Module Three    Sampling: Definition and Selection
 
 
Learning Objectives 
      Based on the text and class discussions, create definitions for the terms: population, sample, probability sample, non-probability sample, Type I error, Type II error. 
      
      Based on the text and class discussions, state the primary advantages(s) for selecting probability sample and the primary advantages for selecting non-probability samples. 
      
      Based on the text and class discussions, differentiate among the types / methods of probability sampling; i.e., simple random, systematic, stratified, cluster, multi-stage. 
      
      Based on the text and class discussions, differentiate among the types / methods of non-probability sampling; i.e., purposeful, snowball, and convenience. 
      
      Based on the text and class discussions, discuss what threat(s) to validity occurs when the sampling is biased. 

      Given an empirical research article; identify the participant(s), independent variable(s), dependent variable(s), extraneous variable(s), type (experimental or quasi-experimental), experimental group, control group, research question, research hypothesis, null hypothesis, data collection, sampling procedure, data reduction technique(s), and conclusions reached.  

 
 
 
 
Overview of Module 3 Notes  
    Definitions 
    Sample of Convenience 
    Other Non-Probability Samples 
    Probability Samples 
    Steps in Probability Sampling 
    Volunteer Samples 
     
 
 
 
On-line Activities 
 
      Article Critique
    Given an empirical research article; identify the participant(s), variable(s), extraneous variable(s), research question, research hypothesis, null hypothesis, data collection, and sampling procedure.  

    With your group discuss the article, "Perceived Impact of Financial Constraints on Teaching Conditions," and answer the following: 

 
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      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) 

      h. Identify the procedures for data collection 

      i. Identify the sampling procedure 

      j. Did this research emerge primarily from a post-positivist or post-modern philosophical base? Justify your choice.

     
        E-mail your group's work to Dr. Janiak on or before 12 a.m., June 3.
 
      Sampling 

    With your group, consider the following research question: "For what purposes do high school students use the Internet?" 
     

      1. Base on this question, define your population 

      2. Base on this question, select your sampling technique 

      3. Describe this technique in this context sufficiently enough that it could be carried out based solely on your written description. Will someone whom you cannot talk to directly be able to accurately carry out your intentions?

        E-mail your group's work to Dr. Janiak on or before 12 a.m., June 3.

 
      Revisiting the Research Question
    Based on the research question presented by your group in Module 2, create a research hypothesis and a null hypothesis. Make sure that they are complete. 
         E-mail your group's work to Dr. Janiak on or before 12 a.m., June 3.
      Special Assignment for Group 8 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 (pages 274-279) and all of Chapter 11 using the format of Chapter 1 outline from Module 1. 
         E-mail your group's work to Dr. Janiak on or before 12 a.m., June 3.

     

 
 
Readings 
      Read Chapter 10 (through page 274)
 
 
 
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