Correlational Research Correlations.pptx

Correlational

1. Correlational research Presenter: Sophia a.pinuela Maed-elt student

2. Correlational Research - involves collecting data to determine whether and to what degree, a relationship exists between two or more quantifiable variables.

3. Characteristics of Correlational Research Sample size of at least 30 participants Outcome of the study allows the researcher to describe whether and to what degree two (or more) variables are related. One group of subjects measured on two variables .

4. Characteristics of Correlational Research Variables must be quantifiable and usually represent at least ordinal scale of measure. Variables not usually manipulated. Cannot be used to determine causality. A consistent relationship can be used to predict future events.

5. Positive Correlation Means that as variable A increases, so does variable B. High with high, low with low

6. Negative Correlation When variable A increases, variable B will decrease. High with low, low with high

7. Correlation Coefficient Defined as a numerical representation of the strength and direction of a relationship The correlation coefficient of -1 indicates a weak/negative relationship. A+1 indicates a strong/positive relationship While 0 indicates no relationship at all.

8. Steps : Select a problem Choose a sample (n=30 at least) Select or develop instruments (tests, questionnaires, observation) Collect and analyze data Interpret results

9. Examples: The relationship between high I.Q. and high GPA The relationship between low economical conditions and domestic violence The relationship between unemployment and increasing rate of suicide The relationship between profitability of company and salary increase of employees Relationship between stock exchange and political situation of country

10. Types of Correlational Research 1. Natural Observation - observing and recording variables in a natural environment, without interfering. - It can be time consuming and does not allow variable control

11. Types of Correlational Research 2. Survey Research – gathers information via surveys or questionnaires by choosing a random sample of participants. - Quick and convenient, but participants can affect the outcomes in a variety of ways.

12. Types of Correlational Research Archival Research – analyzes data collected by others - Often free; however, large amount of data are needed in order to see any type of significant relationship - Researchers cannot control the data or how it was gathered

13. Empirical Study Under Correlational Research English Language Learners: A Correlational Study of the Relationship Between a Proficiency Level Assessment and End of Course test Scores at one Georgia High School (Jacqueline Caroline Ellis, Florida International University ) This study is an examination of ELL students’ content class test preparation to meet state performance targets for the ELL subgroups at one Gwinnett County Public School. The study is based on secondary analysis of data from the School Administrative Student Information (SASI) system for students in Grades 9-12. The SASI data files are a compilation of student scores on the various Georgia End of Course tests (EOCT), on the Georgia High School Graduation Tests (GHSGT SCORES), and on the Access Comprehension and Communication in English State to State for English Language Learners (hereafter ACESS scores).

14. To understand the testing system, knowing how ELL scores play into the overall accountability measures is important. When non-English speaking students enter a school district, they are given an assessment (ACCESS) to determine placement and proficiency level. The ACCESS scores are provided to the ELL teacher who is responsible for generating instruction accordingly. The ELL students are mainstreamed for core courses (mathematics, language arts, science, and history). Based on the instruction in the core classes, students are given EOCT and GHSGT tests. Scores generated from those assessments become a part of the SASI system. Figure 2 shows the domino effect of each component. Ultimately, the school administrator is the leader held accountable for student success.