was validated and modified in a follow-up validation study by the developers in 2014 (Schmidt et al., 2014). This study uses a 2014 modified and validated version of self-assessment TPACK survey.

25. Data collection example #2
In addition, TPACK instruments will be self-administered to ensure that the required respondent is reached.
When collecting back the self-assessment instruments, the researcher will ensure that all surveys are distributed and that all the questions are answered.
Upon approval, the surveys were administered by the researcher to the target population via or face-to-face on a voluntary basis, with consent, and anonymously.

26. Data analysis Example #2
Data analysis is the systematic process of analyzing verbal or written communication to measure variables (McMillan & Schumacher, 2010). The data collected will be analyzed through calculation of percentages, mode and means. The findings will be expressed in the form of tables, charts and graph to give a clear visual representation.
Two-sample t-test will be used to establish if there is a statistical difference between seven main categories of TPACK as well as between average TPACK scores of IHE L2 teachers and FLSs.

27. Research design example #3
The primary goal of the research study was to test the research questions that compared ORF growth between ELL and Non-ELL students.
The methodology employed in this research study used a quantitative causal-comparative or Ex post facto non- experimental design.
Hoy (2015) asserts non-experimental research is a systematic empirical inquiry in which the researchers do not have direct control of the independent variable because the manipulation has already occurred.
In non-experimental or Ex post facto research, the situation cannot be manipulated because the change in the independent variable has already occurred.

28. Instrumentation example #3
The instrumentation used in the research study was the Dynamic Indicator of Basic Early Literacy Skills (DIBELS Next). DIBELS Next is a set of measures used to assess early literacy and reading skills for students from kindergarten through sixth grade.
According to Good et al. (2013) DIBELS Next is an assessment tool that has been developed to identify students who may be at-risk for reading difficulties, assist teachers to identify areas for instructional support, monitor students’ progress during targeted instruction, and examine the effectiveness of a school’s system of instructional supports.

29. Data collection example #3
After receiving approval from the Superintendent of CSD, the data was downloaded by
the researcher into an Excel spreadsheet.
The spreadsheet contained data for all students enrolled in the Grades 2-5 for the school year. Only students who had complete ORF scores (both beginning and ending scores) for were included in the process of creating the sample.
The data was then sorted by ELL status to identify all ELL students at each grade level.
The researcher applied stratified sampling methods to obtain approximately an equal number of participants to balance the ratio of ELL and Non-ELL students.

30. Data analysis example #3
This research study used a t-test in order to test the null hypothesis. According to
Suter (2011), the t-test is a statistical test that determines whether a mean difference is statistically significant. The t-test was used to compare two means.
Two types of t-tests were used in this research study. The first type, independent samples t- test, was used because the subjects in each group were different. The subjects were independent, separate and not connected.
The second type, paired sample t-test, was used to compare the achievement of the same set of subjects. Suter (2011) reports paired sample t-test is used to compare two means of two measures made from one sample.
In this research study, the final two research questions utilized a paired sample t-test that measured the growth of ELL and Non-ELL students’ ORF-correct words per minute and accuracy between beginning of the year and end of the year measures.

31. Quantitative methods group activity
At your tables share your research topics
Frame the research topic as a quantitative study
Develop a Purpose Statement
Develop at least one research question
Discuss potential design and data collection method(s)
How would the data be analyzed?

32. Questions?