CHAPTER 3 FOR 13005778

Chapter 3 for 13005778

Table of Content

CHAPTER THREE: METHODOLOGY3

Research Method3

Quantitative Research3

The research setting3

Respondents4

Data for the study5

Data collection and analyses5

Qualitative Research6

Mixed Method Research7

Questionnaire11

Sample Size12

Sections for Qualitative Secondary Research13

Literature Selection Criteria13

Search Technique13

Keywords Used13

Theoretical Framework14

Confidentiality14

Reliability14

Posting analyses14

Survey analyses18

Chapter Three: Methodology

Research Method

Quantitative Research

Quantitative research is research involving the use of structured questions where the response options have been predetermined and a large number of respondents are involved.

By description, measurement must be objective, quantitative and statistically valid. To simply put, it's about numbers, objective hard data. A systematically calculated sample from a population is forwarded a set of questions on a survey to conclude the frequency and percentage of their responses. For example: 240 people, 79%, of a sample population, said they are more confident of the current study. Because the sample size is statistically valid, the 79% finding can be projected to the entire population from which the sample was selected. To put simply we can say that this is quantitative research.

The sample size for this study is calculated using formulas to determine how large a sample size will be needed from a given population in order to attain findings with an acceptable degree of accuracy. Generally, researchers search for sample sizes which will yield findings with at least a 95% confidence level (i.e if you repeated the survey hundred times, ninety-five times out of a hundred, you would get the same response) and a plus/minus 5% is margin of error. Many survey samples are designed to produce less significant margins of error. Quantitative method will be applied for this research to identify the relationship between the Relationship Between Music Instructions, Language Comprehension, and Verbal Communication Among Elementary Level English Language Learners (ELLs).

The research setting

The research was conducted in 2004-2005 with CAT participants in the Collaborative Teaching Institute (CTI).1 The main thrust behind the program is that ELLs are not just the responsibility of English -as-a-second- language teachers (ESLTs) but also the responsibility of all teachers. Hence, all teachers must undergo teacher education in ELL instruction as language and content instruction cannot be separated (Kaufman & Crandall, 2005). CATs in the program pursue a 9-month, sustained in-service professional program development on ELL instruction through online classes that are supplemented with onsite visits by their instructors and workshop consultants.

The participants in this study were in-service teachers in the 2004-2005 CTI cohort from seven school districts that were identified by the Department of Education in a Midwestern state as districts that are highly impacted by ELL enrollment. The teachers participated in two identical online graduate classes that were taught by the same instructor and specifically designed for CTI participants. The class is student-centered in that members of the class select and choose themes for discussion and engagement. After 2 weeks in which the instructor modelled online engagement by leading and moderating discussions, participants assumed leadership roles in conducting discussion for the remainder of the course.

Respondents

The study involved gathering data from 33 CATs in the program. Table 1 provides a profile of the teacher-participants in the ...