Elements of Survey

Survey objectives
They are statements of what the survey is trying to find out
Examples:
To investigate the relationship between mental ability and time on task and
school achievement.
To investigate staff perceptions of the effectiveness of a program of training
and to examine the differences in perceived effectiveness between different
staff groups.
Research questions
The research
questions take
the generalised
statements of
objectives and
make them
more specific
and concrete.
Research questions (b)
They organize the project and give it direction and coherence
They delimit the project, showing its boundaries
They keep the researcher focused during the project
They provide a framework for writing up the project
They point to the data needed in the project
Rosenbergs perspective of sociology research

Membership of dispositions actions

social social category
or

Property feelings behaviour

(social property variables (affective variables) (behavioural variables)

Rosenbergs perspective of sociology research(b)
What are the differences between girls and boys in their attitudes
toward secondary school and in their secondary school subject
choices?

What are the differences between girls and boys (social property) in
their attitudes toward secondary school (affective variables) and in
their secondary school subject choices (behavioural variables)?
Relationships between variables
Essentially, quantitative research is about investigating and
understanding how and why variables are related to each other.
Three main general questions leading to three main types of study in
quantitative research:
General question Type of research

How are the variables distributed? Descriptive

How are the variables related? Descriptive-explanatory

Why are the variables distributed and related this way? Explanatory
Relationships between variables(b)
Conceptual Framework
According to Miles and Huberman (1994):
A conceptual framework explains, either graphically or in
narrative form [both are much preferred], the main things to
be studied the key factors, constructs or variables and the
presumed relationships among them (p. 18).

Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd
ed.). Thousand Oaks: Sage.
Source: http://johnlatham.me/frameworks/research-methods-framework/conceptual-framework/
 Conceptual Framework (3)
Steps in drawing the conceptual framework.
i. Begin with the big blocks the independent and dependent constructs
or variables.
ii. Add the relationships (using arrows).
iii. Add in other variables, such as mediating and moderating (as
appropriate) and additional context factors (to develop the
landscape of ALL the key constructs and relationships).
iv. Refine it to focus on the key aspects that need to be included in the
study.
Note: This task is often done in conjunction with the development of the
research questions and it is an iterative process.
Conceptual Framework an example
 Simple example
Area: Students achievement at school
Topic: Determinants of scholastic achievement
General research question:
What is the relationship between Mental Ability (MA) and Time on Task
(TT) and school achievement?
Specific research questions:
i. What is the relationship between MA and school achievement?
ii. What is the relationship between TT and school achievement?
iii. What is the relationship between MA and TT?
iv. What is the joint relationship between MA, TT and school
achievement?
Simple example (2)
The conceptual framework:

Mental Ability (MA)

Achievement
Time on Task (TT)
Simple example (3) Data Analysis:
Simple example (4) Data Analysis:

Bivariate correlations
Pearson correlation coefficient , r
(indicates the strength of correlations)

Multiple Linear Regression

R2, the squared multiple correlation
coefficient.
(indicates how much of the variance in
Achievement is accounted for by MA
and TT ).
Beta weights ().
(indicates how much change in
Achievement is produced by a change in
MA and TT)