EE-5101-F INTRODUCTORY EDUCATION

RESEARCH

Group FHJH NURHAFIZAH IZZATI HJ MARALI (11M8067)

SYAZWINA BINTI HJ MAHMOD (11M8068)MAS HANI BINTI MURAH (11M8144)

DIDINAWATI BINTI HJ ZUNAIDI (11M8131)SAFIAH BINTI HJ YAKUP (11M8129)

research

OUTLINES:Title of articles Purpose of

study

Methodology Participants

Data AnalysisDefinition of Case Study Research

Type of Case Study

ResearchHow to conduct

Case Study Research

Strength and Limitation

TITLES OF ARTICLES:

Case Study 1 Graphing Calculators and Assessment: A Case StudyAuthor: Jeyaletchumi

Case Study 2The Effectiveness of Peer Instruction and Structured Inquiry on Conceptual Understanding of Force and Motion: A Case Study in ThailandAuthors: Decha Suppapittayaporn, Narumon Emarat, and Kwan Arayathanitkul

Case Study 3Allison: A Case Study of Spatial Visualization in Mathematical Problem SolvingAuthor: Ho Siew Yin

Case Study 4Using contact with nature, creativity and rituals as a therapeutic medium with children learning difficulties: a case study Author: Ronen Berger

Case Study 5Individualized education program team Decision: A preliminary Study of Conversations, Negotiations and Power Authors: Andrea L. Rupper and Janet S. Gaffney

TITLES OF ARTICLES:

PURPOSE OF THE STUDIESCase Study 1

• To justify the graphing calculator use is not just limited to calculation purposes only, but also enhances higher order thinking skills. Case Study 2

• To investigate the effectiveness of learning activities on a conceptual change theoretical framework by embedding a peer instruction method with structured inquiry (PISI) on tenth grade students’ understanding of force and motion concepts.

Case Study 3• The roles spatial visualization play as a tool for mathematical

reasoning and its processes in problem solving.• Interpretation of the problem solving behavior of a fourth

grader, Allison, in her attempts to solve as a set of word problems which is of a non-figural but visually provoking nature.

PURPOSE OF THE STUDIES

Case study 4• To explore the impacts of nature therapy on children

with learning difficulties.Case Study 5

• To examine an Individualised Educational Program (IEP) meeting in-depth to understand how the interactions among team members might influence the decision-making process.

METHODOLOGYCS 1

Pre-test items of statistical

introduction paper and post-test of improvised same

items.

CS 2- Pre-test and post-test of using Force Motion Conceptual Evaluation (FMCE)

- Intervention using PISI

CS 3 Interviews

CS 4- Open-ended questionnaires- 3 hour interview

CS 5- Observation of the IEP’s meeting- Interviews- Audio-recording (Meeting & Interviews)- Field note

PARTICIPANTS

CS 1 Students who enrolled in Introductory Statistics Course, USM, Penang

CS 2 -Treatments group (45)- Control Group (54)- Ages between 14 – 15 years old

CS 3 - 3 subjects interview of aged 10 in 4th grade

CS 4CS 5

- 5 boys and 2 girls between the of aged 8 – 10 years old.

- 5 year old boy- 11 members of IEP team

DATA ANALYSIS Case Study 1

Emic perspective: No participants’ view were recorded or found in the

article.

Etic perspective: It is the author/researcher’s opinion (from the summary

of findings) that the TI-83 Plus graphing calculator can be used for both numerical and graphical procedures.

Graphing calculator helps to ensure that a student’s mathematical ability is used to the fullest.

DATA ANALYSIS Case Study 2

Only test results of students who took both the pre-test and post-test were used for analysis.

The results were collected by looking at:1) The mean scores of the pre-test and post-test,2) The normalized gain to see the effectiveness of the

intervention,3) The Repeated Measures ANOVA to see if the FMCE

performance of the two groups are significantly different.

Mean Scores.

Group

Scale

OverallVel. Acc. Force12

Force3

TI 65.3 33.6 10.0 27.5 28.4

PISI 71.3 56.1 34.6 69.9 54.9

Group

Scale

OverallVel. Acc. Force12

Force3

TI 60.1 17.2 3.12 11.8 16.4

PISI 55.3 17.9 3.9 20.1 17.7

Pre-

test

Post

-tes

t

Results from

Preliminary Investigatio

n

Results from the

study

Average Normalized Gain.• Introduced by Hake (1998) as a way to analyse

the effectiveness of a teaching method measured by diagnostic tests such as FCI or FMCE.

• It is the ratio of an actual average gain and a maximum possible average gain.

<g> Ranges.

0 - 0.3 : Low Gain0.3 - 0.7 : Medium

Gain0.7 - 1.0 : High

Gain

Average Normalized Gain.

Group

Scale

OverallVel. Acc.

Force12

Force3

TI 0.13 0.20 0.07 0.18 0.14

PISI 0.36 0.47 0.32 0.62 0.45

Normalized change.• Proposed by Marks and Cummings (2007) to

solve the problem of getting negative gain.

Cont

rol G

roup

(T

I)

Trea

tmen

t G

roup

(PI

SI)

Repeated Measures ANOVA.• Use to compare the change running from

pre-test to post-test.

Scale

OverallVel. Acc.

Force12

Force3

FSig.

6.9<0.01

27.3<0.01

52.6<0.01

47.4<0.01

109.7<0.01

DATA ANALYSIS Case Study 3

Among the three interview subject, Allison was the only child who solved all 8 interview questions successfully.

She displayed the characteristics of a ‘visualize’ or ‘geometric ‘type showing the tendency to visualize the problem situation.

The interview with Allison revealed salient features in her thinking processes while solving mathematical word problems.

DATA ANALYSIS Characteristics trait is visualizing the problem

situation: She does so in her head only for questions that she has

encountered in a similar context before. For questions that are new to her, she will visualize

through drawing diagrams (detailed or sketchy) on paper to help her think through the problem context.

She is able to make the connection between a previously solved problem and transfer the previous solution in the current problem situation.

DATA ANALYSIS Characteristics trait is visualizing the problem

situation: The interviewer noticed that Allison always wrote down

mathematical statements after already obtaining the solution from the diagram.

Bishop (1989) cautioned that a child’s preference for solving problems, whether using visual methods or non-visual ones, may be influenced by the classroom teacher’s problem solving style.

Here, Allison learns to conform to her mathematics teacher’s expectation that all solutions should be accompanied by mathematical statements.

DATA ANALYSIS Case Study 4

Routine process logs were taken and analysed in order to check the correlation between specific activities, interactions, elements in nature and the group and individual processes.

Data were then analysed and categorised in order to explore the meaning within the overall context of the work.

Established principles were used in order to form and support the construction of theory (McLeod, 2002, 2003).

After the data were analysed, using Reason’s collective inquiry principles (McLeod, 2002; Reason, 1994), a draft paper was sent to the group facilitators for their reactions which were then integrated in the writing of this article.

DATA ANALYSIS Case Study 5

The field notes reflect thin threads of tentative hypotheses that may represent either emerging patterns or snags that may require further examination.

It shows that it is an emic approach because it allows participants and data to 'speak' to the researcher and allow new patterns to emerge.

SIMILARITIES AND DIFFERENCES

Similarities Differences

METHOD Majority of the articles used interview.

There is the usage of two or more methodologies in one case study.

PARTICIPANTS

Majority of the articles’ participants is small in number.

One paper have a large number of participants

DATA ANALYSIS

Majority of the articles used non-computerise analysis.

One paper used computerise statistical analysis.

OUTLINES:Title of articles Purpose of

study

Methodology Participants

Data AnalysisDefinition of Case Study Research

Type of Case Study

ResearchHow to conduct

Case Study Research

Strength and Limitation

CASE STUDYDEFINITION:• Yin (1984): Case study research is an empirical inquiry that investigates a contemporary phenomenon within real-life context.

• Gillham (2000): A case study is one which investigates on individual or a community.

TYPES OF CASE STUDY

EXPLANATORY

DESCRIPTIVE

EXPLORATORY

EXPLORATORY

Exploratory case studies set to explore any phenomenon in the data which serve as a point of interest to the

researchers.

DESCRIPTIVE

Descriptive case studies is to describe the natural phenomena which occur within the data in question.

EXPLANATORY

Explanatory case studies examine the data closely both at a surface and deep level in order to explain the phenomena in

the data.

HOW TO CONDUCT CASE STUDY?

Disseminate Findings

COLLECT AND ANALYSE DATA

TRAIN DATA COLLECTOR IF NECESSARY

DEVELOP INSTRUMENT

PLANNING

STRENGTHS OF CASE STUDY

They can help us understand complex inter-relationships

Case studies facilitate the exploration of the unexpected and unusual

Case Studies are grounded in “lived reality”

LIMITATIONS OF CASE STUDY

Very expensive, if attempted on a large scale

The complexity examined is difficult to be represent simply

They do not lend themselves to numerical representation

They cannot answer a large number of relevant and appropriate research questions

REFERENCES• Berger, R. (2006). Using contact with nature. Creativity and rituals as a therapeutic

medium with children with learning difficulties: a case study. Emotional and Behavioural Difficulties. Vol. 1, 2, 135-146.

• Decha Suppapittayaporn, Narumon Emarat, and Kwan Arayathanitkul (2010). The Effectiveness of Peer Instruction and Structured Inquiry on Conceptual Understanding of Force and Motion: A Case Study in Thailand. Research in Science and Technological Education. Vol.28 (1), 63-79.

• Gillham, B. (2000). Case Study Research Methods. London: Paston PrePress Ltd.

• Ho Siew Yin (2007). Allison: A Case Study of Spatial Visualization in Mathematical Problem Solving. EARCOME4, Universiti Sains Malaysia.

• Jeyaletchumi (2007). Graphing Calculators and Assessment : A Case Study. EARCOME4, Universiti Sains Malaysia.

• Palena Naela, Shyam Thapa. Preparing A case study: A Guide for Designing and conducting a case study for Evaluation Input. Retrieved on March 11, 2012 from http://www.pathfind.org/site/DocServer/m_e_tool_series_case_study.pdf

• Ruppar, A.L. & Gaffney, J.S. (2011). Individualized Education program Team Decisions: A Preliminary Study of Conversations, Negotiations, and Power. Research & Practice for Persons with Severe Disabilities. Vol.36 (1-2), 11-22.

• Zaidah Zainal (2007). Case Study as A Research Method. Jurnal Kemanusian. Vol. 9, 1-5.

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