DATA ANALYSIS…

Data Analysis and its Significance in Education

Victoria L. Howard

March 24, 2020

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ABSTRACT
Through the process of educational research learning improves and the teaching experience is
enhanced. Explanations of the essay questions chosen will illustrate which of the educational
research practices are more frequently used in the education arena, how connecting correlating
variables within a group contrasts with using comparatives of groups on a categorical variable,
and the correlation or relationship of data sets may or not be of significance due to the absence of
supporting data or material.
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Introduction

Statistics tell us a story of sorts about the data being represented through the utilization of

various methods to measure central tendencies such as modes, the mean, and medians of data in

formats that reflect the data’s distribution  (Inferential tests, alpha probabilities and critical

values, 2012) essentially, to compare information, it’s similarities and or differences; positive or

negative correlations, generalities that group two or more variables together or specificities that

show differentiation among the data sets.

Researchers use a variety of tools to design and evaluate research data in education for the

examination of current trends in education, ideas to consider for adjusting teaching training and

teaching materials, as well as student learning models that could enhance student assessment

scores in the future. Data analysis helps to identify what is or is not working and offers insight

on ways to make educating students better.

1. Typically in educational research either two or more groups are compared or variables

within a single group are related. Hypothesize why these might be the most frequent use

of research in the education field? Provide an example to support your opinion.

Conducting educational research serves the resolve understanding how students learn and what

subjects blend works best for which students, how to better equip instructors to teach a more

quality class, what motivational methods can an instructor infuse into their teaching styles that

will foster an environment conducive for student involvement, what social media trends are

adding value to a student’s learning outside of the classroom.

These and other important questions and areas that need further inquiry can be pinpointed in

priority through educational research (Korb, 2012). Educational research takes on many forms

and uses a mixture of qualitative and quantitative research methodologies that compare two or
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more groups or variables that share a commonality. Research designs are used to improve

student learning and professional development (Kennedy, 2016).

For example: School districts that hold mandatory instructor professional development courses

are producing smarter kids with higher STEM assessment scores than school districts that have

not mandated that their teachers professional develop themselves regularly.” Utilizing Action

Research: The action research method offers a “win-win” result in the education field as the

general information pertaining to a particular situation or issue; the learning environment and the

number of subjects involved are of little importance to the research examiner, as the efficacy of

the basics doesn’t carry as much weight to the educational researcher, according to our textbook,

as the pursuit of facts and figures that are related to the situation that is the subject of

change/improvement. The focus of the researcher pays closer attention to the active components

that would support the change desired in particular, of the outcome or results found after

examining/analysis of the data (Fraenkel, Wallen, & Hyun, 2016, p. 14).

2. Methods of analyses for "relating categorical variables within a group" differ from those

used to "compare groups on a categorical variable." What is the purpose of these

methods of analysis? Provide at least two examples of each method.

Comparing groups within a particular category within the realm of categorical variable

research methodology, which can be continuous in nature, can provide research analyst’s with

viable information that can be gauge over a period of time and often yield the researcher with

fact verses nonfactual information (Hall & Richardson, 2016). Methods used such as categorical

variables have no numeric significance. The purpose or significance of relating categorical

variables within group types of methodology provides the research examiner with data that can

be arranged in different formats to shape the researchers hypothesis or the analysis that would
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prove opposite of the hypothesis, meaning that categorical relationships can be logically formed

to support what the researcher is intending to uncover or what the researcher is attempting to

prove as invalid (Hall et al., 2016).

As the researcher, the tests are performed in an effort to identify and annotate trends, key

characteristics, and other similarities that were not uncovered before the test in addition to the

categories that the variables already support. For example: All of the male students in the fifth

grade are enrolled in gym class. Within this category, it is known that all male students in the

fifth grade are enrolled in gym class, but only 50% of them are actually interested in taking gym

classes. Several research testing methods would qualify to be used to determine this information

and its validity.

3. It is possible for a relationship that is practically significant to be ignored because it is

not statistically significant? What about the reverse? Give an example of each.

Trial and error or experimentation is the prerequisite of research surrounding human behavior

(Peterson & Umesh, 2018). For example: students are more attentive in class after lunchtime.

Most of the data collected on this notion is contiguous and based on previous research activity,

according to an article written “On the significance of statistically insignificant results in

consumer behavior”, (Peterson et al., 2018) that described consumer behavioral research and

various experiments that were conducted that yielded more than one significantly insignificant

piece(s) of data were ignored in some cases and not in others. The insignificance could be

attributed to a number of causes such as a poorly conducted test, a questionable hypothesis with

little substantive evidence, or an inefficient designed test (Peterson et al., 2018). As a result, less

than significant data that is not ignored and is factored into an experiment, though questionable
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or insignificant, can misconstrue the findings if not considered in the analysis portion of the

research and research findings.

In relation to my example that students are more attentive in class before lunchtime; this

experiment is founded in student behaviorisms previously examined through a developed

research test, the testing of consenting students to test the hypothesis, examined statistically for

significance and an analysis of co-variances or ANCOVA, which allowed the researcher to

control the intended outcome , so to align it with the significant data, while ignoring or

minimizing the practically significant relationships that existed, but had no numeric value or

supportive evidence (Fraenkel, Wallen, & Hyun, 2016, p. 236). The result is equivalent to either

group based on the researcher, the pretest relationship of the dependent variable, the mean, and

the relationship or significance that existed initially between groups and where the researcher

may have made adjustments posttest. The ANCOVA testing method offers the researcher the

option to stimulate the covariances towards the intended result (Fraenkel et AL., 2016).

Conclusion

It is through the analyzation of the hypothesis or theory that researchers draw their assumption

for retesting with an alternate statistical approach or resolve with the conclusion reached that will

continue to move education and the success of it students, teachers, and administration towards

improved educational outcomes.

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References

Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2016). The nature of research. In How to Design

and Evaluate Research in Education (9th ed., p. 236). New York, NY: McGraw-Hill

Education.

Hall, M., & Richardson, T. (2016). Basic statistics for comparing categorical data from 2 or more

groups. Hospital Pediatrics, 6(6), 383-385. doi:10.1542/hpeds.2015-0273

Kennedy, M. M. (2016). How Does Professional Development Improve Teaching? Review of

Educational Research, 86(4), 945–980. https://doi.org/10.3102/0034654315626800

Inferential tests, alpha probabilities and critical values [Video file]. (2012, May 7). Retrieved

from https://youtu.be/rOieHrBBcz8

Korb, K. (2012). Conducting educational research - Purpose of educational

research. Psychology.com. Retrieved from

http://korbedpsych.com/R0bEducationalResearch.html

Peterson, R. A., & Umesh, U. N. (2018). On the significance of statistically insignificant results

in consumer behavior experiments. Journal of the Academy of Marketing Science, 46(1),

81–91. https://doi.org/10.1007/s11747-017-0528-7