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Module
Six
Survey Research Learning Objectives Based on the text, describe the purpose(s) of survey research. List the major steps involved in designing and conducting a survey research study. Based on the text and given a topic, design a simple survey, highlighting the steps involved. Given the data collection choices of: telephone, mailings, and face-to-face; compare and contrast these three choices. Using the survey you have designed, identify its targeted areas as one of the following: demographic, non-threatening behavioral, threatening behavioral, knowledge, and/or attitude. State the major difference between self-report and observational research. Identify and briefly describe four major differences between an interview study and a questionnaire study. Given an empirical survey research article; identify the participant(s), independent variable(s), dependent variable(s), extraneous variable(s), research question, research hypothesis, null hypothesis, data collection, data reduction technique(s), and conclusions reached. Given an empirical survey research article, evaluate the strength of the research design. |
Additional
Module 6 Notes
Types of Survey Research Survey Methods Types of Survey Questions Asked Click here to access additional Module 6 Notes. On the "Notes" page is the link for Levels of Measurement. |
On-line Activities
Given the levels
of measurement (ordinal, interval, ratio), create a table comparing
and contrasting these levels.
Scenario: You want to study how middle school students spend their time after school on weekdays. 1. As a group,
you need to do the following:
b. Create a survey capable of gathering the data of interest. c. Outline the steps taken in creating the survey. d. Identify its targeted areas as one of the following: demographic, non-threatening behavioral, threatening behavioral, knowledge, and/or attitude. e. Identify the method for collecting the data (telephone, mailings, and face-to-face). Justify your choice. f. Identify the approach: simple, descriptive, cross-sectional, or longitudinal. Justify your choice. g. Identify the level of measurement (nominal, ordinal, interval, ration) and explain what characteristics make it that level. h. Compare and contrast the process for designing an instrument and designing a survey
Email your group work to Dr.
McConney or to
Dr. Abalos with the heading, "Study Break."
b. Identify or create a reasonable research question c. Identify or create a reasonable research hypothesis d. Identify or create a reasonable null hypothesis e. Identify extraneous variables, if any (limit 3) f. Identify the procedures for data collection g. Identify the sampling procedure h. Identify the participants i. Identify the method of data reduction (e.g., statistical or descriptive procedures) j. Identify the conclusions reached. Are the conclusions based on the information presented? k. Did this research emerge primarily from a post-positivist or post-modern philosophical base? Justify your choice. l. Evaluate the strength of the research design and identify methods that would strengthen the design if appropriate. Email your group work to Dr. McConney or to Dr. Abalos under the heading, "Evaluating Survey Research."
Rank these types of questions according to degree of intrusion
2. Non-threatening Behavioral -- scale of frequency and/or intensity 3. Threatening Behavioral -- scale of frequency and/or intensity 4. Knowledge -- scale of true / false 5. Attitude -- scale of level of agreement
Post your group work on the
WebBoard under the heading, "Intrusion," Please note: this WebBoard link is for Dr. McConney's section only. Special Assignment for Groups 7 & 8 ONLY Group 7: Outline Chapter 11 (Correlational Research) Group 8: Outline
Chapter 12 (Causal Comparative Research) Please note: this WebBoard link is for Dr. McConney's section only.
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Course
content developed by Cindy Conley, Ph.D. and Andrew McConney, Ph.D. All rights reserved. Do not reproduce without permission. (c) August 2003 |
This
is an official FGCU web page. FGCU is an equal opportunity/ affirmative action institution. |