Invidual Assignment

By 26. Irfan
Comprehension Questions
Topic 1

1. What kind of data is collected in quantitative research?

Answer: Numerical data

2. What is meant with human instrument?

Answer: In quantitative research, the term "instrument" typically refers to standardized

tools or devices used to collect data in a consistent, measurable, and objective manner.

3. What is meant with inductive analysis?

Answer: Inductive analysis refers to an analytical approach where the researcher collects
data and then develops general conclusions or patterns based on specific findings within
the data.

4. What is meant with natural setting?

Answer: In the context of quantitative research, a natural setting refers to the real-world
environment in which data is collected without manipulation or experimental control.

Topic 2

1. Can male be used as a variable in research?

Answer: Yes, male can indeed be used as a variable.

2. Is sex measurable?

Answer: Yes is it

3. Give an example of measurable variables

Answer: Test Scores, gender, study hours, attendance, and age.

4. What is the difference between dependent and independent variables?

Answer: Independent variable is the cause or predictor, manipulated to observe its effect,
while the dependent variable is the outcome measured. For example, "study hours"
(independent) may affect "test scores" (dependent), highlighting cause-and-effect.
 5. When does a variable become confounding variable?

Answer: Confounding variable arises when an outside factor influences both the
independent and dependent variables, potentially distorting the true relationship between
them.

Topic 3

1. What does a research problem mean?

Answer: A research problem is a question that comes up because there are gaps in
what we know or areas that need more study, especially in language learning

2. What are the characteristics of good research problems?

Answer: Good research problems are clear, focused, feasible, significant, and
researchable, addressing gaps in knowledge and contributing valuable insights to the
field.

3. Where can we get ideas for research problems?

Answer: Ideas for research problems can come from several sources, including
existing literature, observations, gaps in current knowledge, real-world issues,
theoretical frameworks, and personal experiences or interests in the field of language

Topic 4

1. "Effective language teachers follow certain instructional strategies". Is it a good

assumption? Answer: Yes. It presents a clear hypothesis that can be tested or
explored, suggesting a relationship between effective teaching and specific strategies.
2. "Students did the test seriously in this research". Is this a good assumption?

Answer: It is not a strong assumption, as it lacks clarity and specificity.

3. Do researchers always have to make a hypothesis for their research?

Answer: Researchers do not always have to make a hypothesis for their research. In
quantitative research, a hypothesis is often required to predict the relationship
between variables, which can be tested through data analysis.

4. "There is a difference in listening achievement between students taught listening

comprehension using language lab and those taught in a conventional classroom". Is
this an assumption or a hypothesis?
 Answer: Hypothesis

5. "There is no difference in listening achievement between students taught listening

comprehension using language lab and those taught in a conventional classroom". Is
this a good theoretical hypothesis?

Answer: It is a good theoretical hypothesis. It is clear, testable through statistical

methods, and relevant to research comparing two teaching methods.

6. Draw an assumption for research measuring students' skill in reading and in writing!

Answer: "Students' reading and writing skills are influenced by their exposure to
targeted language instruction and practice."

7. Draw a hypothesis for research measuring students' skill in reading and in writing!

Answer: There is a significant positive correlation between students' reading

comprehension skills and their writing proficiency

8. What is the difference between theoretical hypothesis and statistical hypothesis?

Answer: The theoretical hypothesis is a general prediction based on existing theory,

while the statistical hypothesis is a specific, testable statement designed for research
and analysis.

9. What is the purpose of testing hypothesis?

Answer: The purpose of testing a hypothesis is to determine whether there is enough

evidence to support or reject a predicted relationship or effect between variables.

Topic 5

1. What makes experimental research different from non-experimental research?

Difference between experimental and non-experimental research:
Experimental research involves manipulating variables to observe effects (cause and
effect). Non-experimental research does not manipulate variables but observes and
analyzes relationships or patterns.
2. Explain the difference between true-experimental, quasi-experimental, pre-experimental,
and factorial designs.
Differences between research designs:
 True-experimental: Randomly assigns participants to groups with control and
experimental groups.
  Quasi-experimental: No random assignment but still compares groups with
treatments.
 Pre-experimental: Limited control; may involve one group with pre-test and
post-test.
 Factorial designs: Investigate multiple variables and their interactions
simultaneously.
3. What is meant with threats to experimental validity?
Threats to experimental validity:
Factors that can affect the accuracy of conclusions in an experiment. These include
internal (within the study) and external (generalization) threats.
4. Explain the following different threats to experimental validity
Specific threats to validity:
 History: Events outside the experiment affecting outcomes.
 Maturation: Natural changes in participants over time.
 Testing: Effects of taking a pre-test influencing post-test results.
 Instrumentation: Changes in measurement tools or procedures.
 Statistical regression: Extreme scores moving closer to the average over time.
 Experimental mortality: Participants dropping out.
 Selection-maturation interaction: Group differences combining with time
effects.
 Experimental treatment diffusion: Control group learns about the treatment.
 Compensatory rivalry: Control group works harder to compete.
 Resentful demoralization: Control group feels discouraged and performs worse.
5. Why ex-post facto does not belong to experimental research?
It analyzes existing data to find relationships without manipulating variables, so it lacks
experimental control.
6. Two-group listening comprehension experiment:
 Assumption: Teaching method affects listening comprehension.
 Research problem: Which method (lab or classroom) improves comprehension
more?
 Research objectives: Compare the effectiveness of the two methods.
  Theoretical hypothesis: Students taught in the language lab will perform better
in listening comprehension than those taught in a conventional classroom.

Topic 6

1. What variables can be involved in correlational research?

Variables in correlational research:

Two or more variables are involved, such as age, height, test scores, etc.

2. What is the range of correlation coefficient?

Range of correlation coefficient:

The correlation coefficient ranges from -1 to +1.

3. What does r = +1 mean?

It means a perfect positive relationship between two variables.
4. What does r = -1 mean?
It means a perfect negative relationship between two variables.
5. What does r = +0.20 mean?
It means a weak positive relationship between two variables.
6. What does r = -0.20 mean?
It means a weak negative relationship between two variables.
7. How high is the correlation coefficient to be significant?
A correlation coefficient of 0.30 or higher is often considered significant in most
research.
8. Does correlation show causal relationship?
No, correlation only shows a relationship, not cause and effect.
9. What is a scatter diagram?
A scatter diagram is a graph that shows the relationship between two variables.
10. When a correlational research result shows that students’ reading skills have high and
positive correlation with their writing skills, what does that mean?
 Answern : High and positive correlation between reading and writing skills:
It means that as students’ reading skills improve, their writing skills also improve.

11. When a correlational research result shows that students’ knowledge of vocabulary has
low positive correlation with their writing skills, what does this mean?

Answer : Low positive correlation between vocabulary knowledge and writing skills:
It means that there is a slight positive relationship between vocabulary knowledge and
writing skills, but it's not strong.

12. How do we use the result of correlation research to predict certain variables?

Answer : Using correlation research to predict variables:

If two variables are strongly correlated, we can use one to predict the other (e.g.,
predicting writing skill based on reading skill).

13. Can a researcher correlate students’ sex and their achievement?

Answer : Yes they can correlate sex with achievement, but it may not show a meaningful
relationship.

14. Research proposal for grammar knowledge and writing skills:

 Objective: To examine the relationship between students' grammar knowledge

and their writing skills.
 Research problem: How does students' grammar knowledge affect their writing
skills?
 Assumption: Students with better grammar knowledge will have better writing
skills.
 Hypothesis: There is a positive correlation between students' grammar knowledge
and their writing skills.