1. Research Proposal Methods and Procedures

2. OBJECTIVES  Recognize component subheadings under Methods and Procedures section.  Identify characteristics of subheadings in Methods and Procedures section.  Be able to write a Methods and Procedures section for research proposal.

3. Introduction  Four Questions Should be Addressed:  1.Who will participate in the study?  2. What types of materials will be needed?  3.What data will be collected?  4.What will participants do?

4. Participants  How will they be selected?  volunteers? paid?  random selection?  From where will participants come?  geographic region?  institutional affiliation

5. Participants (continued)  Demographic characteristics:  Approximations in terms of:  age/age ranges  gender  ethnicity  Other information for replication

6. Example of Participants Participants A total of about 50 participants will be selected from a population of about 160 students enrolled in an Algebra I course at Floyd Dunlap High school, a large urban high school, in Miami, FL during the 1998- 99 school year. The population is tri- cultural, composed primarily of Caucasian non-Hispanic, African-American, and Hispanic students A total of about 50 participants will be selected from a population of about 160 students enrolled in an Algebra I course at Floyd Dunlap High school, a large urban high school, in Miami, FL during the 1998- 99 school year. The population is tri- cultural, composed primarily of Caucasian non-Hispanic, African-American, and Hispanic students

7. from a variety of Latin American backgrounds. Moreover, 100% of students at this school are enrolled in the free or reduced price lunch program. Participants, comprised of approximately 54% female and approximately 46% male, will be selected randomly through use of a random numbers table (Ary, Jacobs, & Razavieh, 1996). from a variety of Latin American backgrounds. Moreover, 100% of students at this school are enrolled in the free or reduced price lunch program. Participants, comprised of approximately 54% female and approximately 46% male, will be selected randomly through use of a random numbers table (Ary, Jacobs, & Razavieh, 1996).

8. Instrumentation  Describes “things” to be used  Sources from where data will come  tests, questionnaires,  archival sources  Why were instruments selected  Reliabilities and validities

9. Instrumentation (continued) Who will administer? How will it will be administered? how many items? how many items? how long to complete? how long to complete? how scored? how scored? If new instrument has been developed: why? field tested? why? field tested? include in entirety as table or appendix include in entirety as table or appendix

10. Example of Instrumentation Instrumentation The Stanford Achievement Test (SAT): Arithmetic Test (level 7.0 - 9.9) will be utilized as the data gathering instrument. Split-half reliability coefficients are reported to range from.86 to.93 (Davies, 1994) and reviewers (Locus, 1995; Smythe, The Stanford Achievement Test (SAT): Arithmetic Test (level 7.0 - 9.9) will be utilized as the data gathering instrument. Split-half reliability coefficients are reported to range from.86 to.93 (Davies, 1994) and reviewers (Locus, 1995; Smythe,

11. 1994) are in agreement concerning its high content validity. The SAT Arithmetic test, comprised of 45 multiple-choice items, requires students approximately 35 minutes to complete. Taken via paper-and- pencil, students respond to questions on a Scantron that is computer scored by the SAT publishing company. 1994) are in agreement concerning its high content validity. The SAT Arithmetic test, comprised of 45 multiple-choice items, requires students approximately 35 minutes to complete. Taken via paper-and- pencil, students respond to questions on a Scantron that is computer scored by the SAT publishing company.

12. Procedures  What will the researchers and the participants do? When? In what order will the activities be conducted?  If an intervention or treatment occurs, describe in detail the nature of the program.  Write in a cookbook manner; Step-by-step process  Error made by students in writing a procedures section is insufficient detail for replication.

13. Example of Procedures Procedures In the fall of 1999, prior to the assignment of students to classes, a list of all students scheduled to enroll in General Math I in the fall (approximately 150 students) will be In the fall of 1999, prior to the assignment of students to classes, a list of all students scheduled to enroll in General Math I in the fall (approximately 150 students) will be

14. obtained from the principal of the school. Using this list, 60 students will be randomly selected through use of a random numbers table (Ary et al., 1996) to participate in the study. These 60 students will then be obtained from the principal of the school. Using this list, 60 students will be randomly selected through use of a random numbers table (Ary et al., 1996) to participate in the study. These 60 students will then be

15. randomly assigned to one of two General Math I classes, one class to receive programmed instruction and one class to receive lecture- discussion instruction. The random assignment to class type will also be performed through the use of a random numbers table. randomly assigned to one of two General Math I classes, one class to receive programmed instruction and one class to receive lecture- discussion instruction. The random assignment to class type will also be performed through the use of a random numbers table.

16. The programmed instruction class will utilize a computer program titled Herculette, published by the Programmers Institute of Technology School (1996), and used on IBM or IBM compatible computers with a Pentium 686 processor. In this program, The programmed instruction class will utilize a computer program titled Herculette, published by the Programmers Institute of Technology School (1996), and used on IBM or IBM compatible computers with a Pentium 686 processor. In this program,

17. students are required to exhibit mastery learning on each lesson prior to making a transition to the next higher lesson in the math sequence. The lecture- discussion classroom teacher will present the same math concepts used in the Herculette students are required to exhibit mastery learning on each lesson prior to making a transition to the next higher lesson in the math sequence. The lecture- discussion classroom teacher will present the same math concepts used in the Herculette

18. program but through a lecture format instead of through use of a computer. Discussion will occur between the teacher and students when students ask questions about math concepts. program but through a lecture format instead of through use of a computer. Discussion will occur between the teacher and students when students ask questions about math concepts.

19. Data Analysis  Describes statistical technique(s) to be used to analyze your data  Use a dependent samples t-test for comparing pre- and post- test scores of a group of students  Use an independent samples t-test for comparing means between two different groups of students.  Use an analysis of variance for comparing the means of three or more groups  Use.05 for level of statistical significance

20. Example of Data Analysis Data Analysis To address the extent to which mean differences will be present in reading between students enrolled in block scheduled schools and those students enrolled in non-block scheduled schools, an independent samples t-test will be used. To address the extent to which mean differences will be present in reading between students enrolled in block scheduled schools and those students enrolled in non-block scheduled schools, an independent samples t-test will be used.

21. Should the independent samples t- test provide a statistically significant result at the.05 level or below, then the null hypothesis will be rejected. That is, the assumption of no difference in reading between block and non- block schools will be rejected. Should the independent samples t- test provide a statistically significant result at the.05 level or below, then the null hypothesis will be rejected. That is, the assumption of no difference in reading between block and non- block schools will be rejected.

22. Should the independent samples t-test analysis not provide a statistically significant result at the.05 level, then the null hypothesis will not be rejected. That is, the assumption of no difference in reading between block and non-block scheduled schools will not be rejected. For this statistical comparison, an alpha level of.05 will be used as the level of statistical significance. Should the independent samples t-test analysis not provide a statistically significant result at the.05 level, then the null hypothesis will not be rejected. That is, the assumption of no difference in reading between block and non-block scheduled schools will not be rejected. For this statistical comparison, an alpha level of.05 will be used as the level of statistical significance.

23. Example of Methods and Procedures section Participants Participants will be approximately 100 certified school personnel in South Georgia. Of this sample, about 20% will be male and about 80% will be female. Approximately 75% of the sample will be regular education teachers and approximately 25% will be special education teachers. Experience of teachers will range from about 1 to about Participants will be approximately 100 certified school personnel in South Georgia. Of this sample, about 20% will be male and about 80% will be female. Approximately 75% of the sample will be regular education teachers and approximately 25% will be special education teachers. Experience of teachers will range from about 1 to about

24. 15 years in education. About 33% of teachers will be working in elementary schools, about 33% of teachers will be working in middle schools, and about 33% of teachers will be working in high schools. 15 years in education. About 33% of teachers will be working in elementary schools, about 33% of teachers will be working in middle schools, and about 33% of teachers will be working in high schools.

25. Methods and Procedures (continued) Instrumentation Participants will complete a questionnaire consisting of the following format: demographic questions related to teaching position; years of teaching experience; grade level teaching; and whether or not their students will take a state-mandated Participants will complete a questionnaire consisting of the following format: demographic questions related to teaching position; years of teaching experience; grade level teaching; and whether or not their students will take a state-mandated

26. minimum competency test. These demographic items will be followed by 27 attitude statements about standardized achievement tests to which participants will respond using a 5-point Likert format ranging from Strongly Agree to Strongly Disagree. A total score on the attitude items will be obtained by adding item responses for each. minimum competency test. These demographic items will be followed by 27 attitude statements about standardized achievement tests to which participants will respond using a 5-point Likert format ranging from Strongly Agree to Strongly Disagree. A total score on the attitude items will be obtained by adding item responses for each.

27. participant. Items negatively phrased will be reverse scored. Thus, total scores will reflect more positive attitudes toward standardized testing. participant. Items negatively phrased will be reverse scored. Thus, total scores will reflect more positive attitudes toward standardized testing.

28. Procedures In the fall of 1997, all teachers at the Lowndes County High School will be asked at a routine faculty meeting, through a one page memo handed out by the school principal, if they would be willing to participate in In the fall of 1997, all teachers at the Lowndes County High School will be asked at a routine faculty meeting, through a one page memo handed out by the school principal, if they would be willing to participate in

29. this study. At the end of the faculty meeting, those teachers who decide to participate will be handed a copy of the questionnaire, a computer scoring form, and a #2 pencil. Those teachers who decide not to this study. At the end of the faculty meeting, those teachers who decide to participate will be handed a copy of the questionnaire, a computer scoring form, and a #2 pencil. Those teachers who decide not to

30. participate will leave at the end of the faculty meeting. participate will leave at the end of the faculty meeting. Following completion of the questionnaire, the senior researcher will collect the questionnaire, computer scoring form, and #2 pencil when the teachers exit the room. Once all materials have been Following completion of the questionnaire, the senior researcher will collect the questionnaire, computer scoring form, and #2 pencil when the teachers exit the room. Once all materials have been

31. collected, approximately 30 minutes after the end of the faculty meeting, the junior researcher will take the questionnaires and pencils back to the junior researcher’s university office. The computer scoring form will be taken to the university computer center to be recorded onto a 3 1/4 IBM formatted disk. collected, approximately 30 minutes after the end of the faculty meeting, the junior researcher will take the questionnaires and pencils back to the junior researcher’s university office. The computer scoring form will be taken to the university computer center to be recorded onto a 3 1/4 IBM formatted disk.

32. Data Analysis Questionnaire data, to be analyzed via frequencies, will be reported in terms of percent of educators who express agreement or disagreement with each questionnaire item. Questionnaire data, to be analyzed via frequencies, will be reported in terms of percent of educators who express agreement or disagreement with each questionnaire item.

33. Following the calculation of a total score on the survey, an analysis of variance will be conducted to determine whether mean differences are present in attitudes among elementary, middle, and secondary school teachers. Then, an independent samples t- test will be performed to determine whether mean differences in attitudes are present between male and female teachers. The level of statistical significance for statistical comparisons will be set at.05. Following the calculation of a total score on the survey, an analysis of variance will be conducted to determine whether mean differences are present in attitudes among elementary, middle, and secondary school teachers. Then, an independent samples t- test will be performed to determine whether mean differences in attitudes are present between male and female teachers. The level of statistical significance for statistical comparisons will be set at.05.