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.
 
 
 
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 
     
 
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 form 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 grouping 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. Janiak on or before 12 a.m., May27th.
       

      Generating Research Questions
    1. Based on class discussions, personal experience, prior knowledge, and the text, identify a research question.  
     
    2. Using the same grouping from Module 1, each group should discuss their areas of interest and generate a research question. 
     
      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. Janiak before May 27th. Dr. Janiak will assume that this grouping is okay if he does not hear from you on or before that date.
     
     
        E-mail your group work to Dr. Janiak on or before 12a.m.,May 27th.
       

  
      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   
      
        Email your group work on to  Dr. Janiak   under the heading, "Module 2 Exercise 1", on or before 12 a.m., May 27th.
     
      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   
         Email your group work on to  Dr. Janiak   under the heading, "Module 2 Exercise 2 ", on or before 12 a.m., May 27th.  
      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 call Dr. Janiak as soon as possible. 

    2. Outline Chapter 10 (pafes 253-274) using the format of Chapter 1 outline from Module 1. 
         Email your group work on to  Dr. Janiak   under the heading, "Sampling", on or before 12 a.m., May 27th.

 
Readings 
 
      Read Chapter Two 
 
 
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