7.+Research+Design+and+Validity

|| media type="youtube" key="h4MhbkWJzKk" height="315" width="560" || **7. Research Design **
 * ****Link to EDF689 Session 7****
 * || media type="youtube" key="U9cGdRNMdQQ" height="315" width="560" ||


 * RESEARCH QUESTION: **
 * What is the effect of project choice on the student’s performance and motivation? **
 * ** STATIC TWO GROUP PRE /POST TEST DESIGN **
 * No treatment Section: in first project student will be entirely teacher led **
 * Treatment Section: in second project student will have project choices ** ||
 * ** MEASURING ** || ** PRE TEST ** || ** NO INTERVENTION ** || ** POSTTEST ** ||
 * MOTIVATION || MOTIVATION SCALE ABOUT PROJECT CHOICES

QUALITATIVE CLOSE OBSERVATIONS ( Anecdotal Journa l to identify patterns between observations across early, primary and middle school, Student reflection ) || No Treatment || MOTIVATION SCALE ABOUT PROJECT CHOICES

QUALITATIVE CLOSE OBSERVATIONS ||
 * PERFROMANCE || QUANTITATIVE DATA FROM PREVIOUS PROJECT WORK. || No Treatment || QUANTITATIVE DATA FROM PREVIOUS PROJECT WORK. ||
 * ** MEASURING ** || ** PRE TEST ** || ** INTERVENTION ** || ** POSTTEST ** ||
 * ** MOTIVATION ** || ** MOTIVATION SCALE ABOUT PROJECT CHOICE **


 * QUALITATIVE CLOSE OBSERVATIONS **
 * (Anecdotal Journal to identify patterns between observations across early, primary and middle school, Student reflection) ** || ** GIVE PROJECT CHOICES FOR ONE PROJECT ** || ** MOTIVATION SCALE ABOUT PROJECT CHOICES **


 * QUALITATIVE CLOSE OBSERVATIONS ** ||
 * ** PERFROMANCE ** || ** QUANTITATIVE DATA FROM PREVIOUS PROJECT WORK. ** || ** GIVE PROJECT CHOICES FOR ONE PROJECT ** || ** QUANTITATIVE DATA FROM PREVIOUS PROJECT WORK. ** ||

**8. Threats to Validity **


 * WE ANTICIPATE THE FOLLOWING THREATS TO VALIDITY: **

Resolution: By exploring resolutions for threats to validity we in turn hope to minimize experimenter bias. Resolution: Run some “dummy” fun Likert scales to expose the students to this style of reflection. This may also reduce the Hawthorn effect.
 * Preference of content between the two different projects
 * Experimenter bias: Level of teacher engagement and enthusiasm
 * Student awareness of their involvement of this research (Hawthorn effect)
 * Repeated Testing: Misinterpretation of questions on the Likert scale / lack of understanding of how to answer the Likert scale
 * History: parent interviews may happen during the treatment cycle / parents to fill out a questionnaire relating to student motivation / parents may instigate extra tutoring.