A typology and evaluation of the survey sample designs in the Educational Administration Quarterly: 1980-1995 /
This inquiry analyzed 53 sample designs from 50 survey
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| Format: | Thesis Book |
| Language: | English |
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[Place of publication not identified] :
[publisher not identified] ;
1996.
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| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=739327361&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | This inquiry analyzed 53 sample designs from 50 survey articles published in the Educational (EAQ) from 1980 through 1995. Specifically, the inquiry developed a typology of sample selection methods, and evaluated the quality of the sample designs. Sampling Designs. Three typological models, the one-stage, two-stage, and three-stage models, were developed from the data with the following findings: 1.The one-stage and two-stage models contained 29 and 21 of the 53 sample designs, respectively. 2.Stratified random sampling was used in 10 of the 18 one- stage probability samples, whereas criterion-based selections occurred in 9 of the 11, nonprobability samples. 3. A typical two-stage sample involved nonprobability selections at stage one, followed by simple random sampling at stage two. Selection Procedures. The evaluation of the sample selections found that: 1. The target or survey population was not explicitly defined in 42 designs, and the unit of analysis was not mentioned in 30 designs. 2. Sample size decisions were mentioned in only two designs No information was given about sample size allocation methods for any of the stratified samples. 3. Response rates were reported in 49 designs. These response rates ranged from 34% to 100%. Estimation Procedures. Three major findings resulted from evaluating the estimation procedures: 1.In the designs that must have involved unequal selection probabilities, the required weighting adjustments were not performed. 2. Sixteen probability samples used complex designs. No required adjustments were reported in variance estimation. This problem results in underestimated variances and nonexistent statistical significance for the cluster samples. 3. Not a single study specified a confidence interval for a point estimate. Data Analysis. The evaluation of the data analysis procedures yielded these three major findings: 1. No adjustments for inflated error rates were mentioned in the studies performing many statistical tests on the same data. 2.Inferential statistics was applied to nonrandom data without discussing implications for the interpretation and generalization of the findings. 3.Nonresponse bias effects were not investigated in any designs with low response rates. The study concluded with research recommendations and implications for the EAQ editors. |
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| Item Description: | Vita. "Major Subject: Educational Psychology". |
| Physical Description: | xiii, 255 leaves ; 28 cm. Issued also on microfiche from University Microfilms Inc. |
| Bibliography: | Includes bibliographical references: pages 228-237. |