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Review 4 - Key

The document provides a comprehensive review of measurement levels, sources of error, observational techniques, data collection tools, and qualitative sources in research. It includes specific examples and justifications for each scenario, as well as statistical interpretations of learning motivation among Chinese high school students. The document emphasizes the importance of reliability, validity, and appropriate data collection methods in educational research.

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14 views2 pages

Review 4 - Key

The document provides a comprehensive review of measurement levels, sources of error, observational techniques, data collection tools, and qualitative sources in research. It includes specific examples and justifications for each scenario, as well as statistical interpretations of learning motivation among Chinese high school students. The document emphasizes the importance of reliability, validity, and appropriate data collection methods in educational research.

Uploaded by

phamhongnhung7858357
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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REVIEW 4

Q1. Identify the measurement levels of the following items (1.0pt)


a. Gender: Nominal
b. Age: Ratio
c. Birth order: Ordinal
d. GPA: Interval
e. Satisfaction level: Ordinal //opinions  no equal distances  not Interval//
f. Decision-making level: Ordinal
g. AI apps: Nominal

Q2. Determine the source of error for each of the following scenarios (1.0pt)
a. Method error
b. Trait error
c. Trait error
d. Method error
e. Trait error

Q3. Read and answer the question(s) in each of the following scenarios. (1.5pts)
1. Ask a macroeconomics expert to review your test. The expert can help you determine
whether the test questions are appropriate and if they fairly represent the domain of
macroeconomics.
2. Predictive criterion validity (It tests the potential skills of applicants).
3. Inter-rater reliability.
4.
a. (The) test-retest reliability (method). High test-retest reliability //because the
correlation score is nearly 1.0//.
b. (The) parallel-forms reliability (method)
5. Content validity //because the expert is asked to check the items/content of the scale//

Q4. Determine the observational technique(s) used in each of the followings (0.5pts)
a. Duration recording
b. Interval recording //10-minute intervals//
c. Frequency recording //30 times, the rate//

Q5. Identify the data collection tool(s) used in the following scenario. (0.5pts)
1. Pre- and post-tests (consisting of 30 multiple-choice questions to access students’
science knowledge)
2. Weekly journals (reflecting on curriculum effectiveness and documenting student-
learning observations)

Q6. Identify what instrument(s)/measure(s)/tool(s) would be most appropriate for the


data collection. Justify your answer. (1.0pt)
Answers vary. Possible answers:
Questionnaire(s): to collect (a) the number of hours per week students spend on sports,
clubs and jobs (or the number of extracurricular activities in sports, clubs and jobs that
students involve in); and (b) students’ GPA.
or
(1) Questionnaire(s) to collect the number of hours per week students spend on sports,
clubs and jobs (or the number of extracurricular activities in sports, clubs and jobs that
students involve in); and (2) official transcripts (archival records) to collect students’
GPA.

Q7. Determine qualitative source(s) for each of the following scenarios. Justify your
answers. (1.0pt)
Answers vary. Possible answers:
a. Qualitative source(s): Interview(s).
Explanation: The study requires the perspectives of high school counselors who
support students with mental health so interview(s) needs using to capture the
counselors’ perspectives.
b. Qualitative source(s): Focus group(s).
Explanation: The study requires FFL students’ open feedback on their impressions of
assigned readings so focus group(s) can be used to encourage group interaction and
gather information in a short period of time.

Q8. Complete the following tasks (2.0pts)


a. English French b. nh = nl = 61, T = 61+61 =122
Mean 6.6 7.0 Item 1: D1 = (28+6) : 122= 0.28
Median 6.3 7.3 d1 = (28-6) : (0.5x122)=0.36
Mode 6.0 7.5 Item 2: D2 = (10+15) : 122= 0.20
Range 5.0 4.0 d2 = (10-15) : (0.5x122)=0.08
SD 1.5 1.3 Answers vary. Possible answers:
The difficulty indices of the two items
are nearly the same. They are slightly
easy items.
Item 1 can better discriminate the high
and low groups than Item 2.

Q9. Study and describe/interpret the results below. (1.5pts)


Learning motivation of Chinese HS students in
Math Chinese English
1. Female 0.113 *** 0.549 *** 0.496***
2. Ethnic minority 0.009 -0.009 0.176
3. Rural 0.306 0.268 -0.062
4. Student effort 0.082*** 0.072*** 0.086***
5. Parent-teacher interaction -0.246 *** -0.287 *** -0.213***
*p<0.05, **p<0.01, ***p<0.001

Notes: When the significance level of results is not available, asterisks (*) are used to
indicate significant correlation.
Answers vary. Possible answers:
1. There is a positive correlation/relationship between the variables. Girls have higher
learning motivation than boys do in all three subjects.
The degrees of correlation/relationship between the female gender and learning
motivation in Math, Chinese and English are very weak, moderate and moderate,
respectively.
2. There is no correlation/relationship between the variables.
3. There is no correlation/relationship between the variables.
4. There is a positive correlation/relationship between the variables. The higher the effort
in studying, the higher the learning motivation.
However, the degrees of correlation/relationship between student effort and learning
motivation in all three subjects are very weak.
5. There is a negative correlation/relationship between the variables. The more students’
parents and teacher interact, the lower the learning motivation.
However, the degrees of correlation/relationship between parent-teacher interactions
and learning motivation in all three subjects are weak.

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