Studying the Methods of Statistics - Coursework Example

Research Methods - Critiques s Research Methods - Critiques Part one Descriptive Statistics Descriptive statistics is a discipline that helps in describing the main features for the collected data. Descriptive data is also used to analyze the population under study. It aims at summing up a research sample to explain and understand the population under study. 2. Inferential statistics Inferential statistics revolve around making assumption or inferences on the population under study through observation and analyses of the selected sample. The results acquired from the sample are used to summarize the features of the entire studied population. 3. Normal distribution Normal distribution is a statistical data distribution pattern of various natural occurrences such as height and length of the object under study, blood pressure, and weight. Normal distribution forms the main peak for the calculation of the average mean of a data. 4. Standard Deviation Standard deviation is used to demonstrate the existing variation from the average value. It measures the dispersion of data from its mean. It is in most cases calculated as the square root of variance. 5. Correlation Correlation is used to explain the existing relationship between two or more phenomena. Correlation is also used to refer to statistical relationship between two independent variables. 6. Correlation Coefficient Correlation Coefficient is used to study the direction and strengths of the existing linear relations between variables that are divided by standard deviations and defined in terms of covariance. 7. Confidence interval Confidence interval is used to explain the dependability of the population estimates. It is also an interval estimate of population parameter (Smithson, 2003). 8. Type I error Type I error is the significance level of tested hypothesis. Type I error takes place when a researcher rejects a true hypothesis. 9. Type II error Type II error takes place when researchers rejects a true alternative hypothesis. Type II error is denoted by beta. Part two Step 1: The Problem a. Is the problem clearly and concisely stated? Yes. The research problem is concisely and clearly stated as it explains that, the study is seeking to examine the advantages and drawback of both on-line courses and traditional in-class courses. b. Is the problem adequately narrowed down into a researchable problem? Yes. Despite giving the general overview of the current situation in education sector, the research problem is further narrowed down into examining the significance of on-line course over traditional in-class courses in students’ performances. c. Is the problem significant enough to warrant a formal research effort? Yes. Taking into account the ever increasing measures to introduce on-line courses in expense of traditional in-class courses in learning systems, there is as a result significant demands to warrant formal research effort. d. Is the relationship between the identified problem and previous research clearly described? Yes. The researcher has offered numerical figure from previous studies on the cost of traditional in-class courses and the subsidized cost of modern on-line education. Step 2: Literature Review a. Is the literature review logically organized? Yes. The literature review starts with the general overview of the current situation in the education sector then, it narrows down to specific research needs as well as the intension and aim of the study. Therefore, the arrangement follows the requirements in a scientific research. b. Does the review provide a critique of the relevant studies? Yes. In the analyses, the researcher has questioned the comparability and quality of the method used by previous researchers to examine the advantages of on-line courses over conventional in-class courses. c. Are gaps in knowledge about the research problem identified? No. the researcher has only offered an overview observation of the research problem and findings from other researchers but had failed to provide the existing gap between the research problems. d. Is important previous research studies relevant to the topic included in the literature review? Yes. Previous researches have played an incredibly critical role in providing the current status in education sectors. Previous researches have as well offered an idea of what the researcher should expect at the end of the study. e. Are all cited works included in the reference list? Yes. Correct and scientific citation is very essential for a scientific research. f. Are all works included in the reference list cited in the literature review or elsewhere in the report? Yes. The reports have included all work in the reference list. Step 3: Theoretical or Conceptual Framework a. Is the theoretical framework easily linked with the problem (or does it seem forced)? Yes. There is a strong linkage between the theoretical framework and research problem. As a result, the theoretical framework has played an essential role in answering the research question. b. If a conceptual framework is used, are the concepts adequately defined, and are the relationships among these concepts clearly identified? No. The researcher has failed to adequately define the terms and concepts used in the research. As a result of lack of clear definition of the terms applied in the research, the researcher has to some extent failed to offer an effective relationship between different concepts (Schulman and Sims, 1999). Step 4: Research Variables a. Are the independent and dependent variables operationally defined? Yes. In the study, the on-line courses and traditional in-class courses were operationally defined as independent variables while students’ performance was defined as dependent variable. b. Are any confounding variables present? No. All variables in the research are clear and significant to the study. Step 5: Hypotheses a. Are the hypotheses clear, testable, and specific? Yes. The research hypothesis is clear and specific as it seek to explain the differences in performances between students who undergo on-line training and those who undergo traditional in-class course. The hypothesis is also testable as the researcher has provided various researches to test the hypothesis. b. Does each hypothesis describe a predicted relationship between two or more variables included in each hypothesis? Yes. The traditional in-class courses are associated with low performance while the modern on-line course is linked with high performance. c. Do the hypotheses flow logically from the theoretical or conceptual framework? Yes. The research has offered a logical flow from the existing theoretical perception on both traditional and modern courses on students’ performance to conceptual application and test for theories. Step 6: Sampling a. Is the sample size adequate? Yes. The researcher sampled a significant number of the total students’ population enrolled for both on-line and traditional in-class course. b. Is the sample representative of the defined population? Yes. The collected sample represented students who studied through online courses and students who relied on conventional method. c. Is the method for selection of the sample appropriate? No. Using voluntary sampling method is scientifically inappropriate for qualitative study. d. Is any sampling bias in the chosen method acknowledged? No. No student was forced to participate in the study e. Are the criteria for selecting the sample clearly identified? No. The study only indicates that, participation was optional but the criterion used is not clearly indicated in the study. Step 7: Research Design a. Is the research design adequately described? Yes. The research compared the performances of the students who were enrolled in traditional in-class course and students enrolled in on-line courses. b. Is the design appropriate for the research problem? Yes. The design applied in the study is one of the best methods appropriate in answering the research question and to test the hypothesis in this study. c. Does the research design address issues related to the internal and external validity of the study? Yes. The research ensured that, both the online and in-class students were taught by one teacher. Step 8: Data Collection Methods a. Are the data collection methods appropriate for the study? Yes. The data collection method was in a position to offer appropriate data for both online students and traditional in-class students’ performances. b. Are the data collection instruments described adequately? Yes. The researcher designed pretests to examine students’ level of knowledge before the start of the course and posttest to examine students’ knowledge level at the end of the course. c. Do the measurement tools have reasonable validity and reliability? Yes. The pretests and posttest tools are reliable and valid as it is based on student’s unbiased performances. Step 9: Data Analysis a. Is the results section clearly and logically organized? Yes. The section starts by comparing the differences between pretest results and posttest results. Then, the first step is followed by the analyses of pretest results of the two groups and finally, comparing the posttest scores of both in-class and online students. b. Is the type of analysis appropriate for the level of measurements for each variable? Yes. The analyses method used is appropriate as it offered a very broad examination of each variable under study. c. Are the tables and figures clear and understandable? Yes. The figures used in the study regarding students’ performances are understandable and very clear to interpret. d. Is the statistical test the correct one for answering the research question? Yes. The statistical test applied in this study has provided clear answers to the research question that seeks to understand the advantages of online course over in-class traditional course. Step 10: Interpretation and Discussion of the Findings a. Does the investigator clearly distinguish between actual findings and interpretations? Yes. The investigator has offered a very clear interpretation of the actual figure collected in the research. The researcher has as result compared the data collected with the available literatures contents. b. Are the interpretations based on the data obtained? Yes. The researcher has used the collected data to compare the performances of both the online and in-class course students. c. Are the findings discussed in relation to previous research and to the conceptual/theoretical framework? Yes. The findings discusses is used extensively to justify and confirm the previous researches as well as in approving the studied theoretical framework. d. Are all generalizations warranted and defended? Yes. The researcher generalization is warranted as it is defended by the collected data. e. Are the limitations of the results identified? Yes. The findings are limited by the small number of students who are enrolled in research courses. f. Are implications of the results discussed? No. the researcher does not offer the long term impacts of the significant advantages of online courses as opposed to conventional in-class courses. g. Are recommendations for future research identified? Yes. The researcher has recommended for further research to examine the effectiveness of online instructions. h. Are the conclusions justified? Yes. The research conclusion is based on the research findings thus making them justifiable. References Schulman, A. & Sims, R. L. (1999). Learning in an online format versus an in-class format: An experimental study. T.H.E Journal. (Online), June, 1999. Retrieved April 15, 2000 from http://thejournal.com/articles/1999/06/01/learning-in-an-online-format-versus-an-inclass format-an-experimental-study.aspx Smithson, M. (2003). Confidence intervals. Quantitative Applications in the Social Sciences Series. Belmont, CA: SAGE Publications Read More