QUANTITATIVE RESEARCH DESIGN: CORRELATIONAL, COMPARATIVE & EXPERIMENTAL

Questions:

Find 3 research objectives, questions and hypotheses from any research articles conducted using:

• Correlational design
• Comparative design
• Experimental design

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Answers:

1. Correlational

Article:

The Relationship between School Administrators Personalities and Servant Leadership Behaviours

Objective(s): To examine the relationship between the personalities of school administrators and their servant leadership behaviours.

Question(s):

Is there a meaningful relationship between administrators' personalities and Servant Leadership behaviours according to teacher perceptions?

Hypotheses:

There is significant positive relationship between servant leadership behaviours and personality.

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Article:

The Relationship between Teachers’ Trust in Students and Classroom Discipline Beliefs

Objective(s):

To identify the relationship between teachers’ trust in students and their classroom discipline beliefs.

Question(s)

1. What are the teachers’ discipline model preferences and their trust levels towards students?

2. Is there any relationship between teachers’ trust in students and their classroom discipline model preferences?

Hypotheses:

There is significant relationship between teachers’ discipline model preferences and their trust levels towards students.

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Article:

What Inclusive Dispositions Contribute to Culturally Linguistically Diverse Exceptional Students’ Success?

Objective(s):

To investigate the relationships between PreService Teachers’ dispositions and success with Culturally Linguistically Diverse Exceptional (CLDE) students, addressing disproportionality and multicultural teacher preparation.

Question(s):

1. What are the essential attitudes and dispositions regarding ability, ethnic, linguistic, and cultural diversity that should be part of each PreService Teachers (PST) values?

2. How should teacher education and programs identify and nurture the attitudes and dispositions that will contribute to student success?

Hypotheses:

There is significant correlation between Inclusive Dispositional Self-Assessment scores (e.g., emotional intelligence and cultural competence) and instructional choices for CLDE students.

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2. Comparative

Article:

A Comparative Study of The Academic Stress and Depression Among High School Girl and Boy Students

Objective(s):

1. To compare academic stress between girl and boy high school students.

2. To compare depression between girl and boy high school students.

Question(s)

1. Whether there is a significant difference between boys and girls high school students in relation to academic stress and depression?

2. Whether there is a significant difference between boy and girls high school students in relation to academic stress?

Hypotheses

1. There is a significant difference between girl and boy high school students in relation to academic stress.

2. There is a significant difference between girl and boy high school students in relation to depression.

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Article:

Influence of Gender Streamed (Boys’ and Girls’ Only) Classes on Coeducational Secondary Schools’ Mathematics Teachers Perceptions in Nakuru, Uasingishu, Kericho and Baringo Counties of Kenya

Objective(s):

To compare mathematics teachers’ perceptions between mixed and single sex classes (boys’ and girls’ only) within co-educational secondary schools by school category.

Question(s)

Is there are significant differences in mathematics teachers’ perceptions between mixed and gender streamed (girls’ and boys’ only) classes within co-educational secondary schools by school category?

Hypotheses

There is no statistically significant difference in mathematics teachers’ perceptions between mixed and gender streamed (girls’ and boys’ only) classes within co-educational secondary schools by school category.

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Article:

Internet-users and Internet Non-users Attitude towards Research: A Comparative Study on Post-Graduate Students

Objective(s):

1. To identify the Internet-users and Internet Non-users.

2. To find and compare the Attitude towards research of Internet-users and Internet Non-users.

3. To find and compare the Attitude towards research of Male Internet-users and Female Internet-users.

4. To find and compare the Attitude towards research of Male Internet Non-users and Female Internet Non-user.

Question(s)

1. Who are the Internet-users and Internet Non-users?

2. Is there a significant difference between the mean scores of Internet-users and Internet Non-users on their Attitude towards research.

3. Is there a significant difference between the mean scores of Male Internet-users and Female Internet-users on their Attitude towards research.

4. Is there a significant difference between the mean scores of Male Internet Non-users and Female Internet Non-users on their Attitude towards research.

Hypotheses

1. There is significant difference between the mean scores of Internet-users and Internet Non-users on their Attitude towards research.

2. There is significant difference between the mean scores of Male Internet-users and Female Internet-users on their Attitude towards research.

3. There is significant difference between the mean scores of Male Internet Non-users and Female Internet Non-users on their Attitude towards research.

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3. Experimental design

Article:

A Comparison of a Traditional Lecture-based and Online Supplemental Video and Lecture-Based Approach in an Engineering Statics Class

Objective(s):

1. To compare academic stress between girl and boy high school students.

2. To compare depression between girl and boy high school students.

Question(s)

1. Would additional supplemental material in the online class increase student’s overall grade point average (GPA) as measured in two cluster samples composed of an experimental and control group?

2. Would student perceptions about the course differ between those who had access to supplementary online material and those that did not?

3. Were there any significant differences in any single student perception in the control and experimental group regarding number of course materials, class preparation, class motivation and class difficulty?

Hypotheses

1. There is a significant difference in grades between the control and experimental group

2. The use of supplementary videos increased positive perceptions about the class and its content.

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Article:

Effectiveness of Guided Multiple-Choice Objective Questions Test on Students’ Academic Achievement in Senior School Mathematics by School Location

Objective(s):

To investigate the effectiveness of guided multiple choice objective questions, test on students’ academic achievement in Senior School Mathematics, by school location, in Delta State Capital Territory, Nigeria.

Question(s)

1. To what extent has guided multiple choice objective questions test enhanced the academic achievement of Senior School 2 (SS2) students in Senior School Mathematics?

2. To what extent has guided multiple choice objective questions test enhanced the academic achievement of SS2 students in Senior School Mathematics in rural area?

3. To what extent has guided multiple choice objective questions test enhanced the academic achievement of SS2 students in Senior School Mathematics in urban area?

4. How has guided multiple choice objective questions test enhanced the academic achievement of SS2 female students in Senior School Mathematics in schools in rural area?

5. How has guided multiple choice objective questions test enhanced the academic achievement of SS2 male students in Senior School Mathematics in schools in rural area?

6. How has guided multiple choice objective questions test enhanced the academic achievement of SS2 female students in Senior School Mathematics in schools in urban area?

7. How has guided multiple choice objective questions test enhanced the academic achievement of SS2 male students in Senior School Mathematics in schools in urban area?

8. How has guided multiple choice objective questions test enhanced the academic achievement of SS2 students in rural school vis-a-vis SS2 students in urban school?

Hypotheses

1. HO1: There is no significant difference between the academic achievement of SS2 students exposed to guided and unguided multiple choice objective questions test in Senior School Mathematics.

2. HO2: There is no significant difference between the academic achievement of SS2 students exposed to guided and unguided multiple choice objective questions tests in Senior School Mathematics in schools in rural area.

3. HO3: There is no significant difference between the academic achievement of SS2 students exposed to guided and unguided multiple choice objective questions tests in Senior School Mathematics in schools in urban area.

4. HO4: There is no significant difference between the academic achievement of SS2 female students exposed to guided and unguided multiple choice objective questions tests in Senior School Mathematics in schools in rural area.

5. HO5: There is no significant difference in academic achievement of SS2 male students exposed to guided and unguided multiple choice objective questions tests in Senior School Mathematics in schools in rural area.

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Article:

The Effectiveness of Synectics Instructional Model On Foreign Language Vocabulary Teaching

Objective(s):

To determine the effectiveness of the Synectics Instructional Model on foreign language vocabulary teaching.

Question(s)

1. Do the results of the students in the experimental groups and in the control groups vary in terms of learning new vocabulary items which were aimed to be taught?

2. Does the learning retention level of the students in the experimental and control groups vary in terms of the vocabulary items which were aimed to be taught?

3. Do the results of the students in the experimental and control groups vary in terms of the vocabulary items which students learned indirectly during the process?

4. Does the learning retention level of the students in the experimental and control groups vary in terms of the vocabulary items which students learned indirectly during the process?

5. What is the thematic aspect of the vocabulary items which students learned indirectly in the experimental groups?

6. How is the distribution of the vocabulary items in terms of variables being negative, positive and neutral meaning which students learned indirectly in the experimental groups?

7. Do the results of the experimental and control groups vary within themselves?

Hypotheses

Synectics based vocabulary teaching has a strong effect on the level of learning and the persistence of the learning.

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References:

Amin, S. (2015). Attitude towards Research among Internet-users and Non-users of University Students with special reference to Gender. An International Journal Of Multidisplinary Research, 1(2), 1-17.

Arslan, Y. & Polat, S. (2016). The Relationship between Teachers’ Trust in Students and Classroom Discipline Beliefs. International Education Studies.

Barmao, A. C.; Changeiywo, J. M.; Githua, B. N. (2016). Influence of Gender Streamed (Boys’ and Girls’ Only) Classes on Coeducational Secondary Schools’ Mathematics Teachers Perceptions in Nakuru, Uasingishu, Kericho and Baringo Counties of Kenya. Journal of Education and Practice, 6(23), 21-29.

ERİŞTİ, B. (2017). The Effectiveness of Synectics Instructional Model on Foreign Language Vocabulary Teaching. International Journal of Languages' Education, 5(2), 59-76. doi:10.18298/ijlet.1753

Farnsworth, M. & Mackenzie, J. Z. (2015). What Inclusive Dispositions Contribute to Culturally Linguistically Diverse Exceptional Students' Success? International Journal of Special Education, 30(3), 52-70.

Halupa, C. M., & Caldwell, B. W. (2015). A Comparison of a Traditional Lecture-based and Online Supplemental Video and Lecture-Based Approach in an Engineering Statics Class. International Journal of Higher Education, 4(1).

Igbojinwaekwu & Chukwuemeka, P., Effectiveness of Guided Multiple Choice Objective Questions Test on Students’ Academic Achievement in Senior School Mathematics by School Location. Journal of Education and Practice, 6(11), 37-48.

Khanehkeshi, A. & Basavarajappa. (2012). A Comparative Study of The Academic Stress and Depression Among High School Girl and Boy Students. Journal on Educational Psychology, 6 (1), 11.

Sağlam, M. & Alpaydın, Y. (2017). The Relationship between School Administrators Personalities and Servant Leadership Behaviours. Journal of Education and Training Studies, 5(8), 106-113. doi:http://dx.doi.org/10.11114/jets.v5i8.2474