Title RESEARCH METHOD.pdf ✅

PREVIOUS YEAR QUESTIONS https://t.me/upscpsychology PSYCHE-SIMPLIFIED WWW.PSYCHESIMPLIFIED.COM RESEARCH METHOD AND METHOD OF PSYCHOLOGY Q.1 Suggest a plan of an experimental study to evaluate the effect of compensatory education on academic achievement of school going students from low income group. (1b/2011/10) Ans. Plan for an Experimental Study: Compensatory Education and Academic Achievement This plan outlines an experiment to assess the impact of compensatory education on the academic achievement of low-income students. Research Question: Does participation in a compensatory education program lead to improved academic achievement compared to a control group? Hypotheses:  H1 (Main Effect): Students in the compensatory education program will show greater improvement in academic achievement scores compared to the control group. • H2 (Exploratory): We can explore which aspects of the program (e.g., tutoring, social-emotional learning) contribute most to achievement gains. Methodology: 1. Sample: Recruit students from low-income backgrounds, ideally from the same school district or similar demographics. Randomly assign students to either a compensatory education program group or a control group. 2. Compensatory Education Program: Design a program that offers targeted support to address potential learning gaps and challenges faced by low-income students. This could include: o Small group tutoring in core subjects like reading and math. o Social-emotional learning (SEL) activities to build self-esteem, motivation, and positive study habits. o Enrichment programs like after-school clubs or field trips to broaden knowledge and interests. 3. Control Group: Students in the control group will receive the regular school curriculum without any additional interventions. 4. Pre-test and Post-test: Measure academic achievement of all students using standardized tests in core subjects before (pre-test) and after (post-test) the program duration. 5. Data Analysis: Compare the average gain in academic achievement scores between the program and control groups using statistical tests. Analyze if the program group shows a statistically significant improvement compared to the control group (supporting H1). Additionally, explore relationships between specific program components and achievement gains (supporting H2). Considerations:  Program Duration: Ensure the program lasts long enough for students to benefit (e.g., one semester or a full school year).  Fidelity of Implementation: Monitor the program delivery to ensure it is implemented as planned and with quality.
PREVIOUS YEAR QUESTIONS https://t.me/upscpsychology PSYCHE-SIMPLIFIED WWW.PSYCHESIMPLIFIED.COM  Teacher Training: If teachers are involved in program delivery, provide them with training on the program's goals and effective strategies.  Parental Involvement: Consider incorporating strategies to encourage parental involvement in their child's education, potentially within the program or through separate workshops. Ethical Considerations:  Obtain informed consent from parents or guardians of participating students.  Maintain confidentiality of student data.  Ensure equal treatment of all students except for the program intervention. By implementing this plan, you can gather valuable evidence on the effectiveness of compensatory education programs in improving the academic achievement of low-income students. Additional Notes:  This is a basic plan, and you may need to adapt it based on specific program details, resources, and ethical guidelines of your research institution.  Consider including additional measures beyond standardized tests, such as teacher observations or student surveys, to get a more holistic picture of student progress. Q.2 Discuss the criteria of question-writing in a survey research. (A/1b /2012/12) Ans. key criteria for writing effective survey questions in research: Clarity and Specificity:  Clear wording: Use simple, concise language that your target audience can easily understand. Avoid jargon, technical terms, or double negatives.  Single focus: Ask one question at a time. Don't combine multiple questions into one, as it can lead to confusion and inaccurate responses.  Specific context: Provide enough context for the question, especially if it deals with specific concepts or timeframes. For example, instead of "How often do you use the library?" ask "In the past month, how often have you visited the school library?" Neutrality and Objectivity:  Neutral language: Avoid using biased language that might lead respondents to a particular answer.  Objective wording: Frame questions in a way that gathers factual information and avoids subjectivity. Instead of "Don't you think this program is great?" ask "What are your thoughts on the new after-school program?" Answer Options and Response Format:  Closed-ended questions: These offer a set of pre-defined answer choices for respondents to select from. Ensure the options are mutually exclusive (no overlap) and exhaustive (cover all possibilities).  Open-ended questions: These allow respondents to answer in their own words. Use them strategically to gather in-depth feedback or explore unexpected viewpoints.