Procedures
Students are expected to study all assigned chapters and materials located in Module 4: Lecture Materials & Resources to complete the following assignment:
Assignment #4 of Research Proposal Form (Sections 11-16)
Download and complete the Assignment 4 Form Download Assignment 4 Form.
Submission Instructions:
- Submit items 11-16 of the Research Proposal Form.
- The writing is to be clear and concise and students will lose points for improper grammar, punctuation, and misspelling.
EDU 503
Research Proposal Form
Assignment #3 Draft 2 of Research Proposal Form (Sections 2-10),
(Complete this form for Assignment #3)
Student Name: Brend Rouse
Title of Research Proposal: Impact of Differentiated Teaching Methods with IEPs
PREVIEW OF THE LITERATURE
1. Literature Preview
RESEARCH PROBLEM
2. Setting Description:
Name of organization and location where action research will take place:
Miramar High School, Broward County Public School District
Detailed description of the organization:
Miramar High School, a beacon of diversity in the Broward County district, is home to several elementary, middle, and high schools. The district's open-door policy for inclusive education ensures that all students have equal access to high-quality education regardless of their abilities. The Special Education Department, with its unwavering dedication and team of specialists, is committed to developing and implementing individual education programs for students with disabilities.
Key Personnel:
· Dr. Jane Smith – Superintendent of Miramar Public School District
· Mr. John Doe – Director of Special Education
· Ms. Emily Johnson – Special Education Teacher
· Ms. Sarah Lee – Speech-Language Pathologist
· Ms. Maria Gonzalez – Occupational Therapist
· Ms. Rachel Green – Physical Therapist
· Parents and Guardians of students with disabilities
3. Problem Identified in the Literature Preview
The extreme COVID-19 pandemic has precipitated unprecedented disruption to educational services for children with disabilities requiring IEPs. Chen et al. reported that almost half of the pupils with neurodevelopmental disabilities received fewer IEP services, with significant reductions in occupational and physical therapy during the pandemic. Irelanda and Hall-Mills (2024) stressed the urgent need for strategies for SLPs to navigate the IEP process effectively while striving toward inclusive practice with educators and families. Kauffman et al. (2019) discussed the complications of including students with severe disabilities in schools as a rationale for providing a continuum of alternative placements based on individual needs. Toprak and Çolak (2024) proposed specific challenges within the IEP preparation process, such as poorly trained or inexperienced staff and parental involvement.
4. Subjects
The study will involve students with different disabilities within the Broward County Public School District and those with IEPs. Samples also include students at varying levels of schooling, from other categories of disability, and special education teachers, therapists, and parents/guardians of students whose IEP services have been reduced to ensure adequate data for the study.
5. Guiding Question
How did the reduction in IEP services during the COVID-19 pandemic affect the educational outcomes of students with disabilities in the Broward County Public School District, and what strategies can be implemented to mitigate these effects in the future?
6. Research Question
What was the impact of reduced IEP services during the COVID-19 pandemic on the academic performance and overall well-being of students with disabilities in the Broward Public School District, and what measures can be taken to ensure continuity of services in similar future disruptions?
7. The study will concern itself with group differences or relationships among variables?
The study differs on account of differences between groups and relationships among variables. Hence, this study will contrast the academic performance and well-being of students with disabilities before, during, and after the pandemic; it will look for significant differences. The relationship between the attractiveness of the reduction in certain IEP services, occupational therapy, physical therapy, and speech therapy, concerning student outcomes will also be investigated.
8. Variables used & scale of measurement
· Independent Variable: Reduction in IEP services (measured by the frequency and duration of services provided before, during, and after the pandemic)
· Dependent Variables:
· Academic performance (measured by grades, standardized test scores)
· Social-emotional well-being (measured by surveys and assessments from teachers and parents)
· Frequency of compensatory education and recovery services (measured by service logs and IEP meeting records)
· Control Variables: Age, type of disability, baseline academic performance, and socio-economic status.
9. Research Hypothesis
H1: The reduction in IEP services during the COVID-19 pandemic hurts the academic performance and social-emotional well-being of students with disabilities in the Broward County Public School District.
H2: Implementing targeted strategies to ensure the continuity of IEP services during disruptions can mitigate the adverse effects on students with disabilities.
10. Purpose of the Study
The study will examine how decreasing IEP services during COVID-19 affected students with disabilities within the Broward County Public School District. Measurements for the academic and socio-economic results of such students will allow the determination of precisely what's needed and what this pandemic tore apart degree things. It will also develop and recommend effective strategies for ensuring the continuity and adequacy of IEP services in case of future disruptions to support students with disabilities in improving their school experience and outcomes. The current study will contribute to the literature available on special education and inform practice for educators, policymakers, and families.
PROCEDURES
11. Design of the Study
12. Instrumentation – Dependent Measure(s)
13. Statistical Procedures
14. Definitions of Terms
15. Proposal Summary
16. References
References
Belinda Chen, Patrick Rasmussen, Mallory Legg, Nicole Alexander, Pooja Vedmurthy, Akua Asiedu, Mihee Bay, Harolyn Belcher, Vera Joanna Burton, Charles Conlon, Amena Fine, Ryan Gill, Eboni I. Lance, Paul Lipkin, Joyce Wong, Anna Maria Wilms Floet, Sarah C. Doerrer, Jennifer Glattfelder, Amy Kordek, … Mary L. Leppert. (2022). Reduction in school individualized education program (IEP) services during the COVID-19 pandemic. Frontiers in Rehabilitation Sciences, 3. https://doi.org/10.3389/fresc.2022.962893
Irelanda, M. C., & Hall-Mills, S. (2024). Empowering Speech-Language Pathologists: Strategies for Effective Individualized Education Program Navigation and Inclusive Practice in Schools: Language, Speech & Hearing Services in Schools. Language, Speech & Hearing Services in Schools, 55(2), 225–230. https://doi.org/10.1044/2024_LSHSS-24-00026
Kauffman, J. M., Travers, J. C., & Badar, J. (2019). Why Some Students with Severe Disabilities Are Not Placed in General Education. Research and Practice for Persons with Severe Disabilities, 45(1), 28–33. https://doi.org/10.1177/1540796919893053
Toprak, Ö. F., & Çolak, A. (2024). IEP Team Members’ Experiences On the Process Of Preparing Individualized Education Program In A Secondary School. Kuramsal Eğitim Bilim Dergisi, 17(2), 351–375. https://doi.org/10.30831/akukeg.1325209
,
EDU 503
Research Proposal Form
Assignment #4 of Research Proposal Form (Sections 11-16),
(Complete this form for Assignment #4)
Student Name:
Title of Research Proposal: Impact of Differentiated Teaching Methods with IEPs
PREVIEW OF THE LITERATURE
1. Literature Preview
RESEARCH PROBLEM
2. Setting Description:
Name of organization and location where action research will take place:
Detailed description of the organization:
Key Personnel:
3. Problem Identified in the Literature Preview
4. Subjects
5. Guiding Question
6. Research Question
7. The study will concern itself with group differences or relationships among variables?
8. Variables used & scale of measurement
9. Research Hypothesis
10. Purpose of the Study
PROCEDURES
11. Design of the Study
12. Instrumentation – Dependent Measure(s)
13. Statistical Procedures
14. Definitions of Terms
15. Proposal Summary
16. References
,
Running head: IMPACT OF DIFFERENTIATED TEACHING METHODS WITH IEPS 2
IMPACT OF DIFFERENTIATED TEACHING METHODS WITH IEPS3
Impact of Differentiated Teaching Methods with IEPs
St. Thomas University
EDU 503 Applied Research Methods
June 30, 2024
Annotated Bibliography
Belinda Chen, Patrick Rasmussen, Mallory Legg, Nicole Alexander, Pooja Vedmurthy, Akua Asiedu, Mihee Bay, Harolyn Belcher, Vera Joanna Burton, Charles Conlon, Amena Fine, Ryan Gill, Eboni I. Lance, Paul Lipkin, Joyce Wong, Anna Maria Wilms Floet, Sarah C. Doerrer, Jennifer Glattfelder, Amy Kordek, … Mary L. Leppert. (2022). Reduction in school individualized education program (IEP) services during the COVID-19 pandemic. Frontiers in Rehabilitation Sciences, 3. https://doi.org/10.3389/fresc.2022.962893
This report introduces a study on the impact of the COVID-19 pandemic on special education services delivery, as defined by IEPs. The authors present surveys from patients in a neurodevelopmental disabilities center in Maryland, showing that nearly half of the respondents received fewer IEP services, with occupational and physical therapy making up the most significant reductions. Findings bring to attention the challenges that children with disabilities face in remote learning and underscore the urgent need for increased awareness and education of clinicians about students' rights to compensatory education and recovery services to help modify these disruptions.
Irelanda, M. C., & Hall-Mills, S. (2024). Empowering Speech-Language Pathologists: Strategies for Effective Individualized Education Program Navigation and Inclusive Practice in Schools: Language, Speech & Hearing Services in Schools. Language, Speech & Hearing Services in Schools, 55(2), 225–230. https://doi.org/10.1044/2024_LSHSS-24-00026
This article is a comprehensive resource for speech-language pathologists (SLPs), highlighting their crucial role in effectively navigating and implementing IEPs within schools. It underscores the collaborative effort from general and special education teachers, SLPs, and families to develop solid educational plans for meeting the unique needs of students with disabilities. The authors present the legal mandates of the Individuals with Disabilities Improvement Education Act, emphasizing both procedural and substantive compliance to ensure that IEPs are not only legally sound but specifically tailored to foster meaningful educational progress for students.
Kauffman, J. M., Travers, J. C., & Badar, J. (2019). Why Some Students with Severe Disabilities Are Not Placed in General Education. Research and Practice for Persons with Severe Disabilities, 45(1), 28–33. https://doi.org/10.1177/1540796919893053
Kauffman, Travers, and Badar discuss one of the hot topics in special education when focusing on whether or not students with severe disabilities do or do not belong in general education classrooms. Their broadly reached conclusion is that inclusion and mainstreaming are not intrinsically good or bad, and decisions must be made on a case-by-case basis that first accurately identifies the specific needs and capabilities of the student. The authors stress the need to develop a continuum of alternative placements, which is legally required; this can then be modified at professional judgment with family input into decision-making. The authors give nuanced insights into the complexities of inclusion and argue for appropriate educational environments that support students with severe disabilities.
Toprak, Ö. F., & Çolak, A. (2024). IEP Team Members’ Experiences On the Process Of Preparing Individualized Education Program In A Secondary School. Kuramsal Eğitim Bilim Dergisi, 17(2), 351–375. https://doi.org/10.30831/akukeg.1325209
This phenomenological study explores the experiences of the IEP team association in preparing IEPs at a secondary school level. By applying qualitative data collection methods through observations and semi-structured interviews, the authors determine that some dilemmas arise for the stakeholders, including inadequate training and knowledge about procedures and the legal aspects. It is noted that the research underscores the crucial issue of parental involvement and further suggests that adequate family education and information-sharing systems are essential for effective IEP development. The study also puts forward some suggestions regarding the improvement of the IEP preparation process for meeting the needs of students with disabilities more comprehensively.
References
Belinda Chen, Patrick Rasmussen, Mallory Legg, Nicole Alexander, Pooja Vedmurthy, Akua Asiedu, Mihee Bay, Harolyn Belcher, Vera Joanna Burton, Charles Conlon, Amena Fine, Ryan Gill, Eboni I. Lance, Paul Lipkin, Joyce Wong, Anna Maria Wilms Floet, Sarah C. Doerrer, Jennifer Glattfelder, Amy Kordek, … Mary L. Leppert. (2022). Reduction in school individualized education program (IEP) services during the COVID-19 pandemic. Frontiers in Rehabilitation Sciences, 3. https://doi.org/10.3389/fresc.2022.962893
Irelanda, M. C., & Hall-Mills, S. (2024). Empowering Speech-Language Pathologists: Strategies for Effective Individualized Education Program Navigation and Inclusive Practice in Schools: Language, Speech & Hearing Services in Schools. Language, Speech & Hearing Services in Schools, 55(2), 225–230. https://doi.org/10.1044/2024_LSHSS-24-00026
Kauffman, J. M., Travers, J. C., & Badar, J. (2019). Why Some Students with Severe Disabilities Are Not Placed in General Education. Research and Practice for Persons with Severe Disabilities, 45(1), 28–33. https://doi.org/10.1177/1540796919893053
Toprak, Ö. F., & Çolak, A. (2024). IEP Team Members’ Experiences On the Process Of Preparing Individualized Education Program In A Secondary School. Kuramsal Eğitim Bilim Dergisi, 17(2), 351–375. https://doi.org/10.30831/akukeg.1325209
This is an interesting idea! However, we want students in the class to be able to take the survey, so I'd like you to simplify the IV. Please modify your IV so that it only has 2 categories. Review the Kaltura Live session to see some examples (and the assignment worksheet:)! I see you wanted to ask about gender, so perhaps this could be your IV, simply taking out job type as your classmates may not fit into those categories.
Regarding your items,
I feel I am more productive working remotely. (add I)
It is always easier for me to cooperate with workmates while working remotely. (Change start because "Always" might lead to extreme responses, instead start with "I find it easier to cooperate….")
Nice range of attitudes toward working remotely. Just make sure to change a few to reverse scoring. This was also discussed during the live session! Please update when you submit to Part II tomorrow.
- Create your questionnaire using google forms or survey monkey. Note that survey monkey has a limit of 10 items for free surveys so you may want to use google forms or other platforms.
- Include a consent form included in the survey (instructions below).
- Include 1 item to assess the Independent Variable (see Discussion for the week).
- Include 8-10 items assessing the Dependent Variable (see Discussion for the week and instructions below)
RSM802 Week 2 Lab -Survey Research
Format of the Questionnaire
Likert Items
The Dependent Variable for this survey, your attitude scale, will be measured using items you create. The survey should include 10 Likert items measuring the same attitude. A Likert item consists of a statement followed by a five-point rating scale on which the subject indicates the degree of agreement with the statement. For example:
|
|
Strongly Disagree
|
Disagree
|
Neutral
|
Agree
|
Strongly Agree
|
|
The president is doing a good job on the war on terror
|
1
|
2
|
3
|
4
|
5
|
Negatively and Positively Keyed Items
To reduce the chances of a response set bias, you should have some of your items positively keyed and some negatively keyed. A positively keyed item is one where agreement means a positive attitude toward the issue being evaluated. For example, the preceding item is positively keyed because a high score (strongly agree) means that the subject is generally favorable toward how the president is handling the budget deficit.
In contrast, a negatively keyed item is one where disagreement indicates a positive attitude. For example:
|
|
Strongly Disagree
|
Disagree
|
Neutral
|
Agree
|
Strongly Agree
|
|
The president is not doing a good job on the war on terror
|
1
|
2
|
3
|
4
|
5
|
Disagreement with this item indicates a generally favorable attitude toward how the president is handling budget cutting. Try, if you can, to have half of your items positively keyed and half negatively keyed.
Demographic/Predictor Items
In addition to the Likert items evaluating subjects’ attitudes, you should include items that will serve as the Independent Variable that evaluate something about the subjects. This can be a single item or a group of items. These items should be ones that you feel will correlate with the attitude measured on your questionnaire. Some examples, relevant to the above example, might be:
· Political party affiliation
· Educational level
· Occupation
· Income
· Gender
2
,
Sample Consent Form for Collecting Data Online for an EXEMPT Studies ONLY
[This is a SAMPLE and you must alter the below information as appropriate for your study. Please only include the actual consent form in your application and not the bracketed material or other material meant to help you create this form.
If including this in a recruitment email, you still must include basic consent immediately prior to participation in the survey. An example is as follows:
I have read and understood the information sent via email [adjust accordingly] to me concerning participation in this study. By clicking below, I am indicating that I am 18 years of age or older, and voluntarily agree to participate in this study.]
You are being asked to participate in an online (web-based) [insert here type of participation- experiment, survey etc.] titled [insert title], led by [insert the name, credential and affiliation of the principal investigator including identity as a student investigator when appropriate].
General Information. There are some things you should know about this study. The purpose of this study is to [insert a concise statement on the scientific purpose- Use simple language.] If you choose to participate you will be asked to [insert procedure]. Participation in the study should take approximately [insert here] to complete. There are no foreseeable risks in participating in this study as [insert reason here, for example, participation includes only typical daily tasks, or participation includes only answering impersonal survey items]. There are/ are not [select one] foreseeable direct benefits to the study [insert reason].
Confidentiality [ Describe confidentiality arrangements- select one option below or revise as needed. If applicable: note confidentiality when presenting or publishing the results of the study]
We will keep the information you share confidential and will not share your personal information beyond the research team. [adjust this also to include deidentifying data and at what point it is deidentified]. or
This survey is anonymous and there is no identifying information requested in this study. [if there are write in blanks, include:] Please do not include your name or identifiable information in your responses.
Voluntary Participation
Your participation in this study is entirely voluntary. You may refuse to participate in this research. Such refusal will not have any negative consequences for you. If you begin to participate in the research, you may at any time, for any reason, discontinue your participation without any negative consequences. You may skip questions you do not want to answer at any time during this survey [if you have set the survey so it requires responses but has an option to select “prefer not to answer”, indicate this].
This research is in affiliation with Keiser University and has been certified by the Keiser University Institutional Review Board, Protocol Number [insert once assigned]. If you have any questions or concerns regarding participants’ rights please contact the IRB Chair at (954) 318-1620. You may contact the IRB Chair, principal investigator [insert name, email, phone number] or faculty advisor [insert name, email , phone number] with questions or concerns.
Consent
By clicking below you are indicating you are 18 years of age or older, have read the information above, and voluntarily agree to participate in this study.
Please print a copy of this consent for your records.
5
2022
,
1
Attitudes Towards Remote Work
Student name
Faculty name
Due date
Null Hypothesis (H0):
There is no significant difference in how employees feel about working from home between technology, healthcare, education, finance, and other fields.
Alternative Hypothesis (H1):
There is a significant difference in how remote workers in healthcare, education, banking, and technology professions feel about working from home.
Independent Variable:
· Variable: Job Sector
· Levels: Technology, Healthcare, Education, Finance, Other
· Type: Categorical
· Scale: Nominal
Dependent Variable:
Variable: Attitude towards remote work
Type: Continuous
Scale: Interval (sum of Likert scale responses)
Indicate your gender:
Male: Female: Other:
Instructions:
Independent Variable Question:
Which industry do you work in?
Technology. Healthcare. Education. Finance. Other.
Dependent Variable Questions (Attitude towards remote work):
For each of the following questions, kindly indicate the level at which you agree with the statement by making use of the following scale (Aithal & Aithal, 2020):
1 = Strongly Disagree
2 = Disagree
3 = Neutral
4 = Agree
5 = Strongly Agree
[1] My job satisfaction increases with working remotely.
1: 2: 3: 4: 5:
[2] I feel am more productive working remotely.
1: 2: 3: 4: 5:
[3] Working remotely enhances my work-life balance.
1: 2: 3: 4: 5:
[4] I’d prefer working remotely over working in an office.
1: 2: 3: 4: 5:
[5] Working remotely minimizes my work-related stress.
1: 2: 3: 4: 5:
[6] It is always easier for me to cooperate with workmates while working remotely.
1: 2: 3: 4: 5:
[7] Working remotely increases my flexibility with my working hours.
1: 2: 3: 4: 5:
[8] I feel a deeper connection with my company while working remotely.
1: 2: 3: 4: 5:
[9] Working remotely has positively impacted my growth in my profession
1: 2: 3: 4: 5:
[10] I would choose to shift between jobs for better remote work opportunities.
1 : 2: 3: 4: 5:
References
Aithal, A., & Aithal, P. S. (2020). Development and validation of survey questionnaire & experimental data–a systematical review-based statistical approach. International Journal of Management, Technology, and Social Sciences (IJMTS), 5(2), 233-251.
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CHAPTER 9
Using Survey Research
Please click on the VOICE icons to play each slide.
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SURVEY RESEARCH
• Different than Observational research
• no measures are administered
• Field survey
• measures are administered to assess attitudes and/or behavior
• Survey research is correlational • No causal inferences can be drawn
• Can use survey research to predict behavior
• Must ensure
• Anonymity
• Confidentiality Retrieved from http://www.rethinkdata.net/wp-
content/uploads/2016/12/Survey-2.jpg on March 9,
2017.
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distribution without the prior written consent of McGraw-Hill Education.
DESIGNING A QUESTIONNAIRE
• Clearly define your topic
• Yields unambiguous responses
• Operational definitions
• Focus
• Demographic information (e.g., age, gender, religion)
• Often used as predictor variables
• Target behavior or attitudes
• Often used as criterion variables
• Anxiety scale
• Honesty of news
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March 9, 2017.
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TYPES OF QUESTIONNAIRE ITEMS • Open-Ended
• Answer question in their own words
• Ex. Explain your views on trusting the news media.
• Drawbacks
• May not understand
• Difficult to summarize and analyze
• Restricted (closed-ended)
• Respondents are given a list of alternatives and check the desired alternative
• The news can
• A. Never be trusted.
• B. Trusted from some news agencies.
• C. Trusted from news papers.
• D. Trusted from the nightly news.
• Alternatives can be ordered or unordered
• Gives you control
http://www.teacher-certification.ca
https://www.nbrii.com/
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• Partially Open-Ended
• An “Other” alternative is added
• Rating Scale
• Circle or check a point or number
• Number of points on the scale
• Equally spaced numbers versus a stretched rating scale
TYPES OF QUESTIONNAIRE ITEMS
Retrieved from http://www.wearerecurve.com/blog/survey-format-one-little-
change-can-lead-world-insight/ March 3, 2017.
Very Weak Very Strong
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distribution without the prior written consent of McGraw-Hill Education.
THREE WAYS TO LABEL A RATING SCALE • Rating scales used in experimental research and survey
research
• A Likert Scale
• five or seven -point scale used to assess attitudes
• Indicate the degree of agreement or disagreement
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distribution without the prior written consent of McGraw-Hill Education.
HOW TO WRITE GOOD ITEMS
• Use simple words
• Stem of a question = short and easy
• Avoid vague questions
• Don’t ask too much
• Avoid “check all that apply”
• Avoid asking for more than one thing
• Soften impact of sensitive questions Retrieved from
http://www.accountantsinlondon.info/ask-a-question
on March 13, 2017
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distribution without the prior written consent of McGraw-Hill Education.
ASSEMBLING YOUR QUESTIONNAIRE • Organize questions
• coherent
• visually pleasing
• Demographic items – not first
• Start with interesting question
• Question order can make a difference
• Continuity
• Keep related items together
• Sensitive or objectionable items AFTER less sensitive/objectionable items
• Logical navigational path
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distribution without the prior written consent of McGraw-Hill Education.
ADMINISTERING YOUR QUESTIONNAIRE
• MAIL SURVEY
• Questionnaire is mailed directly
• Convenient
• Nonresponse bias
• Unrepresentative sample
• Reduce nonresponse bias by:
• Making multiple contacts
• Phone, e-mail and Mail
• Include a small token of your appreciation
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distribution without the prior written consent of McGraw-Hill Education.
INTERNET SURVEY
• E-mail
• Best for short surveys
• Web site
• Allows for more complex navigational paths
• Large samples quickly
• Bias
• Nonresponse bias
• Biased samples
• Uneven computer ownership across demographic groups
• Results comparable to other methods for most nonsensitive applications
• Controversial issues
ADMINISTERING YOUR QUESTIONNAIRE- INTERNET
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• Increase response rates to Internet surveys
• Presenting all of the questions on a single web page
• Providing a progress bar
• Keep the survey as short as possible
• Use a limited number of graphic elements in the survey.
• Use radio buttons rather than drop-down
ADMINISTERING YOUR QUESTIONNAIRE- INTERNET
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2017.
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• TELEPHONE SURVEY
• Ask questions directly over phone
• Live researcher
• Interactive Voice Response (IVR) technology
• Questions must be asked carefully
• “Junk calls”
• GROUP ADMINISTRATION
• Distributed to a group at once
• a class
• Completed at the same time
• Anonymity may be a problem
ADMINISTERING YOUR QUESTIONNAIRE
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• INTERVIEW
• Face-to-face
• Structured
• Unstructured
• Interviewer may affect responses
• MIXED-MODE SURVEY
• Using more than one survey method
• Increases response rates
• Advantages
• Increasing coverage area
• Reduces nonresponse bias
• Reduces costs
• Disadvantage
• Differential responding to different modes
ADMINISTERING YOUR QUESTIONNAIRE
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ASSESSING RELIABILITY OF A QUESTIONNAIRE
• Test-Retest Reliability
• Requires multiple administrations
• Intertest interval
• Problematic if
• Ideas fluctuate with time
• Participants remember their responses
• Questions are long and boring
• Parallel Form Reliability
• Essentially the same as test-retest reliability
• Alternate form of the test is administered the second time
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• Split-Half Reliability
• Assessed with one administration
• Items from one half of a test are correlated with items from the second half of a test
• Odd-even split
• Kuder-Richardson Formula (KR20)
• Assessed with one administration
• Formula estimates the average for all possible split- half reliabilities
• A KR20 of at least .75 indicates moderate reliability
• Likert Scale- Coefficiant alpha
ASSESSING RELIABILITY OF A QUESTIONNAIRE
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INCREASING THE RELIABILITY
• Increase the number of items
• Standardize the conditions
• Score questionnaire carefully
• Clearly written questions
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13, 2017.
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ASSESSING VALIDITY OF A QUESTIONNAIRE
• Assess validity
• Content validity
• Construct validity
• Criterion-related validity
• Concurrent validity
• Predictive validity
• Validity can be affected by a number of factors (e.g., method of
administration, unclear questions)
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ACQUIRING A SURVEY SAMPLE
• Representative sample
• Sample closely matches the characteristics of the population
• Biased sample
• Occurs when sample characteristics don’t match population
characteristics
• Produce misleading or inaccurate results
• Stem from inadequate sampling procedures
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SAMPLE SIZE • Try to select an economic sample
• Includes enough respondents to ensure a valid survey and no more
• Two factors are taken into account
• Amount of acceptable sampling error
• Expected magnitude of population proportions
• Formula that is used to calculate sample size using the above
parameters (see G*Power )
• Base on similar studies
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- Slide 1
- Slide 2: Chapter 9
- Slide 3: Survey Research
- Slide 4: Designing a Questionnaire
- Slide 5: Types of Questionnaire Items
- Slide 6: Types of Questionnaire Items
- Slide 7: Three Ways to Label a Rating Scale
- Slide 8: How to Write Good Items
- Slide 9: Assembling Your Questionnaire
- Slide 10: Administering Your Questionnaire
- Slide 11: Administering Your Questionnaire- Internet
- Slide 12: Administering Your Questionnaire- Internet
- Slide 13: Administering Your Questionnaire
- Slide 14: Administering Your Questionnaire
- Slide 15: Assessing Reliability of a Questionnaire
- Slide 16: Assessing Reliability of a Questionnaire
- Slide 17: Increasing the Reliability
- Slide 18: Assessing Validity of a Questionnaire
- Slide 19: Acquiring A Survey Sample
- Slide 20: Sample Size
