Task 1
For each of the following sample research topic statements, determine if the study is qualitative or quantitative (could it be either? Could it be both/mixed?). Next, write two research questions which explore some aspect of the topic.
Topic #1: The purpose of the current study is to determine whether there are differences in academic performance of international university students in the U.S. based on whether they had any experience traveling or living abroad prior to beginning their studies in the U.S.
Quantitative, qualitative, either, both?
Research Question #1:
Research Question #2:
Topic #2: It is well known that adjusting to life in a foreign culture is difficult. This purpose of this study is to describe the typical first-year experience of international businesspersons who have been sent by their companies to live and work in the U.S.
Quantitative, qualitative, either, both?
Research Question #1:
Research Question #2:
Topic #3: Researchers debate the effectiveness of using captioning to aid in comprehension of listening texts (e.g., speeches, movies) among English Language Development students. The purpose of this study is to compare the listening comprehension abilities of middle school ELD students who view a video either with or without captioning.
Quantitative, qualitative, either, both?
Research Question #1:
Research Question #2:
Topic #4: As people get older and gain life experience, their perception of the usefulness of going back to school for an undergraduate degree changes. The purpose of this study is to explore the usefulness of a college degree by students in their 30s, 40s, and 50s.
Quantitative, qualitative, either, both?
Research Question #1:
Research Question #2:
Topic #5: The purpose of this study is to compare ability in fine motor skills among kindergarten students before and after a training session using Play-Doh® in finger manipulation exercises.
Quantitative, qualitative, either, both?
Research Question #1:
Research Question #2:
Task 2
Hundreds of SAT preparation programs exist to help high school students prepare to take the test and to improve their test scores. For each of the following research questions related to SAT preparation programs, state a null hypothesis, a non-directional hypothesis, and a directional hypothesis.
Research Question #1: Do the SAT scores of students who take the “Improve SAT Now!” preparation course for one hour daily for two weeks differ from the scores of students who take the intensive one weekend SAT program?
Directional hypothesis =
Non-directional hypothesis =
Null hypothesis =
Research Question #2: Are there differences in SAT scores between students who take the “Improve SAT Now!” preparation course from specially trained instructors and students who take the program from non-specialist instructors?
Directional hypothesis =
Non-directional hypothesis =
Null hypothesis =
Research Question #3: In students who take the SAT two times, is there an increase in the second scores of students who have taken the “Improve SAT Now!” course when compared with the second scores of those students who have not taken the course?
Directional hypothesis =
Non-directional hypothesis =
Null hypothesis =
Task 3
In each item below, you are given a brief description of participants (P), an independent variable (IV), and a dependent variable (DV). For each item, write a null, a directional, and a non-directional hypothesis.
Item #1:
P = Incoming freshman high school students
IV = Intensive orientation on “the high school experience”
DV = Grades in freshman year courses
Null hypothesis:
Directional research hypothesis:
Non-directional hypothesis:
Item #2:
P = 2nd grade students
IV = Type of assessment (short answer vs. multiple choice)
DV = Retention of English vocabulary
Null hypothesis:
Directional research hypothesis:
Non-directional hypothesis:
Item #3:
P = University students
IV = Instruction using TED talks to supplement a critical thinking course
DV = Confidence in engaging in discussions in other courses
Null hypothesis:
Directional research hypothesis:
Non-directional hypothesis:
Item #4:
P = High school “at risk” students
IV = Type of methodology used in U.S. history course (interactive vs. non-interactive)
DV = Score on history achievement exams
Null hypothesis:
Directional research hypothesis:
Non-directional hypothesis: