Review/articles/ Qualitative Class 9. Business Tomorrow –Final Presentations w/ PPT –Disseminating Research Monday –Completed proposals –Revisions possible.

Review/articles/Qualitative

Class 9

Business

• Tomorrow– Final Presentations w/ PPT– Disseminating Research

• Monday– Completed proposals– Revisions possible

Contrasting Quantitative and Qualitative Paradigms

…holds implications for method, purpose, and role of the researcher… (Glesne, 1999)

Quantitative• Positivist Concerns

– Reality exists as a relatively fixed entity that is external to the individual

– Social facts have objective reality

– Discrete variables can be identified and objectively measured

Qualitative• Interpretivist• Constructivist

– Reality is socially constructed by the participants in their settings

– Variables are interwoven, and difficult to measure

Researcher’s Role in Quantitative and Qualitative Paradigms

(Glesne, 1999)• Quantitative

– Researcher detached– A non-participant– Strives for objective

interpretation of findings

• Qualitative– Researcher personally

involved– Participation may vary

greatly– Strives for interpretation

and understanding while acknowledging subjectivity – tries to balance credibility with empathic interpretation and personal insight

Other General Characteristics of Qualitative Research

• Holistic Perspective– Study topic is a complex system that is more than

the sum of parts. Interactions of phenomenon• Type of Data

– Detailed, thick description, quotations• Dynamic Systems

– Attention to process vs. product, change is constantly occurring in the individuals and setting

• Design Flexibility– Methodology is adapted as the research unfolds,

new participants may be added, new questions may arise

Approaches to Qualitative Research

• Ethnography– Goal is to obtain an holistic picture of a society,

group, institution, setting, situation…– ‘Emic’ perspective – an insider’s perception of

reality– Culture – the sum of a group’s social patterns,

customs, ways of life; the ideas, beliefs, and knowledge that characterize a particular group

– Emphasis on social interaction– Many data sources (e.g., interviews,

observations/field notes, key informants, artifacts, are used)

Approaches to Qualitative Research

• Phenomenological Study– Investigating experiences (e.g.,

reactions/perceptions) individuals have when faced with a particular phenomenon

– Focus is on lived experience and subjective/personal meaning

– In-depth interviews are prominent

Approaches to Qualitative Research

• Case Study– Can be of an individual, a class, a school, a

program, a particular event, a particular activity, etc.

– Intrinsic case study – interested in understanding a specific individual/situation

– Instrumental case study – interest in studying a particular case as a means towards a larger goal

– Multiple case study – more than one case…

Approaches to Qualitative Research

• Grounded Theory– Purpose is to inductively generate a theory

grounded in data systematically gathered and analyzed

– Employs ‘constant comparative method’ – continual interplay among researcher, data, and theory – continuously revising in light of new evidence

– Categories/themes are created, logically analyzed in light of data and discarded or accepted by the researcher

– Interviews are common for data collection

Approaches to Qualitative Research

• Mixed Methodology– Incorporating both quantitative and qualitative

methodology– Triangulation – collect both quantitative and

qualitative to compare results…– Explanatory – Collect and analyze quantitative

data, then follow up by collecting qualitative data to refine the findings

– Exploratory – Collect and analyze qualitative data, the follow up by collecting quantitative data to extend the findings

Qualitative Data Collection Methods

• Field Notes – describing the context of the research, can keep field notes and journal in same text (use brackets to differentiate one from the other)

• Direct Observation/Transcriptions (video/audio/live/verbal) – script taking that describes specific events, transcribing recordings is perhaps the best way to do this accurately, includes more than simply writing each word spoken, includes actions, inflections, etc.

• Journals (personal reflection) – higher inference, beginning of the analysis phase (starting to draw researcher inferences)

• Prox-em-ics/Mapping (use of social space) – diagrams of people or objects in the field – in the research space being observed

Qualitative Data Collection Methods (continued)

• Interviews – surveys, open-ended interviews

• Verbal protocol, Think Alouds – subjects describing their experience while they are in the moment, while they are doing

• Artifacts/pictures of artifacts

• Content analyses of existing documents – unobtrusive measures

Your Qualitative Articles

• Purpose

• Methodology– Participants– Dependent Var./Stats & Analysis

• Results

• Conclusions

• Opinions

Review

• What is the IRB? Who needs to go through this process?– http://research.depaul.edu/ – Human subjects training (online)– Form on my website as well

• What is variance? What is it good for? What if the variance b/w 2 groups is different?

• What is standard deviation? What if it’s large? How might we attain a lower value?

Normal Curve

Review

• Type I & Type II error• Treatment Group/Control Group

– They should be as _______ as possible– What if they are not?

• Experiment: Effect of IV on the DV.• Randomized pretest/posttest control groupR O X O R O O (might show?)

Review

• Compare 2 groups of matched pairs.– 2007 ACT Explore Band Student English & Math

• Compare 3 groups of independent samples– English for 2007, 2008, 20009

• You have 35 boys and 60 girls in your band. Is this reflective of the school population? Which test?

• List non parametric equivalent– Independent samples T-Test– Correlated Samples ANOVA

Review

• Explain correlation (define, purpose, types, etc.). What are some assumptions?

• What is the relationship b/w ratings by judge 3 and the final rating?

• What is effect size? Calculate effect size for the difference between band and non-band students on the 2009 Explore composite. What do you need to do?

Syllabus Terms

• Define• Provide an example• Create an

application• Teach to someone

else

Development and Validation of a Music Self -Concept Inventory for College

Students

Abstract• The purpose of this study was to develop a music self-concept inventory (MSCI) for

college students that is easy to administer and reflects the global nature of this construct. Students (N = 237) at a private college in the Midwest United States completed the initial survey, which contained 15 items rated on a five-point Likert scale. Three subscales determined by previous research included (a) support or recognition from others, (b) personal interest or desire, and (c) self-perception of music ability. Factor analysis indicated that two items did not fit the model and, therefore, were deleted. The final version of the MSCI contains 13 items and demonstrates strong internal consistency for the total scale (α = .94) and subscales (α = .83 - .92). A second factor analysis supported the model and explained 63.6% of the variance. Validity was demonstrated through correlation (r = .94) between the MSCI and another measure of music self-perception, MSCI scores and years of participation in music activities (r = .64), and interfactor correlations (r = .71 - .75) indicating three distinct factors. This instrument will be useful to researchers examining music self-concept and to college instructors who want to measure this construct among their students.

Literature

• Terms: Self-concept (Am I?), self-esteem (+/- ?), self-efficacy (can I?)

• Previous measures– Schmitt (1979)

• Ability• Influence of Others• Interest

– Svengalis (1978)– Vispoel (1993, 1994)

• Self-Concept is Hierarchical (global vs. specific)• SC can influence motivation, self-regulation,

perseverance, participation, and probably achievement

Purpose & Need

• The purpose of this study was to develop a brief music self-concept inventory for college students that is easy to administer, tests the three-factor model defined by Austin (1990), and demonstrates acceptable internal reliability of α ≥ .80 (e.g., Carmines and Zeller, 1979; Krippendorff, 2004).

• Such an instrument will be useful to researchers or college professors who want to measure music self-concept among their students.

Method

• The initial draft of the Music Self Concept Inventory (MSCI) consisted of 15 statements divided into three equal subscales related to (a) support or recognition from others, (b) personal interest or desire, and (c) perception of music ability (Austin, 1990).

• 2 pilot studies (N = 20)• Main Study (N = 237)• Also took SEMA (Schmitt, 1979) n = 55• Factor Analysis to confirm efficacy of the three factor

model

Factor Analysis

• Pattern Matrix for Principal Factor Analysis with Promax Rotation of the MSCI (final version)

Factors

Item I

Others

II

Interest

III

Abilities My family encouraged me to participate in music. .95

I have received praise or recognition for my musical abilities. .92

Teachers have told me I have musical potential. .85

My friends think I have musical talent. .60 .32

Other people like to make music with me. .52 .39

I like to sing or play music for my own enjoyment. .85

Music is an important part of my life. .74

I want to improve my musical skills. .71

I enjoy singing or playing music in a group. .62

I like to sing or play music for other people. .56

I can hear subtle differences or changes in musical sounds. .84

I have a good sense of rhythm. .76

Learning new musical skills would be easy for me. .39 .45

PSPP

• Limited number of tests

• Accurate and fast• Import CSV EXCEL

files– Comma delimited

• Surveys