research methods, computer science homework help

  

This is the fourth research project assignment for this course (NOTE: The research project builds on itself each week and will culminate with your final research proposal submission during Week 7). Remember that the cumulative project assignments constitutes a research proposal for your selected research problem, and therefore, you should abide by the guidelines given on page 118-120 of your textbook regarding the organizing and writing your research proposal.In Week 2, you submitted project assignment 2 , in which you included a description of your selected quantitative research problem. I responded to most of you regarding your submission. Keep your modified presentation of the your research problem following the directions given in project assignment 2 till you include it as section I in the cumulative research proposal submission in week 7.In Week 3, you wrote a literature review for your research proposal project in which you included an annotated bibliography for your study using scholarly sources. That project assignment (assignment 3) will serve as your section II of the cumulative research proposal project. This week you will work on section III of the cumulative research proposal project: For your selected quantitative research problem, you need to include the quantitative approach comprising of : The data and the treatment of the data.This week we study chapters 6 and 7 in which we learn two groups of Quantitative designs. In chapter 6 we covered Descriptive Research, this category of research designs involves either identifying the characteristics of an observed phenomenon or possible associations among two or more phenomena. In Chapter 7, we covered another category of designs called experimental designs that are used for identifying cause-effect relationships. Next week we study Chapter 9: Strategies for analyzing Quantitative data. This week, use your understanding of the quantitative designs given in chapters 6 and 7 to identify the appropriate design for your own research problem. Next week, you use your understanding of the statistical techniques discussed in chapter 8 regarding the analysis of quantitative data and complete Project assignment 5. In Week 7, you will modify all your project assignments and put them together in the comprehensive Research Proposal Project.Week 5 (Project Assignment 4) includesYour justification for selecting a Quantitative research approach. Discusses which quantitative design method will be used and why it is suitable. If you have selected one of the descriptive research designs discussed in chapter 6, you need to justify your selection, answer four questions related to your data including the methods of collecting them and the sampling technique to be used. If your research problem involves a cause and effect relationship, you need to identify what experimental research design to be used to study the relation.For each subproblem: the data needed, the means for obtaining the data and the sampling procedure to be used.Data collection strategies.Note: The presentations that you have in sections III and IV are part of the course research proposal project. Therefore, no actual data are collected and hence no actual analysis of the data is performed and no results are to be presented. If you copy and paste any data, analysis, and results from another study, this will imply your complete misunderstanding of the research requirements and hence no credit will be given for both sections III and IV.below attached 6 and 7 lessons and my follow up research papper
0133741893_ch_06pp.pptx

cmp551_dandu_m__project___assignment_2.docx

Unformatted Attachment Preview

Practical Research
11th edition
Paul D. Leedy & Jeanne Ellis Ormrod
Chapter 6
Descriptive
Research
Copyright © 2016, 2013, 2010 by Pearson Education, Inc. All Rights Reserved
Descriptive Research Designs
•
•
•
•
Observation studies
Correlational research
Developmental design
Survey research
Practical Research: Planning & Design, 11th Edition
Leedy & Ormrod
Copyright © 2016, 2013, 2010 by Pearson
Education, Inc.
All Rights Reserved
Quantitative Observation Studies
• Involve humans, other animals, plants,
nonliving objects
• Focus is limited, prespecified
• Quantify behavior
• Require planning, attention to detail,
and time
• Provide a quantitative alternative to
qualitative approaches
Practical Research: Planning & Design, 11th Edition
Leedy & Ormrod
Copyright © 2016, 2013, 2010 by Pearson
Education, Inc.
All Rights Reserved
Maintaining Objectivity in
Observation Studies
• Define the behavior precisely and
concretely
▪ Should be easily recognized
• Divide the observation period into small
segments
▪ Record whether the behavior does or
does not occur
Practical Research: Planning & Design, 11th Edition
Leedy & Ormrod
Copyright © 2016, 2013, 2010 by Pearson
Education, Inc.
All Rights Reserved
Maintaining Objectivity in
Observation Studies
• Use a rating scale to evaluate the
behavior in terms of specific
dimensions
▪ Have people rate the same behavior
independently
• Train the raters to use specific criteria
until consistent ratings are obtained
Practical Research: Planning & Design, 11th Edition
Leedy & Ormrod
Copyright © 2016, 2013, 2010 by Pearson
Education, Inc.
All Rights Reserved
Correlational Research
• Examines the extent to which differences
in one variable are related to differences
in other variables
• Researchers gather data about two or
more characteristics for a particular group
to see if these characteristics are
interrelated
Practical Research: Planning & Design, 11th Edition
Leedy & Ormrod
Copyright © 2016, 2013, 2010 by Pearson
Education, Inc.
All Rights Reserved
Correlational Research
• Scatter plots show the overall pattern and
describe the interrelationship
• Correlation does not, in and of itself,
indicate causation
Practical Research: Planning & Design, 11th Edition
Leedy & Ormrod
Copyright © 2016, 2013, 2010 by Pearson
Education, Inc.
All Rights Reserved
Developmental Designs
• Cross-sectional study: people from
several different groups are sampled
and compared
• Longitudinal study: a single group of
people is followed over time, and data
are collected at various times
Practical Research: Planning & Design, 11th Edition
Leedy & Ormrod
Copyright © 2016, 2013, 2010 by Pearson
Education, Inc.
All Rights Reserved
Pros and Cons: Cross-sectional vs
Longitudinal Study
• Cross-sectional studies:
▪ Pro
• All the data can be collected at one time
▪ Con
• Different populations may represent
different life experiences (threat to
internal validity)
Practical Research: Planning & Design, 11th Edition
Leedy & Ormrod
Copyright © 2016, 2013, 2010 by Pearson
Education, Inc.
All Rights Reserved
Pros and Cons: Cross-sectional vs
Longitudinal Study
• Longitudinal studies:
▪ Pro
• Correlations between characteristics at
different times can be computed
▪ Con
• Participants may be lost to follow-up
• Characteristic being measured may change
because participants have experience with
the instrument
Practical Research: Planning & Design, 11th Edition
Leedy & Ormrod
Copyright © 2016, 2013, 2010 by Pearson
Education, Inc.
All Rights Reserved
Compromise: Cohort-Sequential
Design
• Addresses weaknesses of longitudinal and
cross-sectional designs
• Includes two or more age groups (the
cross-sectional piece), followed over a
period of time (the longitudinal piece)
• Allows calculation of correlations between
measures taken at two different time
periods
• Predictions can be made across time
Practical Research: Planning & Design, 11th Edition
Leedy & Ormrod
Copyright © 2016, 2013, 2010 by Pearson
Education, Inc.
All Rights Reserved
Survey Research
• Goal is to learn about a large population
by surveying a sample of that population
• Also called a descriptive survey or
normative survey
• Simple design – researcher poses a series
of questions, quantifies responses, and
draws inferences about a population
• Captures a fleeting moment of time —
extrapolation can be made about a longer
period of time
Practical Research: Planning & Design, 11th Edition
Leedy & Ormrod
Copyright © 2016, 2013, 2010 by Pearson
Education, Inc.
All Rights Reserved
Types of Survey Research
• Interview
▪ Structured or semi-structured
▪ Face-to-face, telephone, video
conference
▪ High response rate
• Questionnaire
▪ Paper-and-pencil or computerized
▪ Low return rate
▪ Assurance of remaining anonymous
Practical Research: Planning & Design, 11th Edition
Leedy & Ormrod
Copyright © 2016, 2013, 2010 by Pearson
Education, Inc.
All Rights Reserved
Data Collection
• Checklist: a list of behaviors,
characteristics, or other entities under
investigation
• Limited information: observed or not
observed
• Rating scale: used to evaluate a
behavior, attitude etc. on a continuum
(“never” to “always”)
Practical Research: Planning & Design, 11th Edition
Leedy & Ormrod
Copyright © 2016, 2013, 2010 by Pearson
Education, Inc.
All Rights Reserved
Data Collection
• May be ordinal or interval scale
▪ People may not interpret scale the same
way
• Rubric: two or more rating scales, with
concrete descriptions of behavior for
each scale point
▪ Scales may not address the same things
Practical Research: Planning & Design, 11th Edition
Leedy & Ormrod
Copyright © 2016, 2013, 2010 by Pearson
Education, Inc.
All Rights Reserved
Computerizing Observations
• Use a computer to record what you see
• Use a spreadsheet to organize the data
• Consider software specific to your
purpose
Practical Research: Planning & Design, 11th Edition
Leedy & Ormrod
Copyright © 2016, 2013, 2010 by Pearson
Education, Inc.
All Rights Reserved
Conducting Interviews in a
Quantitative Study
• Ask questions that help answer the
research question
• Write questions with quantifiable
answers (numerical codes)
• Restrict questions to a single idea
• Consider asking a few questions to
elicit qualitative data
• Use a computer to streamline the
process
Practical Research: Planning & Design, 11th Edition
Leedy & Ormrod
Copyright © 2016, 2013, 2010 by Pearson
Education, Inc.
All Rights Reserved
Conducting Interviews in a
Quantitative Study
• Conduct pilot test(s)
• Introduce yourself and explain the
purpose of the study
• Be sure participants offer informed
consent in writing
• Ask controversial questions in the latter
part of the interview
• Seek clarifying information as needed
Practical Research: Planning & Design, 11th Edition
Leedy & Ormrod
Copyright © 2016, 2013, 2010 by Pearson
Education, Inc.
All Rights Reserved
Constructing a Questionnaire
•
•
•
•
Keep it short
Keep the respondent’s task simple
Provide specific instructions
Use simple, clear, unambiguous
language
Practical Research: Planning & Design, 11th Edition
Leedy & Ormrod
Copyright © 2016, 2013, 2010 by Pearson
Education, Inc.
All Rights Reserved
Constructing a Questionnaire
• Give a rationale for any item for which
the purpose is unclear
• Check for unwarranted assumptions
implicit in the question
• Check for consistency
• Conduct pilot test(s) to determine
validity.
Practical Research: Planning & Design, 11th Edition
Leedy & Ormrod
Copyright © 2016, 2013, 2010 by Pearson
Education, Inc.
All Rights Reserved
Constructing a Questionnaire
• Word questions in ways that don’t give
clues about preferred or desirable
responses
• Determine in advance how you will
code the responses
• Scrutinize the almost-final product to
make sure it addresses your needs
• Make the questionnaire attractive and
professional looking
Practical Research: Planning & Design, 11th Edition
Leedy & Ormrod
Copyright © 2016, 2013, 2010 by Pearson
Education, Inc.
All Rights Reserved
Using Technology when
Administering Questionnaires
• Ask participants to answer on the
computer
▪ Locally
▪ Remote via email or Web
• Personalize all correspondence
▪ Invitations to participate
▪ Thank you notes
• Scan data if necessary
• Organize information via database
Practical Research: Planning & Design, 11th Edition
Leedy & Ormrod
Copyright © 2016, 2013, 2010 by Pearson
Education, Inc.
All Rights Reserved
Maximizing the Return Rate
• Consider the timing
▪ Avoid holidays and vacation times
• Make a good first impression
• Motivate potential respondents
▪ Write a great cover letter
▪ Include a self-addressed envelope with prepaid
postage
▪ Offer to send the results of your study
• Be gently persistent
▪ Send reminder letters
Practical Research: Planning & Design, 11th Edition
Leedy & Ormrod
Copyright © 2016, 2013, 2010 by Pearson
Education, Inc.
All Rights Reserved
Probability Sampling
• Probability sampling: researcher
specifies in advance that each segment
of the population is represented in the
sample
▪ Requires random selection
Practical Research: Planning & Design, 11th Edition
Leedy & Ormrod
Copyright © 2016, 2013, 2010 by Pearson
Education, Inc.
All Rights Reserved
Random Selection
• Each member of the population has an
equal chance of being selected
• Characteristics of the sample are
assumed to approximate the
characteristics of the total population
• Tables of random numbers or computer
programs are used to select from a list
of the population
Practical Research: Planning & Design, 11th Edition
Leedy & Ormrod
Copyright © 2016, 2013, 2010 by Pearson
Education, Inc.
All Rights Reserved
Probability Sampling Techniques
• Simple random sampling: Researcher
numbers everyone in the population and
then uses random number generator to
select participants
• Stratified random sampling: Researcher
identifies strata — different groups in
population — and samples equally from
each one
▪ Example: 10 students in each grade
Practical Research: Planning & Design, 11th Edition
Leedy & Ormrod
Copyright © 2016, 2013, 2010 by Pearson
Education, Inc.
All Rights Reserved
Probability Sampling Techniques
• Proportional stratified sampling:
Researcher identifies strata and
samples from each one based on its
proportion in the population
▪ Example:
• population: 100 first graders, 200 second
graders
• sample: 10 first graders, 20 second graders
Practical Research: Planning & Design, 11th Edition
Leedy & Ormrod
Copyright © 2016, 2013, 2010 by Pearson
Education, Inc.
All Rights Reserved
Probability Sampling Techniques
• Cluster sampling: Researcher subdivides a
large area into smaller units (clusters),
selects a subset of clusters, and then
selects individuals randomly from each
identified cluster
• Example:
▪ Population = all students in a district with
1200 schools
▪ Clusters = townships within the district
Practical Research: Planning & Design, 11th Edition
Leedy & Ormrod
Copyright © 2016, 2013, 2010 by Pearson
Education, Inc.
All Rights Reserved
Probability Sampling Techniques
• Systematic sampling: researcher selects
individuals/clusters according to
predetermined sequence, which must
originate by chance
• Example:
▪ Scramble the list of people randomly
▪ Then pick every nth person
Practical Research: Planning & Design, 11th Edition
Leedy & Ormrod
Copyright © 2016, 2013, 2010 by Pearson
Education, Inc.
All Rights Reserved
Nonprobability Sampling
• Nonprobability sampling: researcher
cannot guarantee that each element of
the population will be represented in
the sample
▪ Some members of the population have
little or no chance of being sampled
Practical Research: Planning & Design, 11th Edition
Leedy & Ormrod
Copyright © 2016, 2013, 2010 by Pearson
Education, Inc.
All Rights Reserved
Nonprobability Sampling
Techniques
• Convenience sampling (accidental
sampling)
▪ Researcher takes samples that are
readily available.
• Example: People who arrive at the store
for breakfast
Practical Research: Planning & Design, 11th Edition
Leedy & Ormrod
Copyright © 2016, 2013, 2010 by Pearson
Education, Inc.
All Rights Reserved
Nonprobability Sampling
Techniques
• Quota sampling:
▪ Researcher conveniently selects
participants in the same proportion that
they are found in the general
population, but not in a random fashion
• Example population: 100 first graders, 200
second graders
• Example sample: the first 10 first graders
and the first 20 second graders who arrive
at school that day
Practical Research: Planning & Design, 11th Edition
Leedy & Ormrod
Copyright © 2016, 2013, 2010 by Pearson
Education, Inc.
All Rights Reserved
Nonprobability Sampling
Techniques
• Purposive sampling: Researcher choose
participants for a particular purpose
▪ People from voting districts that, in the
past, have been helpful in predicting the
election outcome
▪ The researcher must always provide a
rationale explaining the selection of a
particular sample
Practical Research: Planning & Design, 11th Edition
Leedy & Ormrod
Copyright © 2016, 2013, 2010 by Pearson
Education, Inc.
All Rights Reserved
Surveys of Very Large Populations
• Multistage sampling:
▪ Divide country into primary areas, randomly
select areas to sample
▪ Divide the primary areas into sample locations,
randomly select locations to sample
▪ Divide sample locations into chunks, randomly
select chunks to sample
Practical Research: Planning & Design, 11th Edition
Leedy & Ormrod
Copyright © 2016, 2013, 2010 by Pearson
Education, Inc.
All Rights Reserved
Surveys of Very Large Populations
• Multistage sampling:
▪ Divide chunks into segments, randomly select
segments to sample
▪ Divide segments into units, randomly select
units to sample
Practical Research: Planning & Design, 11th Edition
Leedy & Ormrod
Copyright © 2016, 2013, 2010 by Pearson
Education, Inc.
All Rights Reserved
Identifying a Sufficient Sample
Size
• Basic rule: The larger the sample, the
better
• For smaller populations (N=100 or
fewer), survey the entire population
• If population is around 500, sample
50%
• If population is around 1,500, sample
20%
Practical Research: Planning & Design, 11th Edition
Leedy & Ormrod
Copyright © 2016, 2013, 2010 by Pearson
Education, Inc.
All Rights Reserved
Identifying a Sufficient Sample
Size
• If population is over 5,000, a sample
size of 400 is fine
• The larger the population, the smaller
the percentage
• Need a representative sample
Practical Research: Planning & Design, 11th Edition
Leedy & Ormrod
Copyright © 2016, 2013, 2010 by Pearson
Education, Inc.
All Rights Reserved
Sources of Bias
• Bias = any influence, condition, or set of
conditions that distort the data
• Researchers should try to avoid bias, but
acknowledge that it occurs
Practical Research: Planning & Design, 11th Edition
Leedy & Ormrod
Copyright © 2016, 2013, 2010 by Pearson
Education, Inc.
All Rights Reserved
Sources of Bias
• Sampling Bias: occurs when any factor(s)
leads to a nonrepresentative sample of the
population
• Examples:
▪ Selecting from phone book (no land line?)
▪ Using an online survey (no Internet?)
▪ Mailing questionnaires (low or selective
response rate?)
Practical Research: Planning & Design, 11th Edition
Leedy & Ormrod
Copyright © 2016, 2013, 2010 by Pearson
Education, Inc.
All Rights Reserved
Strategies for Identifying Sampling
Bias
• Look for items that may be influenced by
factors that distinguish respondents from
nonrespondents.
• interests, education level, age, etc.
• Compare responses that were returned
quickly with those that were returned later.
• late responses often look like what you’d expect
from nonrespondents
• Randomly select a small number of
nonrespondents and try to contact them.
Practical Research: Planning & Design, 11th Edition
Leedy & Ormrod
Copyright © 2016, 2013, 2010 by Pearson
Education, Inc.
All Rights Reserved
Sources of Bias
• Instrumentation bias: measurement
instruments slant the results
▪ questions lead to particular answers
• Response bias
▪ participants say what they think researcher
wants to hear
▪ participants want to create favorable
impression
Practical Research: Planning & Design, 11th Edition
Leedy & Ormrod
Copyright © 2016, 2013, 2010 by Pearson
Education, Inc.
All Rights Reserved
Sources of Bias
• Researcher bias
▪ researchers have a point of view
▪ researchers choose what they want to
study
▪ researchers make subjective
interpretations
Practical Research: Planning & Design, 11th Edition
Leedy & Ormrod
Copyright © 2016, 2013, 2010 by Pearson
Education, Inc.
All Rights Reserved
Interpreting the data
• Don’t forget — it’s “descriptive”
research, but you still have to interpret
the data
Practical Research: Planning & Design, 11th Edition
Leedy & Ormrod
Copyright © 2016, 2013, 2010 by Pearson
Education, Inc.
All Rights Reserved
Questions to ask yourself
• Why is a description of this population/phenomenon
valuable
• What data will I need to solve the research problem
• What procedures do I need and how should I
implement them
• How do I get a sample that is truly reflective of the
population
Practical Research: Planning & Design, 11th Edition
Leedy & Ormrod
Copyright © 2016, 2013, 2010 by Pearson
Education, Inc.
All Rights Reserved
Questions to ask yourself
• How can I collect my data in a way that ensures no
misrepresentations or misunderstandings
• How do I control for possible bias
• What do I do with the data once I have collected
them
• How do I organize the data and prepare them for
analysis
Practical Research: Planning & Design, 11th Edition
Leedy & Ormrod
Copyright © 2016, 2013, 2010 by Pearson
Education, Inc.
All Rights Reserved
Running head: Excessive Energy Consumption
Course: CMP 551 Research Methods
Topic: Excessive Energy Consumption
Name: Mourya Varma Dandu
Date: 03/16/2017
1
Excessive Energy Consumption
2
Energy consumption by different technological inventions has been posed as a great problem
in the current world. All the devices being invented demand for energy so as to function
effectively. It is amazing on how smart phones and tablets consume a lot of power, being
charged nearly thrice daily for a normal user. It is true that the improvements in technology has
more than enough positive outcomes, there demand for energy utilization is wanting, having in
mind examples like desktops, which are to be connected to a power source throughout their
usage.
The increased consumption of energy by the technological devices greatly affects the
electricity and other energy sources’ costs of individuals. Currently, people do pay in more costs
without getting back appreciable returns of the payments made. This is since the costs paid for
do not account for any profitable action, but they cover the energy use by the home gadgets,
mostly phones, laptops and desktops argues Apergis, & Payne, (2010).
Additionally, the energy overuse by the devices do lead in carbon overuse. Mostly when the
devices are left plugged in and running, there is increased electrical use and thereafter result in
release of greenhouse gases into the atmosphere. A research by Lawrence Berkeley National
Laboratory do indicate that a desktop computer left idling do consume more than 600 kW of
electricity each year as elaborated in Perrucci, Fitzek, & Widmer, (2011, May). The laboratory
additionally indicates that cellphones attached to chargers even when they are completely
charged do waste approximately 20 kW annually.
Moreover, the situation also causes a reduction in energy supply. In most cases, electr …
Purchase answer to see full
attachment