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Section 3 Linking Research Questions to Data Analysis techniques（第1页）

Se3:LinkingResearchQuestionstoDataAnalysisteiques

&hegreatestdifficultiesthatstudentsandbeginningresearchersfagresearchisattemptingtolinkresearchquestionstodataanalyses。Becauseofitslogituitiveappeal，aninumberofresearchersareutiliziiveandquaaahodsormixedmethodstouudies。

Quantitativeresearplaryquahodologyistheexperimentaldesigionnaires，wherebyinitssimplestfroupsaremeasured。Whenonegroupistreated，thegroupsaremeasuredagaisarethenpared。Inquantitativeresearch，variablesaredefinedbynumbers，suchasmeasuringbehaviinstances，whicharetheoprovideinformationaboutourworldasabasisforparisonsands。Kypeofquantitativeresearchquestionhelpresearchersseleappropriatestatistialysis。Quantitativeresearchquestionsusuallyrepresehefollowiypes:descriptive，correlational，orparative。

Qualitativeresearch:Qualitativeresearchersuseobservations，ioriarrativedotation，andsimilarsubjectivedataasabasisfordisgandiionshipsamongvariables。Maionsprobesocialsituationsandusefieldreseariques，whichgivesiderableattentiontthetextofthesoviro。Manyqualitativeresearchersbelievethatthereisooaivedata，throughthemethodoftparativeortparisonanalysis。Forexample，reaninformalpollofschoolofedufacultyatalargeuyoionwas，“howqualitativedatabeanalyzed?”Morethan80%ofthepartitsrespoh“tparisonanalysis”。Wedthatusis-allapproach（i。e。，tparisonanalysis）toanalyzingqualitativedata，atleastsometimes，willleadtoihatarenottwiththeunderlyingdata—therebyaffeglegitimationviapossuterpretivevalidityaicalvalidity。

Leewuegbuziedescribedseveralqualitativedataanalysisteiques，ingthefollowihodoftparison，keywords-i，wordt，classitanalysis，domainanalysis，taxonomialysis，aialanalysis。

Uisnotpossibletomatcheachqualitativeresearchquestiontoitsmostappropriatedataanalysistool。Thisisbecausethesamequalitativeresearchquestionalyzedinmultipleways。Indeed，Leewuegbuziereendthatresearalyzetheirdatausiwoproordertulatetheirfindingsaioa-analysistriangulation）。

Activity3-1:Identifyingquantitativeandqualitativedataanalysis

&hefollowingthsaheirdataahods。

1。Thestudyioexamiioweelishlearningoutarch1998，morethan1700non-EnglishmajorswhowerefromthreeuedinHeilongjiang，ShandongandJiaothe“LearorQuestionnaire”aheytookd4。Theresultsyieldedbymultipleregressionanalysisindicatewhierfactorshavepredigpoweriothestude。

2。ThestudyattemptedtofiudentswithhigherL2proficyusedreadingstrategiesdifferentlyifparedtostudentswithlowerL2proficy。ThesubjevolvedwerefourstudentswhoweremajinRussianandJapaudyEnglishastheirsedfuage。Theresearcherselectedtassagestomatchtproficyrespectively。Eatwasaskedtoreadthepassageindividuallywhilespeakingaloudwhatwasgoingonihewholeprocesswasredtranscribedsubsequeegiesusedbythestudeegorizedaed。Aadebetweewogroupsiheuseies。

Activity3-2:Identifyiaanalysisteiques

SkimovertheacademicarticletitledFuageAy:UandingItsStatusandInsiders’Awaretitudes（SeeAppendix2）。Studyitsdataanalysisteiquesandlistitspartsintheboxbelow。

WhatYoushouldKnow

&ionsoughtandpopulatiohesamplihods。Ifiobemade，arepresentativesamplewillbesought，mostlikelythroughrandomsampliionvariesagtogeographicalloorbyspecialgroupihnicgroups），thenstratifiedrandomsamplingmaybeheselosrreatdealihenproportionalsamplingswithiamaybenecessary。Ifthepopulationisquitewidespreadanditatiosamplingindividualswithiioerssuchasschoolsorclasseswithinsaybeusedwiththerandomizationofclusters。Iftheinformationaboutthepopulationissoadequatethatarepresentativesamplebelogically，thenperhapsapurposivesamplemightbeused。Holihodsshouldbeusedonlywhehecharacteristicsofthepopulationisimpossibleduetoe，orotherresourstraint。Athh，detailedexplanationofthesamplingteiquesisoestablishthevalidityoftheinformationandfindings。

&icalmethodsusedwillbelargelydetermiionsought。Ifdescriptiveinformationissought，theivestatistics，suts，pertages，means，andranges，maybethemostadequatestatisticaltool。However，ifinferenpletoapopulatioheatistiddescriptiveinformationwillbeherparisoiht，themeasurementlevel（nominal，ordinal，interval）aio（normalityofpopulation，equalvariac。）willdetermiypeofiooltouse。

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