Quantitative Research Methods for Professionals - Assignment Example

The measurement technique used by the study was quantitative, where a sample of 204 students from the fourth grade participated in the study. The results indicated that the students who had a high level-state of prior knowledge in individual and collaborative computer learning performed better, compared to the students who had low, or no prior knowledge in individual and collaborative computer learning. Additionally, the study gave another result, which indicated that the problem-based discussion strategy in the collaborative learning environment was the best instructional method, compared to individual learning and open-ended discussion with computers. The measurement technique used was appropriate for the study, since the study took a sample of 204 students, which is a reasonable sample that is capable of giving valid results. The results of the reliability and/or validity measurements do not produce any caution in the possible replication of the study, but instead indicate a well-undertaken study, where the results prove that the application of problem-based strategy is the most suitable for obtaining high learning achievements for primary school students.  

Case study 2

This case study applied quantitative measurement techniques, by sampling a total of 192 students from the sixth grade, to assess the effect of behavioral interactions and achievements of cooperative learning for group members who were trained to collaborate and facilitate each other's learning and those groups that were not trained, but merely instructed to help each other. The results of the study indicated that the members of the groups that were trained were consistently helpful to each other, compared to the groups that were not trained. The other results of the study indicated that the students from the group that was trained adopted a more all-inclusive approach, which was depicted by the use of language terms such as we, as opposed to me, an open characteristic of the group that was not trained. The results further indicated that students from the trained groups also gave more elaborate explanations to assist each other. Finally, the results indicated that those students from the trained groups were more independent and achieved higher learning outcomes, compared to the group that was not trained. The measurement technique applied was appropriate for the study, since random sampling was applied, which eliminated any chances of bias. Additionally, the samples picked were constituted of a suitable ratio of the high-ability, medium-ability, and low-ability students. The results of the reliability and/or validity measurements do not produce any caution in the possible replication of the study.

Case study 3

This case study applied quantitative measurement techniques, by sampling a total of 48 students to assess the influence of mastery and performance goals on the nature of children's collaborative participation while playing a problem-solving computer game with a peer. The results of the study indicated that those children who were assigned the mastery goals were involved in a very elaborate problem-solving discussion, compared to the children who were assigned performance goals, who were observed to engage in a more help-seeking interaction, with a low level of metacognitive control. The results further indicated that the instructions that were goal-focused are better placed to influence the nature and quality of children's paired interactions. Additionally, the study results showed that giving goal mastery instructions served to promote a highly collaborative interaction for the students. The measurement technique applied was appropriate for the study, since the sample of 48 students was further subdivided into two groups, comprising of the dispositional group, and the context-dependent group. Additionally, the children used as samples were organized based on the same gender, year group, and goal orientation, to ensure that there was no disparity in the results that could arise from the difference in gender and age group. However, the results of the reliability and/or validity measurements produce some caution in the possible replication of the study, where the gender and the age group rules of pairing are not observed.

The foreseeable issue in the measurement of the result is the question of the nature of the instructions to be given to the sample students being trained to collaborate since the effectiveness of the instructions offered translates to credible results.