Ee 5101 f introductory education research
This presentation is the property of its rightful owner.
Sponsored Links
1 / 36

EE-5101-F INTRODUCTORY EDUCATION RESEARCH PowerPoint PPT Presentation


  • 44 Views
  • Uploaded on
  • Presentation posted in: General

EE-5101-F INTRODUCTORY EDUCATION RESEARCH. research. Group F HJH NURHAFIZAH IZZATI HJ MARALI (11M8067) SYAZWINA BINTI HJ MAHMOD (11M8068) MAS HANI BINTI MURAH (11M8144) DIDINAWATI BINTI HJ ZUNAIDI (11M8131) SAFIAH BINTI HJ YAKUP (11M8129). Outlines:. Titles of articles :.

Download Presentation

EE-5101-F INTRODUCTORY EDUCATION RESEARCH

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


Ee 5101 f introductory education research

EE-5101-F INTRODUCTORY EDUCATION RESEARCH

research

Group F

HJH NURHAFIZAH IZZATI HJ MARALI (11M8067)

SYAZWINA BINTI HJ MAHMOD (11M8068)

MAS HANI BINTI MURAH (11M8144)

DIDINAWATI BINTI HJ ZUNAIDI (11M8131)

SAFIAH BINTI HJ YAKUP (11M8129)


Outlines

Outlines:


Titles of articles

Titles of articles:


Ee 5101 f introductory education research

Titles of articles:


Purpose of the studies

Purpose of the studIES


Purpose of the studies1

Purpose of the studIES


Methodology

methodology


Participants

participants

  • - 5 boys and 2 girls between the of aged 8 – 10 years old.

  • - 5 year old boy

  • - 11 members of IEP team


Data analysis

Data analysis

  • Case Study 1

    • Emicperspective:

      • No participants’ view were recorded or found in the article.

    • Etic perspective:

      • It is the author/researcher’s opinion (from the summary of findings) that the TI-83 Plus graphing calculator can be used for both numerical and graphical procedures.

      • Graphing calculator helps to ensure that a student’s mathematical ability is used to the fullest.


Data analysis1

Data analysis

  • Case Study 2

    • Only test results of students who took both the pre-test and post-test were used for analysis.

    • The results were collected by looking at:

      • The mean scores of the pre-test and post-test,

      • The normalized gain to see the effectiveness of the intervention,

      • The Repeated Measures ANOVA to see if the FMCE performance of the two groups are significantly different.


Ee 5101 f introductory education research

Mean Scores.

Pre-test

Post-test


Ee 5101 f introductory education research

Results from Preliminary Investigation

Results

from the

study


Ee 5101 f introductory education research

Average Normalized Gain.

  • Introduced by Hake (1998) as a way to analyse the effectiveness of a teaching method measured by diagnostic tests such as FCI or FMCE.

  • It is the ratio of an actual average gain and a maximum possible average gain.


Ee 5101 f introductory education research

<g> Ranges.

0 - 0.3 : Low Gain

0.3 - 0.7 : Medium Gain

0.7 - 1.0 : High Gain


Ee 5101 f introductory education research

Average Normalized Gain.


Ee 5101 f introductory education research

Normalized change.

  • Proposed by Marks and Cummings (2007) to solve the problem of getting negative gain.


Ee 5101 f introductory education research

Control Group (TI)


Ee 5101 f introductory education research

Treatment Group (PISI)


Ee 5101 f introductory education research

Repeated Measures ANOVA.

  • Use to compare the change running from pre-test to post-test.


Data analysis2

Data analysis

  • Case Study 3

    • Among the three interview subject, Allison was the only child who solved all 8 interview questions successfully.

    • She displayed the characteristics of a ‘visualize’ or ‘geometric ‘type showing the tendency to visualize the problem situation.

    • The interview with Allison revealed salient features in her thinking processes while solving mathematical word problems.


Data analysis3

Data analysis

  • Characteristics trait is visualizing the problem situation:

    • She does so in her head only for questions that she has encountered in a similar context before.

    • For questions that are new to her, she will visualize through drawing diagrams (detailed or sketchy) on paper to help her think through the problem context.

    • She is able to make the connection between a previously solved problem and transfer the previous solution in the current problem situation.


Data analysis4

Data analysis

  • Characteristics trait is visualizing the problem situation:

    • The interviewer noticed that Allison always wrote down mathematical statements after already obtaining the solution from the diagram.

    • Bishop (1989) cautioned that a child’s preference for solving problems, whether using visual methods or non-visual ones, may be influenced by the classroom teacher’s problem solving style.

    • Here, Allison learns to conform to her mathematics teacher’s expectation that all solutions should be accompanied by mathematical statements.


Data analysis5

Data analysis

  • Case Study 4

    • Routine process logs were taken and analysed in order to check the correlation between specific activities, interactions, elements in nature and the group and individual processes.

    • Data were then analysed and categorised in order to explore the meaning within the overall context of the work.

    • Established principles were used in order to form and support the construction of theory (McLeod, 2002, 2003).

    • After the data were analysed, using Reason’s collective inquiry principles (McLeod, 2002; Reason, 1994), a draft paper was sent to the group facilitators for their reactions which were then integrated in the writing of this article.


Data analysis6

Data analysis

  • Case Study 5

    • The field notes reflect thin threads of tentative hypotheses that may represent either emerging patterns or snags that may require further examination.

    • It shows that it is an emic approach because it allows participants and data to 'speak' to the researcher and allow new patterns to emerge.


Similarities and differences

Similarities and differences


Outlines1

Outlines:


Case study

CASE STUDY

  • DEFINITION:

  • Yin (1984): Case study research is an empirical inquiry that investigates a contemporary phenomenon within real-life context.

  • Gillham (2000): A case study is one which investigates on individual or a community.


Types of case study

TYPES OF CASE STUDY


Ee 5101 f introductory education research

  • Exploratory case studies set to explore any phenomenon in the data which serve as a point of interest to the researchers.


Ee 5101 f introductory education research

Descriptive case studies is to describe the natural phenomena which occur within the data in question.


Ee 5101 f introductory education research

Explanatory case studies examine the data closely both at a surface and deep level in order to explain the phenomena in the data.


How to conduct case study

How to conduct CASE STUDY?


Strengths of case study

STRENGTHS OF CASE STUDY


Limitations of case study

LIMITATIONS OF CASE STUDY


References

References

  • Berger, R. (2006). Using contact with nature. Creativity and rituals as a therapeutic medium with children with learning difficulties: a case study. Emotional and Behavioural Difficulties. Vol. 1, 2, 135-146.

  • DechaSuppapittayaporn, NarumonEmarat, and Kwan Arayathanitkul (2010). The Effectiveness of Peer Instruction and Structured Inquiry on Conceptual Understanding of Force and Motion: A Case Study in Thailand. Research in Science and Technological Education. Vol.28 (1), 63-79.

  • Gillham, B. (2000). Case Study Research Methods. London: PastonPrePress Ltd.

  • Ho Siew Yin (2007). Allison: A Case Study of Spatial Visualization in Mathematical Problem Solving. EARCOME4, UniversitiSains Malaysia.

  • Jeyaletchumi (2007).Graphing Calculators and Assessment : A Case Study. EARCOME4, UniversitiSains Malaysia.

  • PalenaNaela, ShyamThapa. Preparing A case study: A Guide for Designing and conducting a case study for Evaluation Input. Retrieved on March 11, 2012 from http://www.pathfind.org/site/DocServer/m_e_tool_series_case_study.pdf

  • Ruppar, A.L. & Gaffney, J.S. (2011). Individualized Education program Team Decisions: A Preliminary Study of Conversations, Negotiations, and Power. Research & Practice for Persons with Severe Disabilities. Vol.36 (1-2), 11-22.

  • ZaidahZainal (2007). Case Study as A Research Method. JurnalKemanusian. Vol. 9, 1-5.


Ee 5101 f introductory education research

THANK YOU FOR LISTENING


  • Login