Module Two Literature Review & Research Problems

Learning Objectives

Given the prompt, "Why is it important to conduct a literature review?"; list two reasons.

Given a title of a published research article, create a research question, a research hypothesis, and a null hypothesis.

Given a research question, identify which kind it is from the four kinds of research questions (descriptive, normative, correlative, and impact); justify your choice.

Given an empirical research article; identify the participant(s), independent variable(s), dependent variable(s), extraneous variable(s), experimental group, control group, research question, research hypothesis, and null hypothesis.

Based on class discussions, personal experience, prior knowledge, and the text, identify a research question (note: This will form the basis for the research proposal. It may be revised as the class progresses).

Overview of Module 2 Notes

Literature Review

Importance of Conducting a Review

of the Literature

Steps in Reviewing the Literature

Research Problems

Kinds of Research Questions

Characteristics of Good Research Questions

Characteristics of Good Research Hypothesis

Two Reasons for Identifying the Hypothesis

Before Conducting the Study

Five principal purposes served by the hypothesis

Two types of research hypotheses

Inductive Hypothesis

Deductive Hypothesis

Five criteria of a Useable Hypothesis

Evaluation of Hypothesis

Characteristics of Null (or Statistical)

Hypothesis

Click here to access Module 2 Notes.

On-line Activities

The Research Article

Youth Violence and the Urban School Response Abstract

To examine how urban schools have responded to the threat of youth violence, we interviewed 64 school administrators--in most cases, principals-- from high, middle, and elementary schools in the five largest urban areas of Massachusetts. Consistent with other research, we found that the urban schools in our sample offer numerous programs and activities aimed at preventing or resolving violent student behavior, aside from repressive law enforcement controls. Most such measures are located primarily at the high school level; few in the elementary schools. Similarly, after-school activities are offered by most of the high and middle schools, but are almost completely lacking in the elementary schools. Moreover, where they exist, such after-school programs are usually available to students on a selective basis. These differences between elementary versus middle and high schools are explained in terms of the perspectives of school administrators regarding their students: at the elementary school level, students are regarded as victims of violent media exposure and family conflict; by the time they reach the middle and high schools, however, student are more likely viewed as the perpetrators of violence.

Levin, J., & Johnson, H.B. (1997).Youth violence and the urban school response. Journal of Research in Education, 7, 3-7.

Using the abstract and title provided above; identify the participant(s), variable(s) under study, potential extraneous variable(s), research question, research hypothesis, and null hypothesis.

Using the same groups from Module 1, each group should discuss the title and abstract provided above and answer the following:

a. What are the variables or constructs of interest?

b. Create a reasonable research question

c. Identify this research question as descriptive, normative, correlative, or impact. Justify your choice.

d. Create a reasonable research hypothesis

e. Identify this research hypothesis as inductive or deductive. Justify your choice.

f. Create a reasonable null hypothesis

g. Identify extraneous variables that may be present (try to limit these to 3)

E-mail your group work to Dr. Hewitt-Gervais See course syllabus for date assignment is due.

Generating Research Questions

1. Based on class discussions, personal experience, prior knowledge, and the text, identify a research question of interest to you and your group.

NOTE: This will form the basis for the research proposal. It may be revised as the class progresses.

2. Using the same groups from Module 1, each group should discuss their areas of interest and generate a research question on which to base their proposal.

NOTE: Please be advised that you will work within this same group until the end of the semester unless you have concerns about its composition and would like to switch. If you have concerns, please talk to Dr. Hewitt-Gervais before the third week of the semester.. Dr. Hewitt-Gervais will assume that these groups are okay if she does not hear from you on or before that date.

E-mail your group work to Dr. Hewitt-Gervais See course syllabus for date assignment is due.

Exercise 1

A teacher has observed a high degree of anxiety that is aroused by classroom tests and believes that this has an adverse effect on students' performance. Furthermore, the teacher has noted that when students are given an opportunity to write comments about objective questions, their test performance seems to improve. The teacher reasons that this freedom to make comments must

somehow serve to reduce anxiety and, as a result, the students make better scores.

Based on this scenario:

1. Identify the variables/construct of interest

2. Create a reasonable research question

3. Identify your research question as descriptive, normative, correlative, or impact.

4. Create a reasonable research hypothesis

5. Identify your research hypothesis as inductive or deductive

6. Create a reasonable null hypothesis

7. Identify extraneous variables that may be present

Submit your group work on the

under the heading, "Module 2 Exercise 1", See course syllabus for date assignment is due.

Exercise 2

Cognitive Theory applied to the notion of reading comprehension. Interactive nature of reading and the constructive nature of comprehension. Readers use their existing knowledge and integrate this with new knowledge to actively construct meaning from the text. In addition, good readers possess a set of strategies that they use to make sense of text and to foster and maintain

their understanding. One of the important strategies used in reading is the drawing of inferences to fill in details omitted in the text.

Based on this scenario:

1. Identify the variables/construct of interest

2. Create a reasonable research question

3. Identify your research question as descriptive, normative, correlative, or impact

4. Create a reasonable research hypothesis

5. Identify your research hypothesis as inductive or deductive

6. Create a reasonable null hypothesis

7. Identify extraneous variables that may be present

Submit your group work on the

under the heading, "Module 2 Exercise 2", See course syllabus for date assignment is due.

Exercise 3

Piaget's theory on the development of logical thinking in children. Piaget has suggested that children pass through various stages in their mental development, one of which is the stage of concrete operations, which begins at age 7 or 8 and marks the transition from dependence on perception to an ability to use symbolic reasoning.

Based on this scenario:

1. Identify the variables/construct of interest

2. Create a reasonable research question

3. Identify your research question as descriptive, normative, correlative, or impact.

4. Create a reasonable research hypothesis

5. Identify your research hypothesis as inductive or deductive

6. Create a reasonable null hypothesis

7. Identify extraneous variables that may be present

Submit your group work on the

under the heading, "Module 2 Exercise 3", See course syllabus for date assignment is due.

Special Assignment for Group 9 Only

1. For this activity, make sure that you have your assigned grouping. If you don't know your group, first click here to check. Then, if you are not on the list, please Dr. Hewitt-Gervais as soon as possible.

2. Outline Chapter 10 (pages 253-274) using the format of Chapter 1 outline from Module 1.

Submit your group work on the

under the heading, "Sampling", See course syllabus for date assignment is due.

Readings
Read Chapter Two

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