EVALUATION RESEARCH METHODS
SPRING 2008 HCSV 425
Professor: Dr.
Lyndall Ellingson Office:
E-Mail: lellingson@csuchico.edu Telephone:
898-6310
Office Hours: Tuesdays,
Wednesdays, Thursdays 10 am -12 pm
*About
e-mail and telephone messages: If you
have an emergency that requires you to miss a class without prior notification,
it is a good idea to leave me a message before you leave town. However, leaving a message does not negate
your responsibilities for attendance and timely submission of papers.
COURSE SPECIFICS
Times & Location: Tuesday/Thursday
8 – 9:15 am
Required text: Babbie, E. (1999). The Basics of Social Research
(3rd ed.).
Recommended:
·
Hacker, Diana
(1999). A pocket style manual. (3rd
ed.).
·
American
Psychological Association (1994). Publication manual (4th
ed.)
·
Wagenaar, T.,
& Babbie, E. (2001). Practicing
social research (10th ed.).
COURSE DESCRIPTION
This
course is an introduction to the language and methodology of evaluation
research. It is also a writing
proficiency (WP) course - a grade of C- or better certifies writing proficiency
for majors. Thus, the course is designed
to a) introduce, examine, and understand the basic concepts of research
methodology in the context of evaluation and b) to evaluate and improve student
writing skills. To facilitate
improvement in writing skills written assignments may be re-submitted for
additional evaluation. The course will comprise lecture, discussion, and group
work.
SPECIFIC COURSE OBJECTIVES
At the conclusion of the
course, students will:
1) Identify and explain program evaluation in the context
of program planning;
2) Identify and explain evaluation types and theories;
3) Apply the basic concepts of research methodology to
program evaluation;
4) Develop scientifically sound measurement items;
5) Gain experience in data collection;
6)
Exhibit
proficient writing ability.
STUDENT RESPONSIBILITIES
1) Attendance
will be taken in all class sessions.
For each absence over 2, your final grade will be reduced 1/3
letter grade.
2) Professionalism:
a) Arrive on time, prepared and ready to discuss readings
and issues.
b) Submit high quality assignments on time. Assignments
must be submitted at the beginning of the class session (within 15 minutes of
start time) in which they are due. Any
papers submitted after this time will be deducted 1/2 letter grade. A letter grade will be deducted for each additional
day late, including weekends. No
papers will be accepted after one week from the due date for any reason.
c) Professional preparation and demeanor in presentations
and interactions.
3) Requirements for Written Papers:
a) Title page with name, class, date and title of
assignment (APA format)
b) 8.5” x 11” paper, one-inch margins on all sides, including
first page.
c) Stapled, typed, high quality (high contrast) print,
double-spaced, no larger than 12 point font
d) Free of typographical, grammatical, and spelling
errors
e) Proper and complete citation for all materials and
sources using APA style.
Ideas/information taken from others MUST be properly cited. Any direct
quote must be enclosed in quotation marks and must be cited.
f)
All sources must
be from 2000 or later.
Purpose: To encourage
timely reading and comprehension of lecture material and to prepare for exams. Quizzes
are held at the beginning of class. Quizzes will be multiple choice and short
answer questions covering the text reading and lecture material covered since
the previous quiz, but will NOT include readings assigned the day of the quiz
(see list on schedule). See sample quiz questions on
Students must purchase and
bring to class a Scantron form No. 886-E for each quiz.
No scantron = no quiz = no points.
Exams
Examinations will cover
lecture and readings and will include multiple choice, true/false, short
answer, and essay. Exams are conceptually cumulative. I.e., you may be asked to apply knowledge
covered in a previous exam on a later exam. No make-up exams without prior
approval of the instructor. Make-up exams are offered during finals week by
appointment.
Purpose: To assist in your
learning, encourage application of theoretical concepts, and to provide an
opportunity to improve your grade. You may earn up to (but no more than) 15
additional points towards your final grade. Each opportunity is worth 5
points. Quality of work will be
evaluated, thus you may earn anywhere from 0-5 points depending on the accuracy
of your work. Extra credit work is due on the days noted on the schedule. No
late work will be accepted.
Research Article Collection (30 points)
To
successfully determine your focus and write your Introduction, you need to
start collecting appropriate research articles. Find, print and submit 3
articles related to your research proposal (your will get these back). On
a separate, attached piece of paper, correctly reference each article using
APA and compose a 200-word an abstract describing the study, using these
guidelines:
a)
The purpose of study
b)
Type of research (Experimental? Non-experimental? Qualitative?)
c)
Variables measured, units of analysis
d)
Subjects (number, demographics)
e)
How were the variables measured? (survey? Interview? Focus group?
Pre/post-test?)
These articles MUST meet
these criteria:
Research Proposal (225
pts)
This is the primary writing
assignment for this course. It will
represent your cumulative knowledge of research methodology. This assignment will be submitted in stages
as noted in the schedule. As noted on the schedule, your complete Proposal is
due during finals week. This final submission will be a combined, complete
submission of the sections (I – III), with references at the end.
A. Statement of the Problem
B. Purpose & Significance of the study
A. Literature review of factors/variables associated
with the subject of your study
B. Literature of similar studies – those that have
examined similar relationships, phenomenon, programs, problems, etc.
A. Purpose of the Study
B. Research questions
C. Study Design & Data Collection
D. Sampling & Subject Recruitment
E. Constraints
1. Sample description
2. Study Description
3. Instrument Description
4. Variable definition (as many separate definitions as
unique variables)…
5. Study calendar
F.
Limitations
1. Limitations imposed by sampling methods
2. Limitations imposed by study design
3. Limitations imposed by instrument
4. other (as needed)
G. Instrument*
H. Projected Data Analysis
IV.
References
Important notes on
Proposal:
§
The first draft of each section is due on the day noted in the schedule.
No late submissions will be accepted.
§
Sections may be re-submitted once for re-evaluation and
(potentially) grade improvement.
Re-submission can earn up a 10% improvement on initial grade.
Re-submission must be received
within one week of instructor’s return.
§
Use the above outline categories as bolded sub-titles for all sections
§
Paginate and double space all submissions
§
Grades earned on each stage will only be
awarded upon submission of the final and complete Proposal.
Class participation (10
pts)
We
will be doing in-class activities throughout the semester to improve your
comprehension of the material. You will also briefly present your research
proposal during the final week of class. You must be present for these
activities to earn the class participation points (including both days of
presentations).
Course Evaluation:
Two Exams (100 pts/each) 200
pts
9 quizzes (15 pts each) 135
pts
Article Collection 30 pts
I: Purpose & Needs
Statement 75 pts
II: Literature Review 75 pts
III: Methods 75 pts
Class participation 10 pts
600 pts
To check up on your
progress/current grade/attendance records, log on to your
Grades in this course
follow CSU-Chico Academic Policy:
A:
B: Very Good Work - A high level of achievement clearly better than
adequate competence in the subject matter, but not as good as the unusual,
superior achievement of students earning an A.
C: Adequate Work - A level of achievement indicating adequate
competence in the subject matter. This
level will usually be met by a majority of students in the course.
D: Minimally Acceptable
Work - A level of achievement that
meets the minimum requirements of the course.
F: Unacceptable Work - A level of achievement that fails to meet the
minimum requirements of the course.
HEALTH EDUCATION STUDENT OUTCOME ASSESSMENTS
HCSV 425 meets, in part, the
following Program Learning Objectives in the Department of Health &
Community Services. Learning objectives
are based on the Competency-Based Framework for the Professional Development
of Certified Health Education Specialists, The National Commission for
Health Education Certification, Inc.
1. Assessing Individual and Community Needs for Health
Education (Resp. I)
a. Obtain health-related data about social and cultural
environments, growth, and development factors, needs, and interests.
2. Evaluate the effectiveness of health education
programs (Resp. IV).
a. Interpret results of program evaluation
3. Act as a Resource Person in Health
Education (Resp VI)
a. Utilize computerized health information retrieval
systems effectively.
b. Access principal on-line and other database health
information resources.
4. Communicating Health and Health Education
Needs, Concerns, and Resources (Resp. VII)
a. Demonstrate proficiency in communicating health
information and health education needs.
b. Evaluate the state-of-the-art health education.
c. Analyze
the foundations of the discipline of health education.
|
Date |
Subject |
Readings/Assignments |
Quiz |
Extra Credit |
|
1/29 |
Introductions |
|
|
|
|
1/31 |
Research Fundamentals: The nature of inquiry |
B1
|
|
|
|
2/5 |
Research Fundamentals: Variables
& variable relationships |
|
|
|
|
2/7 |
Research Design: Purposes,
causality & Principles |
B4 |
Q1 |
1.3
|
|
2/12 |
Research Design: units of analysis; time dimension; research project |
|
|
|
|
2/14 |
Writing Workshop I: The Statement of Purpose &
Needs Statement |
Q2 |
4.3 |
|
|
2/19 |
Measurement Principles: conceptualization & operationalization |
B5 |
|
|
|
2/21 |
Measurement Principles: levels and range of variation |
Articles Due |
|
|
|
2/26 |
Measurement Principles instrument reliability and validity |
|
|
|
|
2/28 |
Experimental Research: Threats to internal & external validity |
B8 |
Q3 |
5.2; 5.5 |
|
3 /4 |
Experimental Research: True & Quasi designs |
Purpose & Needs Statements |
|
|
|
3/6 |
Non-Experimental Research
design |
|
|
|
|
3/11 |
Exam review |
Q4 |
8.2, 8.3 |
|
|
3/13 |
Exam 1 |
|
|
|
|
SPRING BREAK |
||||
|
3/25 |
Writing Workshop II: The Literature Review |
|
|
|
|
3/27 |
Survey Research: processes |
B9 |
|
|
|
4/1 |
Survey Research: Instrument development |
|
|
|
|
4/3 |
Sampling Methods: Probability methods |
B7 |
Q5 |
9.1, 9.2 |
|
4/8 |
Sampling Methods: Non-probability methods |
The Literature Review |
|
|
|
4/10 |
Class cancelled |
|
|
|
|
4/15 |
Qualitative Research: Field |
B10 & B11 |
Q6 |
7.1,7.2, 7.3 |
|
4/17 |
Qualitative Research: Unobtrusive |
|
|
|
|
4/22 |
Writing Workshop III:
Methodology |
|
Q7 |
10.2, 11.2 |
|
4/24 |
Methods lab |
|
|
|
|
4/29 |
Evaluation research: purposes, objects, & stakeholders |
B12, R1 ( |
|
|
|
5/1 |
Evaluation research: process, impact, & outcome evaluations |
Methodology |
|
|
|
5/6 |
Data Analysis: measures of central tendency, dispersion &
difference. |
R2 ( |
Q8 |
12.2 |
|
5/8 |
Data Analysis: measures of relationship |
|
|
|
|
5/13 |
Class Presentations |
|
Q9 |
14.2, 14.3 |
|
5/15 |
Class Presentations |
|
|
|
|
5/20 |
Exam 2: 10-11:50 am
|
|
|
|
|
5/22 |
Full Research Proposal due by 12 noon
in |
|
|
|
Quizzes will cover the following reading assignments,
plus any associated lecture material:
Q1: B1 Q4: B8 Q7:
B10 & B11
Q2: B4 Q5: B9 Q8: B12
& R1 (Vista, pgs 6-11)
Q3: B5 Q6: B7 Q9:
R2 (Vista)