QUANTITATIVE

CORRELATIONAL RESEARCH

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Problem Identification
Problem Statement
Objection
Review of Theories
R. Method & Design
Population / Sample /Sampling
Data Collection Jack R. 339
Data Analysis
Terjadi saat pengumpulan data
Secara statistic
Deduktif

How to Design and Evaluate Research in Education Jack R. 340; 361

I. Research Method and Design

A. Creswell (2008)
The first type of correlational design, explanatory design, is conducted
when researchers want to explore the extents to which two or more
variables co-vary, that is, where changes in one variable are reflected in
changes in the other (Creswell, 2008, p. 358). When conducting an
explanatory correlational study, researchers typically collect data at one
time as their focus is not based on future or past performance of
participants. Thus, when analyzing the findings of explanatory correlation
research, researchers analyze participants as a single group rather than
creating subcategories of participants. Finally, in this type of study
researchers collect two scores from each participant as each score
represents each variable being studied (Creswell, 2008).
The second type of correlational design, prediction design, is used by
researchers when the purpose of the study is to predict certain outcomes
in one variable from another variable that serves as the predictor.
Prediction designs involve two types of variables: a predictor variable and
a criterion variable. While the predictor variable is utilized to make a
forecast or prediction, the criterion variable is the anticipated outcome
that is being predicted. Prediction studies can usually be identified rather
easily by research consumers simply by taking note of the title of a
published study as most published prediction studies include the word
prediction in the articles title. The time at which variables are measured
also differs in prediction studies as the predictor variable is typically
measured at one time while the criterion variable is usually measured at a
later date. Prediction studies also include a forecast of anticipated future
performance, as well as advanced statistical procedures including multiple
regression. For further information about multiple regressions see (link to
statistics portion of site) (Creswell, 2008).
B. Donald Ary (2010: 352)
The basic design for correlational research is straightforward. First, the
researcher specifies the problem by asking a question about the
relationship between the variables of interest. The variables selected for
investigation are generally based on a theory, previous research, or the
researchers observations. Because of the potential for spurious results,
we do not recommend the shotgun approach in which one correlates a
number of variables just to see what might show up. The population of
interest is also identified at this time. In simple correlational studies, the
researcher focuses on gathering data on two (or more) measures from a
single group of subjects. For example, you might correlate vocabulary and
reading comprehension scores for a group of middle school students.
Occasionally, correlational studies investigate relationships between
scores on one measure for logically paired groups such as twins, siblings,

or husbands and wives. For instance, a researcher might want to study the
correlation between the SAT scores of identical twins.
C. Meredith D. Gall: 323
The basic design in correlational research is very simple. Involving nothing
more than collecting data on two or more variables for each individual in a
sample and computing a correlation coefficient. For Example, we might
select a group of college freshmen and attempt to predict their first-year
grade (variable A) on the basis of their overall Scholastic Aptitude Test
(SAT) scores (variable B). Many Important studies in education have been
done with this simple design. Recent studies have employed more
sophisticated correlational technique in order to include more variable in
data analysis and thereby obtain a clearer picture of the relationship being
studied.
As in Most research, the quality of correlational studies is determined not
by the complexity of the design or the sophistication of analytical
techniques, but by the depth of the rationale and theoretical constructs
that guide the research design. The likelihood of obtaining an important
research finding is greater if the researcher uses theory and the results of
previous research to select variables to be correlated with one another.
J. Population / Sample / Sampling
A. Donald Ary (2010: 147)
A population is defined as all members of any well-defined class of people,
events, or objects. For example, in a study in which students in American
high schools constitute the population of interest, you could define this
population as all boys and girls attending high school in United States.
A sample is a portion of a population. For example, the students of
Washington High School in Indianapolis constitute a sample of American
high school students.
K. Data Collection
When conducting an explanatory correlational study, researchers typically
collect data at one time as their focus is not based on future or past
performance of participants. Thus, when analyzing the findings of explanatory
correlation research, researchers analyze participants as a single group rather
than creating subcategories of participants. Finally, in this type of study
researchers collect two scores from each participant as each score represents
each variable being studied (Creswell, 2008)
A. Jack R. Fraenkel (2012:339)
L. Data Analysis
Jack R. Fraenkel (2012: 339)