EBE-720 Eğitimde Nicel Araştırma Yöntemleri Dersi Özet Çıkarma Formu

Adı Soyadı: Dian Wahyuningsih

Dersin Tarihi: 7-10-2024 Dersin Konusu: Summary 2. Ödev
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Toplam Puan
(2) Yeterli, (1) Kısmen yeterli, (0) Yetersiz veya eksik

A. Develop Research question

In order to guide our investigation and ensure that our research is focused and
purposeful, it is essential to formulate clear and concise research questions. These
questions will serve as the foundation of our study, directing our data collection and
analysis efforts. As we delve into the literature and engage with our research
participants, our research questions will help us to maintain a clear path toward
understanding the phenomena we are exploring. Therefore, the following research
questions have been developed to shape the direction of our study. Christensen et al.,
2020: 44) explained is the research ideas, question, and topics can be originate from:
everyday life, practical issues, past reserach, and theory.
Identifying a clear and compelling research problem is a critical step in conducting
effective educational research. The research problem defines the educational issue,
controversy, or concern that the study aims to address, guiding the entire research
process. It is distinct from the research topic, purpose, and specific research
questions, each of which serves a different role in the study.
A well-defined research problem sets the stage for the entire study, providing readers
with a clear understanding of the study's importance and relevance. It should be
stated explicitly, often in the introduction of the research report, and should stand on
its own as a distinct step in the research process.
To determine whether a problem should be researched, several factors must be
considered: (Creswell & Gueterman, 2019).
a. Accessibility: Researchers must have access to the necessary participants and
research sites, often requiring multiple levels of approval.
b. Resources: Adequate time, financial resources, and equipment are essential for
conducting the study.
c. Skills: Researchers must possess the necessary skills for data collection and
analysis, which vary depending on whether the study is quantitative or
qualitative.
d. Contribution to Knowledge: The study should fill a gap in the existing literature,
replicate past studies with different participants and sites, extend past research,
give voice to marginalized groups, or inform educational practice.

The research problem should be matched with the appropriate research approach—
quantitative or qualitative—based on the nature of the problem and the type of
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insights sought. Quantitative research is typically used when the problem requires
measuring variables, assessing their impact, testing theories, and applying results
broadly. Qualitative research is more suitable when the problem involves learning
about individual views, assessing processes over time, generating theories based on
participant perspectives, or obtaining detailed information about a few people or
sites. Well-defined research problem is essential for guiding the research process and
ensuring that the study contributes meaningfully to educational knowledge and
practice. By carefully considering the nature of the problem and the most appropriate
research approach, researchers can design studies that are both feasible and
impactful.
Writing a "Statement of the Problem" section is a critical step in introducing your
research study effectively. This section not only presents the actual research problem
but also includes five key aspects: the topic, the research problem, a justification of
the importance of the problem, the deficiencies in our existing knowledge, and the
audiences that will benefit from the study.
a. The Topic: The opening sentences should encourage readers to continue reading
by generating interest in the study and providing an initial frame of reference. A
broad topic that readers can easily understand is a good starting point. A narrative
hook, which can include statistical data, provocative questions, a clear need for
research, or the intent or purpose of the study, is essential for capturing the
reader's attention.
b. The Research Problem: After introducing the topic, narrow it down to a specific
research problem or issue. This problem can be derived from practical issues in
educational settings or from gaps and needs in the research literature. Whether
the problem is practical, research-based, or both, it should be stated clearly in a
sentence or two.
c. Justification of the Importance of the Problem: Provide several reasons why the
issue is important. This justification can be based on evidence from other
researchers and experts, experiences in the workplace, or personal experiences.
Citing suggestions for future research from the literature, incomplete models or
theories, and personal or workplace experiences can all serve as valid
justifications.
d. Deficiencies in What We Know: Summarize the deficiencies in both the existing
research and practice. Identify two or three reasons why the current knowledge is
inadequate in addressing the research problem. These deficiencies can include the
need to extend research, replicate studies, explore new topics, give voice to
marginalized groups, or inform educational practice.

B. Research Problem (Creswell & Guetarman, 2019)

a. Define a Research Problem and Explain Its Importance
A research problem is an educational issue, concern, or controversy that the
investigator presents and justifies in a research study. In a research report, the
investigator introduces this problem in the opening paragraphs of a study in a
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section called the “statement of the problem.” It may consist of a single sentence or
several sentences.
b. Distinguish between a Research Problem and Other Parts of Research
The research problem is distinct from the topic of a study, the purpose, and the
research questions. The topic is the subject matter of the study, the purpose
statement sets forth the intent of the study, and the research questions raise
inquiries that the researcher will answer based on data collected in the study.
c. Criteria for Deciding Whether a Problem Can and Should Be Researched
Before designing and writing about the problem, researchers need to consider
whether it can and should be studied. The researcher must have access to people
and sites and possess the time, resources, and skills to study the problem. The study
needs to contribute to knowledge and practice. There also needs to be a match
between the research problem and the approach—quantitative or qualitative—
chosen for the study.
d. The Difference between Quantitative and Qualitative Research Problems
Research problems best studied using the quantitative approach are those in which
the issue needs to be explained; problems best addressed by the qualitative
approach are those that need to be explored.
e. The Five Elements of a “Statement of the Problem” Section
The “statement of the problem” section or the introduction to a study includes five
elements: the educational topic, the research problem, a justification for the problem
based on past research and practice, deficiencies or shortcomings of past research or
practice, and the importance of addressing the problem for diverse audiences. This is
the ideal order for these sections.
f. Strategies Useful in Writing the “Statement of the Problem” Section
Several writing strategies assist in this process of designing and writing a
“statement of the problem” section. These strategies include writing the elements of
this section in order using a template as a guide, referring to ample citations in the
literature, and including references to statistical information in quantitative studies
and quotes from qualitative studies.

C. Literature review
A literature review is a written summary of journal articles, books, and other documents
that describe the past and current state of information on the topic of your research
study (Creswell & Gueterman, 2019). Literature review will tell you the degree to wich
the idea you have identified has already been researched. Also might give you idea as to
how to proceed in designing your study so that you can obtain an aswer to your research
question. Liiteratur review also can point out methodological problems specific to the
research question you are studying. Can identify whether special group or special pieces
of equipment are needed and perhaphs give clues as to where to find equipment or how
to identify the particular groups of participants needed. Literarture review will provide
needed information for preparing the research report, because this research report
requires that you not only set your study in the context or prior studies but also that you
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discuss the result in relation others studies (Crhistensen, et al, 2020). Broadly stated the
purpose of the review is to relate previous re4search and theory to the problem under
investigation. McMillan, 2008 (McMillan & Schumacher, 2014) lists six more specific
purpose:
a) Refining the research problem. Researchers typically begin with a general problem in
mind or some idea of what they want to investigate. This is a good starting point, but
eventually more specific research questions are needed (particularly in the case of
quantitative research).
b) Establishing a conceptual or theoretical framework. The framework is also used to
justify the selection of the subjects, variables, and design.
c) Developing significance. Research needs to make a meaningful contribution to
existing knowledge or practice. By basing the study on what has been reported, a
stronger case for significance can be made.
d) Identifying methodological limitations. One of the best ways to justify the significance
and contribution of the study is to focus on methodological or previous research.
e) Identifying contradictory finding. The review literature may uncover studies in which
the finding contradict one another.
f) Developing research hypoyheses. Good research hypotheses that are used in
quantitative research are based on what is suggested from previous studies. Similar
research may suggest that a specific result is likely, and the hypotheses would be
consistent with those findings. When there are few previous empirical studies on the
topic, existing theories should be used to justify the hypotheses.

Gay (et al, 2018) the review of related literature involves the systematic identification,
location, analysis of documents containing information related to the research problem.
These document can included article, abstracts, reviewers, books, disertations,
government publications, and research reports. Important purpose of reviewing the
literature is to discover research and specific data collection approaches that have or
have not been productive in investigations of problems similar to yours. Six steps will
provide a sense of how researchers procesd in reviewing the literature (Creswell &
Guettermen, 2019): 1) identify key terms to use in your research for literature. 2) locate
literature about topic by consulting several of materials and data bases, including those
avaible at an academic library on the internet. 3) critically evaluate and select the
literature for your review. 4) organize the literature you have selected by abstracting or
taking notes on the literature. 5) synthesize the literature by important concept and
develop a visual diagram of it. 6) write a literature review that reports summaries of the
literature for inclusion in your research report.
Cisco (2014) with the literature review lesson show every step how the complex
structure o a literature review: 1) identifying incorrect approaches. Writers new to
literature reviews will commonly approach the structure with an author- driven format,
based on separate authors rather than a synthesis of those authors. Presumably, students
are att empting to follow the notion that literature reviews should “summarize and
synthesize”. Th e LRL approaches this problem by prefacing the conversation with a
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description of the author- based literature review and its lack of synthesis. 2) visual
representation of theme creation. He using abstract understanding of what a literature
review is trying to do. 3) the theme based literature review. In this step, that theme start
to be organized based literature erview. 4) an example of discipline-specific literature
review. In this step, introduction of theory/argument/hypothesis will be categories
according theme and author.
Literature reviews for quantitative studies need to discuss both what previous studies
pertaining to the research topic have found/concluded and how such studies were done
in terms of the specific variables used and the operationalizations of key (especially
dependent) variables. Reviews used to introduce and set up quantitative studies also
focus more heavily on the methods used in prior studies when compared to qualitative
studies. The methods that need to be present in the literature review are both those that
in previous studies are common as well as those that represent new “advances” in how to
do a particular conceptual definition, measurement, or analysis. This will primarily
depend on the specific variables and how prior research has been conducted on the
research topic. It may be best to think of quantitative literature reviews as defining and
describing the shapes of pieces of a puzzle in order to construct the complete focus of the
intended research topic. Here, the literature review will need to show how particular
variables and/or findings are common (or not) across the field of existing studies about
the current research topic. By providing documentation of particular variables and
findings, this approach facilitates readers having more confidence in the validity and
reliability of the findings in the current study Denny & Tewksbury (2013).
There are a number of appropriate types of sources that can be ultilized to make and
support an argument in a literature review: 1) scholarly empirical articles, dissertation,
and books. 2) scholarly, nonempirical articles and essays. 3) textbooks, encyclopedias,
and dictionaries. 4) trade journal articles. 5) certain nationality and internationality
recognized “good” newsmagazine.

D. Data Analysis
1. Quantitative data
Quantitative data are obtained when the variable being studied is measured along a
scale that indicates how much of the variable is present. Quantitative data are
reported in terms of scores. Higher scores indicate that more of the variable (such as
weight, academic ability, self-esteem, or interest in mathematics) is present than do
lower scores (Fraenkel et al, 2023).
2. Categorial data
Categorical data simply indicate the total number of objects, individuals, or events a
researcher finds in a particular category. Thus, a researcher who reports the number
of people for or against a particular government policy, or the number of students
completing a program in successive years, is reporting categorical data. Notice that
what the researcher is looking for is the frequency of certain characteristics, objects,
individuals, or events. Many times it is useful, however, to convert these frequencies
into percentages.
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3. Types of Scores
Quantitative data are usually reported in the form of scores. Scores can be reported
in many ways, but an important distinction to understand is the difference between
raw scores and derived scores. 1) raw scores. Almost all measurement begins with
what is called a raw score, which is the initial score obtained. It may be the total
number of items an individual gets correct or answers in a certain way on a test, the
number of times a certain behavior is tallied, the rating given by a teacher, and so
forth. 2) derived Scores. Derived scores are obtained by taking raw scores and
converting them into more useful scores on some type of standardized basis. They
indicate where a particular individual’s raw score falls in relation to all other raw
scores in the same distribution. They enable a researcher to say how well the
individual has performed compared to all others taking the same test. 3) Age and
Grade level Equivalents. Age-equivalent scores and grade-equivalent scores tell us of
what age or grade an individual score is typical. 4) percentile ranks. 5) Standard
Score. Standard scores provide another means of indicating how one individual
compares to other individuals in a group. Standard scores indicate how far a given
raw score is from a reference point.
4. Technique for summarizing quantitative data

Reference
Christensen, L. B, et al. 2020. Research Methods, Desaign, and Analysis. United State of
America: Pearson Education.
Cisco, J. 2014. Teaching the Literature Review: A Practical Approach for College
Instructors. The International Society for the Scholarship of Teaching and
Learning. Vol. 2, issue 2, pp. 41-57.
Creswell, J. W, et al. 2023. Research Desaign: Qualitative, Quantitative, and Mixed
Methods Approaches. Los Angeles: Sage.
Fraenkel, J. R et al. 2023. How to Design and Evaluate Research in Education. New York:
McGraw Hill LLC.
McMillan, J., et al. 2014. Research in Education Evidence-Based Inqury. United State of
America: Pearson Education.