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EDUCATIONAL RESEARCH

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EDUCATIONAL RESEARCH

Competencies for Analysis and Applications

TENTH EDITION

L. R. Gay

Late of Florida International University

Geoffrey E. Mills

Southern Oregon University

Peter Airasian

Boston College

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ISBN 10: 0-13-261317-4

ISBN 13: 978-0-13-261317-0

Credits and acknowledgments for material borrowed from other sources and reproduced, with permission, in this textbook

appear on appropriate page within text.

Every effort has been made to provide accurate and current Internet information in this book. However, the Internet

and information posted on it are constantly changing, so it is inevitable that some of the Internet addresses listed in

this textbook will change.

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Copyright © 2012, 2009, 2006, 2003, 2000 by Pearson Education, Inc. All rights reserved. Printed in the United States

of America. This publication is protected by Copyright and permission should be obtained from the publisher prior to

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submit a written request to Pearson Education, Inc., Permissions Department, One Lake Street, Upper Saddle River,

New Jersey 07458 or you may fax your request to 201-236-3290. Library of Congress Cataloging-in-Publication Data

Gay, L. R.

Educational research : competencies for analysis

and applications/L.R. Gay, Geoffrey E. Mills; Peter Airasian."10th ed. p. cm.

ISBN-13: 978-0-13-261317-0

ISBN-10: 0-13-261317-4

1. Education"Research. I. Mills, Geoffrey E. II. Airasian, Peter W. III. Title.

LB1028.G37 2012

370.72"dc22

2011013065

10 9 8 7 6 5 4 3 2 1

NEW TO THIS EDITION

Like the ninth edition, the tenth edition reflects a combination of both unsolicited and solicited in- put. Positive feedback suggested aspects of the text that should not be changed"the writing style and the focus on ethical practice, for example. Those aspects remain. However, we wanted to provide something unique for the readers of the tenth edi- tion, so we created the new Digital Research

Tools for the 21

st

Century feature. This recur-

ring feature introduces novel tools and methods researchers canuse to make the process of doing research easier or more efficient, such as using speech recognition programs to save time transcrib- ing interviews ( Chapter 15 ), using flip cameras and Skype to collect qualitative data ( Chapter 14 ), and using management programs to organize citations ( Chapter 21 ). In addition, we have included sum- mary tables at the beginning of all the methods chapters that outline all of the important character- istics of the method, such as steps in the process and potential challenges associated with it. In ad- dition, users requested an update of some of the journal articles contained in the text so you will see new articles used in Chapters 1 and 22 .

Content changes reflect the inclusion of new

topics and the expansion or clarification of exist- ing topics. There are many improvements in this edition, and we describe the more significant high- lights here: A new section has been added to Chapter 1 called The Continuum of Research PhilosophiesŽ that addresses the context, history, and philosophy behind research and how it connects to current research practices. In Chapter 1 , the discussion of ethical guidelines for qualitative researchers has been updated and expanded to help qualitative researchers prepare for potential ethical dilemmas encountered in conducting intimate, field-based research. Chapter 2 includes a new section and figure on conceptualizing research questions that provides researchers with improved guidelines

Preface

for identifying a research problem and understanding the relationships between problem identification, hypothesis writing, andthe development of research questions. Chapter 3 has undergone significant revision because of the way technology has affected the literature review process. Changes include a Digital Research Tools feature on Google

Book and Google Scholar, a new section on

the evaluation of Internet sources, and step- by-step directions for an ERIC EBSCO search that maximizes the power of university library consortium agreements to identify fully online journal articles.

The chapters on Descriptive and Inferential Statistics (12 and 13) have been updated to reflect new versions of SPSS and Excel.

In addition, we have added new tables and

figures throughout the text. Every chapter has been edited and updated. References have been updated.

PHILOSOPHY AND PURPOSE

This text is designed primarily for use in the

introductory course in educational research that is a basic requirement for many graduate programs. Because the topic coverage of the text is relatively comprehensive, it may be easily adapted for use in either a senior-level undergraduate course or a more advanced graduate-level course.

The philosophy that guided the development

of the current and previous editions of this text was the conviction that an introductory research course should be more oriented toward skill and applica- tion than toward theory. Thus, the purpose of this text is for students to become familiar with research mainly at a how-toŽ skill and application level. The authors do not mystify students with theoreti- cal and statistical jargon. They strive to provide a down-to-earth approach that helps students acquire the skills and knowledge required of a competent consumer and producer of educational research. The emphasis is not just on what the student knows but also on what the student can do with what he or she knows. It is recognized that being a v vi

PREFACE

goodŽ researcher involves more than the acquisi- tion of skills and knowledge; in any field, important research is usually produced by those who through experience have acquired insights, intuitions, and strategies related to the research process. Research of any worth, however, is rarely conducted in the absence of basic research skills and knowledge.

A fundamental assumption of this text is that the

competencies required of a competent consumer of research overlap considerably with those required of a competent producer of research. A person is in a much better position to evaluate the work of others after she or he has performed the major tasks involved in the research process.

ORGANIZATION AND STRATEGY

The overall strategy of the text is to promote

students attainment of a degree of expertise in research through the acquisition of knowledge and by involvement in the research process.

Organization

In the tenth edition, Part I includes discussion of the scientific and disciplined inquiry approach and its application in education. The main steps in the research process and the purpose and methods of the various approaches to research are discussed. In Part I, each student selects and delineates a re- search problem of interest that has relevance to his or her professional area. Throughout the rest of the text, the student then simulates the procedures that would be followed in conducting a study designed to investigate the problem; each chapter develops a specific skill or set of skills required for the ex- ecution of such a research study. Specifically, the student learns about the application of the scientific method in education and the ethical considerations that affect the conduct of any educational research ( Chapter 1 ), identifies a research topic and formu- lates hypotheses ( Chapter 2 ), conducts a review of the related literature ( Chapter 3 ), develops a research plan ( Chapter 4 ), selects and defines sam- ples ( Chapter 5 ), and evaluates and selects mea- suring instruments ( Chapter 6 ). Throughout these chapters are parallel discussions of quantitative and qualitative research constructs. This organization, with increased emphasis on ethical considerations

in the conduct of educational research and the skills needed to conduct a comprehensive review of related literature, allows the student to see the similarities and differences in research approaches and to understand more fully how the nature of the research question influences the selection of a research method. Part II includes description and discussion of different quantitative research meth-ods and the data collection and analysis needs of each. Part III includes two chapters devoted to the statistical approaches and the analysis and interpre-tation of quantitative data. Part IV includes quali-tative research methods, differentiating between approaches and describing the collection, analysis, and interpretation of qualitative data. PartV is dedi-cated to the discussion, application, and analysis of mixed methods research designs. Part VI focuses on the design and implementation of action re-search and presents the dialectic action research spiral as a model for conducting such research. Part VII focuses on helping the student prepare a research report, either for the completion of a

degree requirement or for publication in a refereed journal. Finally, in Part VIII, the student applies the skills and knowledge acquired in Parts I through

VII and critiques a research report.

Strategy

This text represents more than just a textbook

to be incorporated into a course; it is a total in- structional system that includes stated learning outcomes, instruction, and procedures for evalu- ating each outcome. The instructional strategy of the system emphasizes the demonstration of skills and individualization within this structure. Each chapter begins with a list of learning outcomes that describes the knowledge and skills that the student should gain from the chapter. In many instances, learning outcomes may be assessed ei- ther as written exercises submitted by students or by tests, whichever the instructor prefers. In most chapters, a task to be performed is described next.

Tasks require students to demonstrate that they

can perform particular research functions. Because each student works with a different research prob- lem, each student demonstrates the competency required by a task as it applies to his or her own problem. With the exception of Chapter 1 , an indi- vidual chapter is directed toward the attainment of only one task (occasionally, students have a choice between a quantitative and qualitative task). vii

PREFACE

in class and save instructors preparation and grading time, these assignable exercises give students opportunities to apply class content to research scenarios. (Correct answers for these assignments are available to the instructor only.) Building Skills for Reading Research These exercises help students develop skills that are essential for understanding and carrying out research.

Study Plan A MyEducationLab Study Plan consists

of multiple-choice assessments tied to learning outcomes, supported by study material. A well- designed Study Plan offers multiple opportunities to fully master required course content as identified by learning outcomes: € Learning Outcomes for each topic give students targets to shoot for as they read and study. € Multiple Choice Assessments assess mastery of the content. These assessments are mapped to learning outcomes, and students can take the multiple-choice posttests as many times as they want. Not only do these assessments provide overall scores for each outcome, but they also explain why responses to particular items are correct or incorrect. € Study Material: Review, Practice, and Enrichment give students a deeper understanding of what they do and do not know related to topic content. This material includes activities that include hints and feedback.

Visit www.myeducationlab.com for a demonstra-

tion of this exciting new online teaching resource.

The following resources are available for in-

structors to download at www.pearsonhighered .com/educators :

Online Instructor"s Manual

with Test Bank and MyTest The Instructors Manual with Test Bank contains suggested activities, strategies for teaching each chapter, selected resources, and test items. Sug- gestions are based on personal experience with teaching the course and conducting research. In addition, the more than 700 test items represent a variety of levels of multiple-choice items. New test items have been added to reflect text additions. Of- fered along with the Instructors Manual with Test Bank is the Pearson MyTest , a powerful assessment Text discussion is intended to be as simple and straightforward as possible. Whenever feasible, procedures are presented as a series of steps, and concepts are explained in terms of illustrative ex- amples. In a number of cases, relatively complex topics or topics beyond the scope of the text are presented at a very elementary level, and students are directed to other sources for additional, in-depth discussion. There is also a degree of intentional repetition; a number of concepts are discussed in different contexts and from different perspectives. Also, at the risk of eliciting more than a few groans, an attempt has been made to sprinkle the text with touches of humor"a hallmark of this text spanning three decades"and perhaps best captured by the pictures and quotes that open each chapter. Each chapter includes a detailed, often lengthy summary with headings and subheadings directly parallel to those in the chapter. The summaries are designed to facilitate both the review and location of related text discussion. Finally, each chapter (or part) concludes with suggested criteria for evaluating the associated task and with an example of the task produced by a former introductory educational research student. Full-length articles, reprinted from the educational research literature, appear at the ends of all chapters presenting research methods and serve as illustra- tions of real-lifeŽ research using that methodology.

SUPPLEMENTARY MATERIALS

A number of supplementary materials are available

to complement the text:

MyEducationLab

Prepare with the Power of Practice

MyEducationLab is an online learning tool that pro- vides contextualized interactive exercises and other resources designed to help develop the knowledge and skills researchers need. All of the activities and exercises in MyEducationLab are built around essen- tial learning outcomes. The website provides opportu- nities to both study course content and to practice the skills needed to understand and carry out research.

For each topic covered in the course, students

will find most or all of the following features and resources:

Assignments and Activities Designed to enhance

student understanding of concepts covered viii

PREFACE

A few words of thanks are in order here. For the

past 15 years I have been fortunate to work with Kevin Davis, Vice President and Publisher at Pear- son. Kevin gave me my textbook start in 1997 when he offered me a contract to write Action Research:

A? Guide for the Teacher Researcher (now in its

fourth edition). Kevin has taught me a great deal about writing, and I will always be indebted to him for trusting me with stewardship of this wonderful text. I am particularly thankful to Kevin for step- ping in to take over the production of the text late in the process, and as usual, will benefit from his selection of a cover for the text!

Also at Pearson, Christina Robb ably shepherded

the manuscript through development and produc- tion, kept me from falling behind, pushed me to think critically about Digital Research Tools for the 21
st Century, and helped me see the light at the end of the tunnel. An author does not take on the task of a major revision of a text of this magnitude without the commitment and support of excellent editors. Kevin and Christie were instrumental in the development of this edition and I sincerely thank them for their pro- fessionalism, patience, caring, and sense of humor.

I believe that I have made a positive contribu-

tion to this text, now my third edition, and added to the wisdom of earlier editions by L. R. Gay and Peter Airasian. Long-time users of the text will still hearŽ Lorrie Gays voice throughout the text, but increasingly there is an Aussie accent and sense of humor creeping its way into the pages!

I wish to thank my friend and colleague

Dr. Ken Kempner (Southern Oregon University)

for his thoughtful work on revising the descriptive and inferential statistics chapters and feedback on other quantitative chapters in the text.

Finally, I want to thank my best friend and wife,

Dr. Donna Mills, and my son, Jonathan, for their

love, support, and patience. Their commitment to my work is always appreciated and never taken for granted. The completion of this edition signals a new era in my life as my son Jonathan starts his college career and Donna and I consider an empty nest.Ž I suggested to Jonathan that one day he may want to take over my books. It is safe to say that he was less than excited by the prospect"perhaps I should try again once he completes his undergraduate degree!

Geoff Mills

Southern Oregon University generation program that helps instructors easily create and print quizzes and exams. Questions and tests are authored online, allowing flexibility and the ability to efficiently create and print assessments anytime, anywhere. Instructors can access Pearson MyTest and their test bank files by going to www.

pearsonmytest.com to log in, register, or request access. MyTest also enables instructors to easily convert the test bank into BlackBoard and WebCT formats.

Online PowerPoint Slides

PowerPoint® slides include key concept summaries and other graphic aids to help students understand, organize, and remember core concepts and ideas.

Computer Simulation Software

Simulations in Educational Psychology and Research, version 2.1 (0-13-113717-4), features five psycholog- ical/educational interactive experiments on a CD-

ROM. Exercises and readings help students explore

the research concepts and procedures connected to these experiments. Qualitative and quantitative de- signs are included. Instructors should contact their local Pearson sales representatives to order a copy of these simulations.

ACKNOWLEDGMENTS

I sincerely thank everyone who provided input

for the development of this edition. The following individuals made thoughtful and detailed sugges- tions and comments for improving the tenth edition:

Anne E. Cook, University of Utah; Steven Harris,

Tarleton State University; Beverly M. Klecker, More- head State University; Larry R. Price, Texas State University; Graham B. Stead, Cleveland State Univer- sity. These reviewers contributed greatly to the tenth edition and their efforts are very much appreciated.

This edition benefited from the efforts of two

editors: Kevin Davis and Paul Smith. Paul Smith (Vice President/Editor-in-Chief, Pearson Teacher Education) took over the editors role from Kevin, and then relinquished the role when he changed jobs late in the development process. Fortunately for me, Kevin was waiting in the wings to finish thequotesdbs_dbs24.pdfusesText_30

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