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Edu 302 Lecture IV - PPTX Samples and Instruments

The document covers key concepts in research methods, specifically focusing on sampling techniques and measurement instruments. It defines important terms such as population, sample, and various sampling methods, including both random and nonrandom techniques. Additionally, it discusses measurement scales, reliability, and validity in the context of educational and psychological testing.

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4 views18 pages

Edu 302 Lecture IV - PPTX Samples and Instruments

The document covers key concepts in research methods, specifically focusing on sampling techniques and measurement instruments. It defines important terms such as population, sample, and various sampling methods, including both random and nonrandom techniques. Additionally, it discusses measurement scales, reliability, and validity in the context of educational and psychological testing.

Uploaded by

halimatadeosun03
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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EDU 302 – Research Methods and

Data Analysis/Processing

Lecture IV –
Sampling and Instruments
Introduction
“ ... [E]very individual has the same
probability of being selected, and selection
of one individual in no way affects
selection of another individual” (Mills &
Gay, 2019; p. 149)

“Regardless of the type of research you


conduct, you must collect data” (Mills &
Gay, 2019; p. 167)
Sampling - Learning Objectives
1. Define the following key concepts;
population, sample, element, parameter,
statistic, etc
2. Explain the difference between
population and sample, census and
survey, parameter and statistic.
3. Compare and contrast the different
random sampling techniques.
4. List and explain the characteristics of the
different nonrandom sampling
techniques.
Key Terms

Population Sample

Census Survey

Parameter Statistics
• A population is the large group to which a researcher wants to
generalize the sample results. Also referred to as domain, universe,
• A sample is a set of elements taken from a larger population
• An element is the basic unit that is selected from the population
• A parameter is a numerical characteristic of population
• A statistic is a numerical characteristic of a sample.
• A census is a study based on data from the whole population rather
than a sample.
• A survey is a study based on data from the sample.
• Sampling is the process of drawing a sample from the population.
 A representative sample is a sample that resembles the population
on all characteristics, except that it includes fewer people because it
is a part of the population.
Sampling Techniques
Simple random
Systematic random
Random /
Probability Stratified random
Cluster random
Sampling
Techniques Convenience

Nonrandom / Quota
Nonprobability Purposive
Snowball
Random (Probability) Sampling Techniques
• Simple Random Sampling: A sample drawn by a procedure in which
every member of the population has an equal chance of being selected.
• Systematic Random Sampling: A sample obtained by determining the
sampling interval (the population size divided by the desired sample
size which is symbolized by k), selecting a random starting point
between (and including) 1 and k, and then selecting every kth element.
• Stratified Random Sampling: A sample drawn by dividing the
population into mutually exclusive groups and then selecting a random
sample from each group.
 Proportional Stratified Sampling
 Disproportional Stratified Sampling
• Cluster Random Sampling: A type of sampling in which clusters (a
collective type of unit that includes multiple elements) are randomly
selected.
 One-Stage Cluster Sampling
 Two-Stage Cluster Sampling
Nonrandom (nonprobability) Sampling Techniques

• Convenience Sampling: This sampling technique includes


people who are available, volunteer, or can be easily
recruited in the sample. It is accidental so to say.
• Quota Sampling: The researcher determines the
appropriate sample sizes or quotas for the groups identified
as important and takes convenience samples from those
groups.
• Purposive Sampling: The researcher specifies the
characteristics of the population of interest and locates
individuals with those characteristics
• Snowball Sampling: Each research participant is asked to
identify other potential research participants.
Instruments - Learning Objectives

1. Explain the meaning of measurement.

2. Explain the different scales of measurement.

3. Explain the meaning of reliability.

4. Explain the meaning of validity and validity evidence.

5. Identify the different types of standardized tests.

6. List other major methods of data collection.


Measurement – Basic Issues
Definition
• Measurement is assigning symbols or numbers to
something according to a specific set of rules.
Levels of Measurement
• Nominal Scale: A scale of measurement that uses
symbols, such as words or numbers, to label, classify, or
identify people or objects
• Ordinal Scale: A rank-order scale of measurement
• Interval Scale: A scale of measurement that has equal
intervals of distances between adjacent numbers.
• Ratio Scale: A scale of measurement that has a true zero
point.
Properties of Measurement Scales

Each scale of measurement satisfies one or more of


the following properties/attributes of measurement.
• Identity: Each value on the measurement scale has
a unique meaning.
• Magnitude: Values on the measurement scale have
an ordered relationship to one another. That is,
some values are larger and some are smaller.
• Equal intervals: Scale units along the scale are
equal to one another This means, for example, that
the difference between 1 and 2 would be equal to
the difference between 19 and 20.
• Absolute zero: The scale has a true zero point,
below which no values exist.
Summary of Measurement

Identity Magnitud Equal Absolute


Level e Interval Zero
point
Nominal 

Ordinal  

Interval   

Ratio    
Identifying a Good Test or Assessment Procedure
Overview of Reliability and Validity
1. Reliability refers to the consistency or stability
of test scores.
2. Validity refers to the accuracy of the inferences
or interpretations we make from test scores.
These are the two most important psychometric
properties to think about with a test or assessment
procedure.
Reliability is a necessary but not sufficient condition
for validity. If you are going to have validity, you
must have reliability but reliability in and of itself is
not enough to ensure validity.
Reliability
The consistency or stability of test
scores.
Test–Retest Reliability
Equivalent-forms Reliability
Internal Consistency
Reliability
Split-half reliability
Cronbach’s alpha
Interscorer Reliability
Validity
The accuracy of the inferences, interpretations, or
actions made on the basis of test scores.
 Face Validity

 Content-related evidence

 Construct validity
 Convergent evidence
 Discriminant evidence

 Criterion-related evidence
 Concurrent evidence
 Predictive evidence
Educational and Psychological Tests
Educational and psychological tests have been developed to most

situations, characteristics, and types of performance.

 Intelligence Tests - The ability to think abstractly and learn readily


from experience.
 Aptitude Tests - Focus on information acquired through the informal
learning that goes on in life. They are often used to predict future
performance whereas achievement tests are used to measure current
performance.
 Achievement Tests - Tests that are designed to measure the degree
of learning that has taken place after a person has been exposed to a
specific learning experience.
 Personality Tests - The relatively permanent patterns that
characterize and can be used to classify individuals
 Test of Attitudes, values and interests
Other measurement techniques
 Questionnaires: A self-report data-collection
instrument that each research participant
completes as part of a research study.

 Interview: A data collection method in which


an interviewer asks an interviewee questions.

 Focus Groups: A moderator leads a discussion


with a small group of people.

 Observation: Watching the behavioral patterns


of people.
Further Readings
 Hassan, T. (1985). Understanding research in education.
Lagos: Merrifield (Chapters 5 & 6)
 Johnson, R. B., & Christensen, L. (2014). Educational
research: Quantitative, qualitative, and mixed
approaches (Fifth Edition). SAGE. (Chapters 7,9 & 10)
Available at
https://ismailsunny.files.wordpress.com/2017/07/educati
onal-research_-quantitat-r-robert-burke-johnson.pdf

 Gay, L. R., Mills, G. E., & Airasian, P. (2012). Educational


research: Competencies for analysis and applications
(Tenth Edition) Pearson (Chapters 5 & 6) Available at
https://www.pdfdrive.com/educational-research-compet
encies-for-analysis-and-application-10th-ed-e18752367
3.html

 Best, J. W., Kahn, J. V., & Jha, A. K. (2016). Research in

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