SYLLABUS
SOCIAL RESEARCH
SOC 36103
3 Semester Credit Hours
Fall Semester 2006
Social Research. Designed to give each student such knowledge of statistics, principles, and
methods of scientific inquiry that will strengthen the individual's professional practice and
develop ability for research.
Raymond C. Matura, Ph.D.
Professor of Sociology
University of Rio Grande
University Policy
ADA Statement: If a student wishes to be identified as having a physical, mental, or learning
disability, that may or may not require reasonable accommodation(s), he/she must register with
the Office of Accessibility. These registered students should identify themselves to their
instructors and provide a written statement from the Accessibility Office that indicates the
appropriate accommodations. The process of a student self-proclaiming the need for
accommodation should occur as early in the semester as possible. The Office of Accessibility
phone is 245-7339 and is located in Rhodes Hall room 116.
PURPOSE OF THE COURSE
The purpose of social research is to provide the student with an overview of the major
methods and issues of the research process as it applies to human behavior. The student should
develop a familiarity with a wide variety of methods utilized by social scientists. Additionally,
the student shall have the opportunity to experience "doing research." The major goal of this
course is to provide the student with a fundamental understanding of social research.
Primary concern focus: Social Research
Secondary content focus: Policy
COURSE OBJECTIVES
1.
To become familiar with the scientific method;
2.
To identify scientific strategies;
3.
To be able to read and comprehend scholarly research;
4.
To enumerate characteristics of valid research;
5.
To define variables;
6.
To understand the research process;
7.
To be familiar with data resources;
8.
To know how to obtain information for assessment;
9.
To learn how to collect data;
10. To recognize different sample types;
11. To create a testable hypothesis;
12. To construct a sample;
13. To understand correlation among variables;
14. To read data comprehensively;
15. To develop an appropriate sample;
16. To differentiate among research strategies;
17. To criticize conclusions from inappropriate research;
18. To analyze data correctly;
19. To organize data;
20. To judge which research technique is appropriate for data collection;
21. To collect data;
22. To criticize inappropriate research;
23. To compare research strategies;
24. To design a research strategy;
25. To establish criteria for research success;
26. To relate research to theory;
27. To understand the relationship between research data and policy information;
28. To comprehend basic statistical analyses;
29. To conceptualize issues in research terms;
30. To know when to apply a particular research strategy;
31. To trace casual sequence of variables;
32. To apply a research technique;
33. To assess the application of research conclusions;
34. To understand the scope of research and limitations;
35. To differentiate between casual and correlative research;
36. To learn ethics of research;
37. To discriminate different research types: descriptive, explanatory, and evaluative;
38. To differentiate quantitative and qualitative methodologies;
39. To comprehend the scope of research and accompanying limitations;
40. To produce successful research with precision and appropriate speed;
41. To develop a spirit of inquiry and advocate informed criticism;
42. To anticipate and accept evaluative criticism of research efforts;
43. To initiate knowledge and practice review as evidence of continuing academic and
professional growth.
COURSE PROCEDURES
The course will be comprised predominately of lecture with class discussion generated by
students. Students are expected to comply with all assignments especially preparatory
assignments and readings.
TESTING, PROJECTS, AND SPECIAL ASSIGNMENTS
There will be four short quizzes approximately two weeks apart. Each quiz will be worth
approximately 25 points; their total will be 100 points. These quizzes will be objective and short
essay. Questions will frequently be derived from in-class material. Therefore, each student is
advised to understand the material on a daily basis.
Each student is required to complete ten projects to be selected from the "Exercises" at the
end of each week. Each project will be announced by the instructor, and due on the first class of
each week. These projects are to be typed or printed and are worth ten points each. Exceptions
will be made only to the entire group if we progress through the material slowly. Exercises will
be accepted on the date they are due. A score of 10 is near perfection and requires class
presentation, 9 is "A" level, and so forth. The student is responsible for collecting and saving all
graded exercises until the entire set is due.
Each student is required to read five journal research articles. All must be submitted by
week five (5). They may be submitted one at a time or in multiples. The submission includes
complete bibliographic information, short statement describing the intent of the research and a
description of the methods utilized in the research. Finally, include a critique of the methods.
Your comments about the appropriateness or inappropriateness of it. Each submission is graded
as acceptable (2 points) or unacceptable (0 points).
An example of this is included in the last two pages.
The class will have the opportunity for an in-class final exam during the scheduled exam
session or a take-home exam. The final exam is worth 100 points.
If a student opts for a maximum grade of "C", the student needs to score at least 70 percent
on the quizzes and exam, and needs to complete the projects. The option must be forwarded to
the instructor, in writing, by the third week.
Students are encouraged to participate in class. Participation will be the determining factor
in border-line grade cases. If a student misses more than three classes, the student forfeits any
additional consideration gained by class participation.
Students should practice collaboration in this course. Most research is done in collaboration;
therefore, to encourage your development, by the second week, students should select two other
classmates for a work-group of three. Throughout the semester each assignment must be shared
and critiqued by all group members. The work-group is encouraged to share notes and prepare as
a group for quizzes. Your final exams should be reviewed by your group members. Any
individual who is deemed a non-contributor at the end of the semester will have ten points
subtracted from the point total. Upon request, an individual can decide to work as an individual
only after a conference with the instructor and permission granted.
Collaboration is a complicated process but valuable. Groups will offer and defend positions
in class, learn to be critical and “take” criticism with a goal and spirit of quality improvement.
The goal of this process is to learn and develop skills that are applied in real world settings.
Cooperative team approaches are demonstrated successes.
GRADING
Grading is cumulative:
4 quizzes x 25 points ................... 100 points
Research articles………………….10 points
10 projects x 10 points ................ 100 points
1 exam x 100 points .................... 100 points
310 points total
90 % of 310 total points = 279 + ............... A
80 % of 310 total points = 248 - 278 ......... B
70 % of 310 total points = 217 - 247 ......... C
60 % of 310 total points = 186 - 216 ......... D
59% or less total points = 0 - 185 ...............F
Failure to complete any assignment may result in an F for the course
STUDENT CONSENT TO PROVIDE REFERENCE
With my signature below, I am granting consent for URG faculty member
Dr. Raymond Matura to disclose to
any requested personally identifiable information, including attendance records,
grades, and class performance, from my records maintained by the University
of Rio Grande for the purpose of providing a graduate school or employment
reference. This authorization is for the
academic year.
There are no restrictions on this consent, except as listed here:
Student Signature
Date (must be dated to be effective)
NOTE: This form can be secured from the Records Office in Allen Hall.
ATTENDANCE
Classroom attendance is highly encouraged and recommended. Social research is a process
and every attempt will be made to facilitate the learning of this process. Absences may create
gaps in the student's knowledge. The instructor will not be responsible for missed material due
to absence. However, at his discretion he will meet with students upon the student's initiative.
LATE WORK
It is just to reward students whose work is prepared on time. Therefore, late papers will be
excused only in cases of verifiable emergency. No incompletes will be granted for unexcused
late papers. Unexcused late assignments will be penalized by one letter grade for each day
overdue, weekends included.
INCOMPLETES
Incompletes are recorded only in extreme cases. It is suggested that the student withdraw
from the course if requirements cannot be met. An incomplete must be removed from the record
within five weeks of the subsequent term.
MAKE-UP WORK
Any make-up work should be arranged in advance. If advance notice is impossible, the
make-up work must be arranged no later than one week after due date or a grade of zero is
recorded for the work. Only with extreme circumstances (e.g., hospitalization) will exceptions
be made. Some form of contact can almost always be made.
ALTERNATIVE CONTRACT
This syllabus can be considered a contract with the instructor. If the student has an
alternative, he/she must reach agreement with the instructor by the end of the third week of class.
GENERAL COMMENTS
I am here to help you in any way I can. Please feel free to ask for any assistance you require
to reach course objectives. Do not wait until the last week to seek assistance if you need it; by
that time, it will be too late.
Office Hours: Announced at the first class meeting. Additional office hours by appointment.
Office: Wood Hall Room 222
Phone: 740-245-7262 (voice mail leave a message)
FAX:
740-245-7432
Email: rmatura@rio.edu
COURTESY
As a matter of courtesy please turn off all electronic equipment that may interfere or disrupt
class.
TEXT
Lee Ellis, Research Methods in the Social Sciences. McGraw-Hill Companies. New York,
1998. ISBN 0-07-228194-4
Additional resources available upon request.
COURSE OUTLINE
Topic
Introduction to Research
Assignment
Chapter 1
Basis Terms and Measures
Chapter 2
Statistics
Chapters 3 & 4
Research Design and Reports
Chapter 6
QUIZ I
Types of Measures
Chapter 7
Questionnaires
Chapter 8
QUIZ II
Experiments
Chapters 15
Quasi Experiments
Chapter 16
Non Questionnaires Data
Chapter 9 & 10
Indirect Data
Chapter 11
QUIZ III
Sampling
Chapters 12 & 13
Ethics
Chapters 18 & 19
Evaluative Research
Chapter 20 (if time permits)
Summary of Course
QUIZ IV
EXERCISES
Graded on a ten-point scale -- it must be presented in class for a ten. Exercises will be
assigned on a weekly basis.
Tentative Weeks:
1.
List five questions to be studied scientifically. Questions must be answered
empirically.
2.
Define five conceptual variables and operationalize them.
3.
Do the following:
a. Devise a nominal scale that measures some human attribute.
b. Devise an ordinal scale that measures some human attribute.
c. Devise an interval scale that measures some human attribute.
4.
Write a simple hypothesis and define the critical terms for the following:
a. X has a certain characteristic.
b. X occurs more frequently than Y in a given population.
c. X is associated with Y in some way.
5.
Devise five questions intended to measure a concept. (Note: Be sure to write both
formal and operational definitions.)
6.
Develop a Likert-Type Scale.
7.
Develop a Semantic Differential Scale.
8.
Develop a minimum twelve questions survey instrument.
9.
Develop an index or a scale.
10.
Give examples of the following:
a. a question the respondent is not competent to answer.
b. a double-barreled question.
c. a biased question.
d. a question on a sensitive issue.
11. Carry out a simple participant as observer, a complete observation, a complete
participant, or an observer as participant.
12.
a. Design a classic experiment.
b. Design an appropriate alternative to a classic experiment.
13.
Develop an appropriate use for the following:
a. Trace (physical) elements
b. Projective test.
c. Content analysis.
d. Critical incident technique.
e. Design a situational test.
14.
Write a cover letter for a survey instrument. Enumerate all the ways which you would
employ to maximize the response rate.
15.
Below is a list of thirty-two subjects' names. The subjects have been divided into
categories by sex and race:
a. Select a simple random sample (with replacement) of size four from this list
using the Table of Random Numbers. Be sure to list all of the steps in this
process.
b. Select a stratified, factorial sample of total size eight using sex and race as the
stratification variables.
Charles - BM
Alice - WF
Joel - WM
Anita WF
Kenneth - BM
Cindy - BF
Erica - BF
Edith - BF
David - BM
Britta - BF
John - WM
Edith - BF
Matt - WM
Petra - BF
Thomas - WM
Virginia - WF
Aaron - WM
Alicia - WF
Bob - BM
Cynthia - WF
Earl - BM
Enid - WF
George - BM
Helen - BF
Barbara- WF
Alex - WM
Delores-F
Carl - BM
Francis -BF
Fred - WM
Janice - BF
Sam - WM
16. Construct an unobtrusive study.
17
Write a causative hypothesis (you hypothesize X causes Y).
18.
Write three hypotheses: one contributory, one contingent, and one alternative.
19.
Select topics for the following exploratory studies:
a. literature survey
b. experience survey
c. case examples
20.
Select topics for descriptive, exploratory, and explanatory research.
Others:
21.
Locate and describe an evaluative study in your field.
22. Devise a plan to utilize content analysis.
23.
Present an example appropriate for quantitative and qualitative research.
24.
State a problem best studied with cross-sectional research.
25.
State a problem best studied with longitudinal research.
26.
Find a survey using a recent publication. Describe the purpose and appropriateness of
the survey used.
27.
Design experiments appropriate for a mail, phone, and interview study and state why.
28.
Other possibilities announced in class.
29.
Summarize in ten recent research findings as reported in the popular press. State the
findings, as process, and offer a critique indicating support or problems. This
exercise is due later in the term (date announced) and is a completion of sources over
time. The sources and dates of publication must be included.
A SUGGESTED FORMAT FOR THE RESEARCH ARTICLE ASSIGNMENT
Name:__________________________
Social Research
Article One
Marsh, P.J., Williams, L.M., (2004). An investigation of individual typologies of attentiondeficit hyperactivity disorder using cluster analysis of DAM-TV criteria. Personality and
Individual Differences. 36, 1187-1195.
SAMPLE
 104 Male and Female children (ages 5-14.7 years)
o 66 males and 38 females (mean age – 9.5 yrs.)
o 27 of sample group ADHD (17/27 medicated)
 Contacted through mailings, distribution of letters by university students, and distribution
of letters through a local ADHD support group
PROCESS
 Cluster analysis
 Parents completed
o Scale for the Assessment of ADHD Symptoms (SAAS)
o General Information Checklist
FINDINGS
 Revealed four ADHD Typologies with possibility of changes in HI behavior as children
mature
 Served to validate the new measure created for study (SAAS)
 Support was lacking in the areas of HI
 Cluster analysis suggests that ADHD symptoms are normal personality traits that become
pathological at high levels
ANALYSIS
 Percentage of those who were diagnosed ADHD extremely low to the total percentage
being studied.
 No discussion of any testing done with the children themselves
 Reliance of parental responses limits study in terms of what they are truly researching
 More emphasis on validating a new metric scale
 Experimental methods could provide a more clear answer to the questions of the
researchers
 Operational issues of the research could be more clearly defined
 Conceptual definitions or issues surrounding the concept should include the inclusion of a
new research metric, this was not stated in the beginning but was given great attention in
the results and conclusion
Social Research
Article Nine
Maedgen, J.W., Carlson, C.L. (2000). Social functioning and emotional regulation in the
attention deficit hyperactivity disorder subtypes. Journal of Clinical Child
Psychology. 29, 30-42.
SAMPLE
 47 children between 8 and 11 years old (16 ADHD-C, 14 ADHD-I, and 17 controls)
 Recruited from neurological or private pediatric clinics, and those who were previously
diagnosed
 Control recruited from local elementary schools
 3/30 with ADHD not medicated
PROCESS
 Raters asked to rate children’s behavior when they were not on medication
 Parents transported children to testing site (normally conducted on the weekends for the
purpose of testing under non-medicated situations)
 Teachers ratings based on desired observations of behavior for non-medicated attributes
 Children completed
o Wide Range Achievement Test (WRAT-III)
o Block Design and Vocabulary subtests from Wechsler Intelligence Scale for
Children (WIS C-III)
o Prorated Full-Scale IQ
 Parents completed
o CAP symptom checklist (Title of checklist not listed)
o Revised Behavior Problem Checklist
o Duncan’s Socioeconomic Index of Occupational Status
FINDINGS
Findings are generalized from the data findings discussed in the literature
 ADHD-C found to be less popular, decreased peer functioning was characteristically
compared to impaired social behavior, and had higher emotional de-regulation (more
intense displays) than the control group
 ADHD-I found to be less passive in social behavior, showed more deficiency in social
knowledge, and is believed to benefit from a reinforcing approach to more assertive
behavior patterns
ANALYSIS
 Teachers’ rating on behavior is only observed during school hours. This only allows for a
small number of valid ratings of the data collected (non-medicated)
 Important to see teacher’s data as a limitation in validity and (or) reliability
 Future research utilizing this project for background data without acknowledging the
limitation supports the possibility of having to throw the data out