What is sampling?

WHAT IS SAMPLING?
 Sampling is a method of studying  from a few selected items,instead of the entire big number of units. The small selection is called sample. 

These are types of Sampling

Chapter 1: Research

We are required to write about chapter 1 for our research which include:

CHAPTER ONE

Introduction

1.0 Background of Research

            Our Ministry of Education put a weigh on literacy in Malaysia National Blueprint 2013-2025. Moreover, one of the students' aspiration is the ability to master English as second language. Thus, reading is one of the important skills in language learning. However, most of the young learners seems uninterested to read the English text. As Day and Bramford (1998) mentioned that the students learning to read a second language do not read and they do not like reading.  Sometimes the text is used by teachers as the medium of to teach language point or because of the examination or syllabus. Therefore, it is very important to encourage the young learners to read. It is simplistic that the more the students read, the better they become at it (Day and Bamford, 1998). The positive attitudes towards reading will motivate the young learners to read on their own outside the classroom.

1.1       Statement of the Problem

            Reading is an essential skill in learning a language. Thus, it is important for young learners to have a positive attitude towards reading skills. However, most of the young learners are not interested in reading literary text.

            In the new curriculum, KSSR, the young learners are required to learn literature. The literature materials are consists of a short story, a comic novel and a set of poems. If the young learners are not adopting a favourable attitudes towards reading, they will only rely on their teacher. Therefore, it will not bring any benefit to the students as they are not able to comprehend the text. As the consequence, the young learners are not able to score well in examination.

1.2       Research Objectives

This research has two main objectives which are:

1.) To identify the factors that influenced the young learners' reading attitudes towards English text.

2.) To study the suitable approach to encourage the young learners to read.

1.3       Research Questions

Based on the research objectives, the research questions are:

1.) What are the factors that influenced the young learners' reading attitudes towards English text?

2.) What are the suitable approaches to encourage the young learners to read?

1.4       Significance of the Study

            It is very important for teachers to understand why the students especially young learners are not motivated to read. As the new curriculum emphasizes on literature components as one of the topic covered in the examination, it is essential skill that the students should adopt. If the students have the positive attitudes towards reading the materials, they might not have trouble to understand the text.

            Other than that, the this study can also help to understand the young learners' preferences in reading the literary text. The significant of this study is to find solution to encourage the students to read literature works.

1.5       Limitation of the Study

The participants of this study will young learners from primary school. The young learners who are required to learn literature are aged from 10 - 11 years old.

1.6       Definition of the Terms

1.6.1 Young Learners

Young learners are usually associated with the students from primary school. As supported by Rixon (1999), young learner is children between the ages of 5 years old to 12 years old. They tend to have certain characteristics. According to Clark (1990), young learners are children who developing conceptually, have no real linguistics purpose, developing basic skills, egocentric and easily bored.

1.6.2 Reading Attitudes

According to Oxford Dictionary, reading is the action of reading written or printed material while attitude is a settled way of thinking or feeling about something. Reeves (2002) said that reading attitude can be defined by three components that involve cognitive (personal, evaluative beliefs), affective (feelings and emotions), and conative (action readiness and behavioural intentions).

1.6.3 Reading Materials

Collins Dictionary stated that reading material is any matter that can be read; written or printed text. It means that reading material can be in any form as long as the people can read them. For example, the journal article in internet and storybook in the library.

An Amazing Lady behind ED702

First time I enter the class, I do not know what to expect. I feel like a new kid who just enter a new school, new environment and new friends. Of course, I feel very inferior towards others. 

However, the best part is knowing that my teacher is a very nice person. She is soft spoken and caring as she always encourage the students to meet her personally for personal tutoring. She is also actively involved in the group discussion in ilearn. Other than that, she always help the students to revise the topics that we had learn. Thank you so much Dr. Teoh!

The relationship

Ps: I am a visual learner, so in my opinion pictures will help to understand clearly the relationship between Independent Variable and Dependent Variable.

The Final Test

Study time!

The topics on the final test are variables, data analysis and sampling

A,) Variables

Independent variable is known as manipulated/ experimental variable. That is because the researcher can control the variable and it is presumed as caused of changes in another variable.
Dependent variable is also known as outcome variable. It is being observed or measured.
Intervening variable or mediating variable is the variable that comes between other variables which explain the relationship between independent and dependent variables.
Moderating variable is a variable that may change the independent variable.

B.) Data Analysis
Independent sample t-score - two groups, one independent, 1 dependent
One way Annova- three or more groups, one independent, one dependent

c.) Sampling
Probability (Random) sampling

• simple random sampling - same probability
• stratified sampling - subgroups
• cluster sampling - subject in a block

non probability (non random) sampling

• convenience sampling - available and easy
• purposive sampling - certain characteristics
• snowball sampling- suggested by someone from interview

Research Proposal

One of the assignments for this course is writing research proposal. Research proposal consists of three chapters;

•  begin with a statement of the problem/background information (Chapter 1)
• — review of the literature (Chapter 2)
• defining of the research methodology (Chapter 3)

Before we start writing our proposal, we need to:

a.) think of a topic and generate ideas

b.) do some reading based on the topic that we intended to investigate

The structure of research proposal 

• Title of the research
• Problem identification / Background to the research
• Review of the previous studies related to the title
• Objectives of the research
• Methodology
• Expected significant contribution to new knowledge / expected benefits to the country / society / organizations
• Citation and list of references
• Schedule for the research

Forum is a place, meeting, or medium where ideas and views on a particular issue can be exchanged. So today in Dr. Teoh class, we conducted a forum. My group was assigned to talk about Historical Research.

Definition

-systematic process of critically analyzing and synthesizing the evidences of the past events.

Purposes

 1.)  to find solutions to contemporary problems which have their roots in the past

2.)  to throw light on present trends and help predict future trends

3.) to re-evaluate data in relation to selected hypotheses, theories and generalizations presently held about the past

4.)  to emphasize and analyze the importance and effect of various interactions in prevailing cultures

5.) to understand how and why educational theories and practices developed.

Characteristics

1.)  not a plain gathering of facts and data or description of past events

2.)  involves analysis and explanation of these events with the objective of evoking the nuances, personalities and ideas that influenced. 

3.) The process of collecting and reading the material for research will cause the researcher to read back and forth between collecting, reading and writing.

4.)  It deals with existed data without creating a data using structured tools.

5.) It is analytical as it uses logical induction.

6.)  It also records and evaluates the accomplishment of individuals, agencies or institutions.

Scope

a.) individual, i.e. historical biographies of major contributors to education such as Mahatma Gandhi,

b.) a group, i.e. history of educational administration

c.) an idea a movement or an institution, i.e. historical study of specific educational institutions such as University of Mumbai.

If the research is in the broader scope, for instance an entire country, society or system, it is identified as macro-level historical research. If it is narrow which involved selected set of people or events of interest, it is known as a micro-level historical research.

Approaches

 1.) Qualitative approach which is the search for a chronological factual tale sources such as manuscripts and imprints inferred from a range of written or printed evidence.

2.) Quantitative approach to look for evidence that can be counted. For example, tabulating the printed number of  a particular textbook to estimate popularity.

3.) Content analysis can also be used to focus on examination of the text itself.

4.)  Oral  history approach which turns to living memory by asking reliable respondents.

Steps

1.) to identify a topic and define the problem. Problem that prompt historical inquiry can be classified into five types; current social issues; studies conducted to gain knowledge about unexamined phenomenon; interpreting ideas that seemed unrelated; synthesizing old data or merge the old ones with the newly discovered data by the researchers and the involvement of reinterpretation of past events that have been studied by other researchers.

2.)  to search the source of data. Primary sources come from the remains or relics (non-verbal information) and objects that have direct physical relationship such as documents. Secondary source is from the eyewitness who has no direct physical relationship with the events.

3.)  the evaluation of the historical source.  There are two types of evaluation which are external and internal criticisms. External criticism or known as lower criticism is used to determine whether the sources are genuinely valid primary data. Internal criticism is when the researchers focus on the meaning of written material.

4.)  the researchers have to analyze, synthesize, summarize and interpret the data.

5.)  writing the research report.

problems and weaknesses

a.) The research problem is too broad,

b.) projecting current problems onto historical events which may create distortions

c.) excessive use of easy-to-find secondary sources of data

d.)  inadequate internal and external criticism of historical sources data which is important for validity and authenticity

e.)  including personal values and interests and being biased

f.) faulty interpretation of meanings of words

g.) inability to identify and discard irrelevant facts

h.)  faulty generalization based on inadequate evidence

i.)  use of wrong analogy and faulty comparison of events in dissimilar cultures.

How to evaluate historical research? There are a few criteria in evaluating historical research as follow:

1.      Problem – Has the problem clearly defined and capable of solution? Is it within the competence of the investigator?

2.      Data – Are data of primary nature sufficiently available?

3.      Analysis – Has the dependability of data established and relevance of data explored?

4.      Interpretation – Does the author display adequate mastery of his data and insight into its significance? Are his hypotheses plausible and adequately tested? Does he see the relationship between his data and other ‘historical facts’?

5.      Presentation – Does the writing style attract, inform and reflect scholarliness? Does the report make a contribution in terms of newly discovered data or new interpretation?