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How to Design and Evaluate Research in Education, 11th Edition Jack. Wallen Fraenkel (Norman. Hyun full chapter instant download
How to Design and Evaluate Research in Education, 11th Edition Jack. Wallen Fraenkel (Norman. Hyun full chapter instant download
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How to Design
and Evaluate
Research in Education
ELEVENTH EDITION
Jack R. Fraenkel
San Francisco State University
Norman E. Wallen
San Francisco State University
Helen H. Hyun
San Francisco State University
HOW TO DESIGN AND EVALUATE RESEARCH IN EDUCATION
Published by McGraw Hill LLC, 1325 Avenue of the Americas, New York, NY 10019. Copyright ©2023 by
McGraw Hill LLC. All rights reserved. Printed in the United States of America. No part of this publication may
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United States.
1 2 3 4 5 6 7 8 9 LWI 27 26 25 24 23 22
ISBN 978-1-265-18481-0
MHID 1-265-18481-X
Cover Image: (Multi-ethnic teacher and children in science lab): Kali9/E+/Getty Images
All credits appearing on page or at the end of the book are considered to be an extension
of the copyright page.
The Internet addresses listed in the text were accurate at the time of publication. The inclusion of a website does
not indicate an endorsement by the authors or McGraw Hill LLC, and McGraw Hill LLC does not guarantee the
accuracy of the information presented at these sites.
mheducation.com/highered
ABOUT THE AUTHORS
iii
To Marianne, Ava, and Jeff for all their support
iv
CONTENTS IN BRIEF
Preface xxiii
14 Single-Subject Research 294
PART 1 15 Correlational Research 324
16 Causal-Comparative Research 343
Introduction to Research 1
17 Survey Research 357
1 The Nature of Research 2
PART 5
PART 2
Glossary G-1
Index I-1
CONTENTS
Preface xxiii
vii
viii CONTENTS
Observation 400
xv
xvi LIST OF FEATURES
Table 12.5 Gender and Political Preference Table 20.4 Type of Sample 440
(Percentages) 250 Table 20.5 Threats to Internal Validity 442
Table 12.6 Gender and Political Preference Table 24.1 Basic Assumptions Underlying Action
(Numbers) 250 Research 530
Table 12.7 Teacher Gender and Grade Level Table 24.2 Similarities and Differences Between
Taught: Case 1 250 Action Research and Formal Quantitative
Table 12.8 Teacher Gender and Grade Level and Qualitative Research 536
Taught: Case 2 250 Table 25.1 References APA Style 556
Table 12.9 Crossbreak Table Showing Teacher
Gender and Grade Level with Expected
Frequencies Added (Data from Table 12.7) 251
Table 12.10 Summary of Commonly Used
FIGURES
Statistical Techniques 252 Figure 1.1 Ways of Knowing 10
Table 13.1 Effectiveness of Experimental Designs Figure 1.2 Example of Results of Experimental
in Controlling Threats to Internal Validity 274 Research: Effect of Method of Instruction on
Table 15.1 Three Sets of Data Showing Different History Test Scores 11
Directions and Degrees of Correlation 326 Figure 1.3 Is the Teacher’s Assumption
Table 15.2 Teacher Expectation of Failure and Correct? 18
Amount of Disruptive Behavior for a Sample of Figure 1.4 The Research Process 20
12 Classes 328
Figure 2.1 Some Times When Operational
Table 15.3 Correlation Matrix for Variables Definitions Would Be Helpful 32
in Student Alienation Study 331
Figure 2.2 Relationship Between Voter Gender and
Table 15.4 Example of Data Obtained in a Party Affiliation 34
Correlational Design 333
Figure 3.1 Excerpt from ERIC Journal Article 42
Table 16.1 Grade Level and Gender of Teachers
Figure 3.2 Excerpt from ERIC Document 43
(Hypothetical Data) 353
Figure 3.3 Excerpt from ProQuest Dissertations
Table 17.1 Advantages and Disadvantages of
and Theses 44
Survey Data Collection Methods 361
Figure 3.4 Excerpt from Education Full Text 45
Table 17.2 Advantages and Disadvantages
of Closed-Ended Versus Open-Ended Figure 3.5 Venn Diagrams Showing the Boolean
Questions 366 Operators AND and OR 46
Table 18.1 Quantitative Versus Qualitative Figure 3.6 Summary of Search Results 47
Research 382 Figure 3.7 Prompts for Evaluating Research
Table 18.2 Differing Philosophical Assumptions of Studies 51
Quantitative and Qualitative Researchers 384 Figure 3.8 Example of an Annotated Table 52
Table 19.1 Interviewing Strategies Used in Figure 4.1 Example of a Consent Form 64
Educational Research 407 Figure 4.2 Examples of Unethical Research
Table 19.2 Qualitative Research Questions, Practices 66
Strategies, and Data Collection Techniques 414 Figure 4.3 Example of a Consent Form for a Minor
Table 20.1 Coding Categories for Women in Social to Participate in a Research Study 68
Studies Textbooks 437 Figure 5.1 Quantitative Variables Compared with
Table 20.2 Sample Tally Sheet (Newspaper Categorical Variables 78
Editorials) 440 Figure 5.2 Relationship Between Instructional
Table 20.3 Clarity of Studies 440 Approach (Independent Variable) and
xviii LIST OF FEATURES
Figure 10.3 Example of a Negatively Skewed Figure 11.4 Distribution of Sample Means 218
Polygon 187 Figure 11.5 The 95 Percent Confidence
Figure 10.4 Two Frequency Polygons Interval 219
Compared 187 Figure 11.6 The 99 Percent Confidence
Figure 10.5 Histogram of Data in Table 10.3 188 Interval 219
Figure 10.6 The Normal Curve 189 Figure 11.7 We Can Be 99 Percent Confident 220
Figure 10.7 Averages Can Be Misleading! 191 Figure 11.8 Does a Sample Difference Reflect a
Figure 10.8 Different Distributions Compared with Population Difference? 220
Respect to Averages and Spreads 192 Figure 11.9 Distribution of the Difference Between
Figure 10.9 Boxplots 192 Sample Means 221
Figure 10.10 Standard Deviations for Boys’ and Figure 11.10 Confidence Intervals 221
Men’s Basketball Teams 194 Figure 11.11 Null and Research Hypotheses 223
Figure 10.11 Fifty Percent of All Scores in Figure 11.12 Illustration of When a Researcher
a Normal Curve Fall on Each Side of the Would Reject the Null Hypothesis 224
Mean 194 Figure 11.13 How Much Is Enough? 225
Figure 10.12 Percentages Under the Normal Figure 11.14 Significance Area for a One-Tailed
Curve 194 Test 225
Figure 10.13 z Scores Associated with the Normal Figure 11.15 One-Tailed Test Using a Distribution
Curve 195 of Differences Between Sample Means 226
Figure 10.14 Probabilities Under the Normal Figure 11.16 Two-Tailed Test Using a Distribution
Curve 197 of Differences Between Sample Means 226
Figure 10.15 Table Showing Probability Areas Figure 11.17 A Hypothetical Example of Type I and
Between the Mean and Different z Scores 197 Type II Errors 227
Figure 10.16 Examples of Standard Scores 198 Figure 11.18 Rejecting the Null Hypothesis 233
Figure 10.17 Scatterplot of Data from Figure 11.19 Power Under an Assumed Population
Table 10.8 200 Value 233
Figure 10.18 Relationship Between Family Figure 11.20 A Power Curve 234
Cohesiveness and School Achievement in a
Figure 12.1 Combinations of Data and Approaches
Hypothetical Group of Students 202 to Research 241
Figure 10.19 Further Examples of Figure 12.2 A Difference That Doesn’t Make a
Scatterplots 203 Difference! 244
Figure 10.20 A Perfect Negative Correlation! 204 Figure 12.3 Frequency Polygons of Gain Scores
Figure 10.21 Positive and Negative on Test of Ability to Explain: Inquiry and Lecture
Correlations 204 Groups 244
Figure 10.22 Examples of Nonlinear (Curvilinear) Figure 12.4 90 Percent Confidence Interval for a
Relationships 204 Difference of 1.2 Between Sample Means 245
Figure 10.23 Example of a Bar Graph 205 Figure 12.5 Scatterplots with a Pearson
Figure 10.24 Example of a Pie Chart 206 r of .50 247
Figure 11.1 Selection of Two Samples from Two Figure 12.6 Scatterplot Illustrating the Relationship
Distinct Populations 215 Between Initial Self-Esteem and Gain in Marital
Figure 11.2 Sampling Error 216 Satisfaction Among Counseling Clients 249
Figure 11.3 A Sampling Distribution of Figure 12.7 95 Percent Confidence Interval for
Means 217 r = .42 249
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Emmène-le sous les arbres, mahout, et veille à ce qu’il ait ses
épices. Bravo, toi, le chef d’entre les chefs de porteurs de défenses.
Salaam au Sirkar, et va-t’en dormir.
Ce qu’il faut faire ? Il faut que le Sahib attende que la rivière
baisse. Elle diminuera demain matin, s’il plaît à Dieu, ou le jour
suivant au plus tard. Mais pourquoi le Sahib est-il si en colère ? Je
suis son serviteur. Dieu en soit témoin, ce n’est pas moi qui ai créé
ce torrent ! Ce que je peux faire ? Ma hutte avec tout ce qu’il y a
dedans est au service du Sahib, et il commence à pleuvoir. Venez-
vous-en, Fils du Ciel. Ce n’est pas en lui lançant des injures que la
rivière baissera. Au temps jadis, les Sahibs n’étaient pas comme
cela. Le char à feu les a amollis. Au temps jadis, quand ils
s’amenaient, traînés par des chevaux, que ce fût de jour, que ce fût
de nuit, une rivière barrait-elle la route, une voiture s’asseyait-elle
dans la boue, qu’ils ne disaient rien. C’était la volonté de Dieu — pas
comme un char à feu qui va, va, et irait toujours alors même qu’il
aurait tous les diables du pays pendus à la queue. Le char à feu a
gâté le sahib. Après tout, qu’est-ce qu’un jour de perdu, ou, à tout
prendre, qu’est-ce que deux jours ? Le Sahib se rend-il à ses
propres noces, qu’il est si fort pressé ? Ho ! Ho ! Ho ! Je suis un
vieillard et ne vois que peu de sahibs. Pardonnez-moi si j’ai oublié le
respect qui leur est dû. Le Sahib n’est pas fâché ?
Ses propres noces ! Ho ! Ho ! Ho ! L’esprit d’un vieillard est
comme le numah. Fruit, bouton, fleur, ainsi que les feuilles mortes de
toutes les années du passé, fleurissent de compagnie. Le vieux et le
neuf, et ce qui s’en est allé de la mémoire, tous trois sont là !
Asseyez-vous sur la couchette, Sahib, et buvez du lait. Ou… le
Sahib, en vérité, se soucierait-il de boire mon tabac [35] ? C’est du
bon tabac, du tabac de Nuklao. Il m’a été envoyé par mon fils, qui
est au service là-bas. Buvez alors, Sahib, si vous savez vous servir
du tuyau. Le Sahib le prend en vrai musulman. Ouah ! Ouah ! Où a-t-
il appris cela ? Ses propres noces ! Ho ! Ho ! Ho ! Le Sahib dit que
les noces n’ont rien à voir là-dedans ? Mais, avec cela que le Sahib
parlerait vrai parler avec moi qui ne suis qu’un noir ? Peu étonnant,
alors, qu’il soit pressé. Trente ans j’ai battu le gong à ce gué, mais
jamais n’ai-je vu Sahib si pressé. Trente ans, Sahib ! C’est un temps
très long. Il y a trente ans, ce gué était sur le chemin des
bunjaras [36] , et j’ai vu deux mille bœufs de charge traverser en une
seule nuit. Maintenant, la voie de fer est venue, et le char à feu fait
buz-buz-buz, et cent lacks de maunds [37] à la fois glissent le long de
ce grand pont. C’est très merveilleux ; mais le gué est solitaire
maintenant qu’il n’y a pas de bunjaras à camper sous les arbres.
[35] On dit « boire une pipe » pour « fumer un
narghileh », lequel, on le sait, ne laisse passer la fumée
qu’à travers de l’eau odorante.
[36] Mot hindou qui signifie « caravanes ».
[37] Poids de l’Inde, qui équivaut à 57.143
kilogrammes.
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