Seminar Ansos 2012 Tambahan

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JKA319/E DAN JKA430/E

KAEDAH KUANTITATIF

DR. SURESH KUMAR N VELLYMALAY

Pusat Pengajian Pendidikan Jarak Jauh

Universiti Sains Malaysia

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Penyelidikan

¶The objective of a research is to

capture its frame.·

Satu kaedah sistematik untuk mencari

jawapan bagi soalan-soalan tertentu

dalam menghasilkan ilmu.

Menyumbang kepada pemahaman yang

lebih baik tentang satu-satu fenomena



Penyelidikan kuantitatif

Mengukur fakta yang bersifat objektif

Memfokuskan pada pembolehubah Menggunakan analisis statistik



Kerangka Penyelidikan Kuantitatif

Pemilihan tajuk Pernyataan masalah (supaya masalah dapat dikaji)

Tujuan

Persoalan kajian dan objektif kajian

Tinjauan literatur

Konsep, teori dan hipotesis

Sumber data (natural/semi natural), jenis (primer/sekunder)

dan bentuk (kualitatif/kuantitatif) ukuran perlu dinyatakan

bagi setiap pembolehubah Pemilihan sumber data (Persampelan)

Pengumpulan data

Analisis data

Masalah dan limitasi kajian



Pendekatan Kuantitatif

Pemilihan tajuk Persoalan kajian

Rekabentuk kajian

- pemilihan sampel- pengukuran (perkara yang ingin diukur)

- teknik (soal selidik)

Mengutip/kumpul data

Analisis data

Interpretasi data



Cth: 1

Tajuk- Penglibatan ibu bapa dalam pendidikananak di SK.

Persoalan kajian:

Apakah latar belakang sosioekonomi bagi ibubapa yang dikaji?

Apakah strategi-strategi penglibatan ibu bapa

dalam pendidikan anak?

Adakah latar belakang sosioekonomi ibu bapa

memberi kesan kepada strategi-strategi

penglibatan ibu bapa dalam pendidikan anak?



Rekabentuk

Sampel: 150 ibu bapa pelajar dipilih dari SK

Kaedah: persampelan rawak berlapis

Instrumen kajian: Soal selidik digunakan untuk

mengumpul data (kandungan soal selidik) Pengumpulan data

prosedur : soalan diajukan kepada ibu bapa

dan pengkaji tandakan pada soal selidik(temubual berstruktur)

Analisis data SPSS

Intepretasi data



Pemilihan sampel

Pemilihan sampel harus representatif iaitu yangdapat mewakili populasi.

P ersampelan Kebarangkalian: setiap subjek mempunyai ciri yang sama dalam populasi

Persampelan rawak mudah

Persampelan sistematikPersampelan rawak berlapis

Persampelan kelompok/cluster (13 uni pilih 5;

setiap satu pilih 100 pljr)



P ersampelan bukan kebarangkalian: setiap

subjek mempunyai peluang yang tidak samauntuk dipilih. P emilihan subjek adalh mengikut

ciri tertentu.

P ersampelan secara kebetulan (mana-mana

yang ditemui)

P ersampelan bertujuan (merokok/x merokok)

P ersampelan kuota (pendapat pelajar yang

guna komputer/ x guna komputer) subjek

dipilih secara kebetulan; yang ditemui dahulu.

P ersampelan bola salji



Penentuan Saiz sampelTable 1. Sample size for ±5%, ±7% and ±10% Precision Levels Where

Confidence Level is 95% and P=.5.Size of Sample Size (n) for Precision (e) of:

Population ±5% ±7% ±10%

100 81 67 51

125 96 78 56

150 110 86 61

175 122 94 64200 134 101 67

225 144 107 70

250 154 112 72

275 163 117 74

300 172 121 76

325 180 125 77

350 187 129 78

375 194 132 80

400 201 135 81

425 207 138 82

450 212 140 82

(Israel, 2009)



Konsep dan Pembolehubah

(a) konsepTaraf sosioekonomi

T araf P endidikan - Pendidikan tertinggi yang

dicapai oleh ibu/bapa P ekerjaan - Pekerjaan terakhir yang dilakukan

oleh ibu/bapa

P

endapatan - Pendapatan terakhir ibu/bapa P endapatan Isi Rumah - Pendapatan ibu, bapa

dan ahli keluarga lain yang bekerja




(a) pembolehubah T araf P endidikan Lapan kategori ordinal

iaitu:

Tiada pendidikan, memasuki sekolah rendahtetapi tidak tamat pendidikan sekolah rendah,

tamat pendidikan sekolah rendah, tidak tamat

pendidikan sekolah menengah, tamat sekolah

menengah, sijil/diploma, ijazah pertama danijazah lanjutan.



Soalan dalam soal selidik

Taraf pendidikan ibu/bapa

1 = Tiada pendidikan formal

2 = Memasuki sekolah rendah tetapi tidak tamat

pendidikan sekolah rendah

3 = Tamat pendidikan sekolah rendah

4 = Tidak tamat pendidikan sekolah menengah

5 = Tamat sekolah menengah6 = Sijil dan diploma

7 = Ijazah pertama

8 = Ijazah lanjutan seperti Sarjana dan Ph. D.



Education Level Frequency Percentage

No formal education

Completed primary

Did not complete secondary

Completed secondary

Cert/Diploma

First DegreeMasters/PhD

7

21

39

68

8

61

4.7

14.0

26.0

45.3

5.3

4.00.7

Total 150 100.0

Table 2: Parents¶ Education Level

n=150

SPSS

Table 2 presents the education level of the parents¶ in this study. The analysis shows that

90.0% of the parents had only attained secondary education and below. Almost half of the

parents (45.3%) had completed secondary education, 26.0% of the parents managed to go tosecondary school but did not complete their secondary education. Meanwhile, about 14.0% of

the parents had only completed primary education and 4.7% of the parents had never been to

school. Only 10.0% of the parents in this study had completed their tertiary education. As can

be seen from Table 2, 90.0% of the parents have no professional qualifications. It is apparent

from this table that 4.7% of the parents had no formal education. Moreover, even though 45.3%

parents had completed their secondary education, there was no evidence that they had passed

their examinations.



Back ground of the respondents Percentage (%)

Gender

Age

Home

Level of education

Occupation

Male

Female

30 years and below

31 - 40 years

41 ± 50 years

51 ± 60 years

Urban

Rural

No formal education

Completed primary education

Did not complete secondary education

Completed secondary education

Certificate/Diploma holders

First Degree holders

Professional and technical

Administrationand clerical

Service

Business

Labour

Not working (Housewives)

20.7

79.3

11.3

57.3

27.3

4.0

54.0

46.0

12.0

27.3

26.7

32.0

1.3

0.7

2.0

2.0

0.7

5.3

45.3

44.7

Table 1: Background of the respondents

n=150

SPSS




(a) konsepStrategi penglibatan ibu bapa

T ingkah laku Membantu Kerja Rumah Tingkah laku

ibu/bapa membantu kerja rumah anaknya yang

diberikan oleh pihak sekolah

T ingkah laku Mengenal pasti Kerja Rumah - Tingkah

laku ibu/bapa mengenal pasti semua kerja rumah

yang diberikan oleh pihak sekolah.

T ingkah laku Membimbing P eperiksaan - Tingkah

laku ibu/bapa membimbing anak sebagai persediaan

menhadapi peperiksaan.




(a) pembolehubah

Membantu Kerja Rumah - Penggunaan skala

Likert bagi mendapatkan jawapan kepada

soalan tentang tingkah laku ibu/bapa

membantu kerja rumah anaknya yang

diberikan oleh pihak sekolah.



Soalan dalam soal selidik

Untuk setiap pernyataan, sila nyatakan sama ada:

1 = Tidak bersetuju

2 = Kurang bersetuju

3 = Kurang bersetuju / bersetuju4 = Bersetuju

5 = Sangat bersetuju

Saya membantu kerja rumah anak saya

diberikan oleh pihak sekolah?

1 2 3 4 5



Table 3: Strategies of Parental Involvement in Childs Education at Home

Strategies Strongly

Disagree

(%)

Disagree

(%)

Disagree /

Agree

(%)

Agree

(%)

Strongly

Agree

(%)

Mean SD

Discussion on future planning

Discussion on school activities

Identifying learning pattern

Identifying academic problems at school

Identifying academic problems at home

Assisting with homework

Identifying homework

Guidance for examination

Monitoring academic performance at school

MotivationTime Limits

Getting reading materials

Tuition

Monitoringactivities

1.3

0.7

1.3

3.3

0.7

4.0

1.3

1.3

1.3

0.71.3

3.3

8.7

2.0

7.3

7.3

10.0

10.0

6.7

15.3

6.7

10.0

8.0

6.09.3

8.0

15.3

10.7

5.3

5.3

16.0

9.3

10.0

9.3

15.3

18.7

15.3

9.312.0

16.0

9.3

6.7

36.0

46.0

42.0

40.7

35.3

34.0

38.0

36.7

36.7

32.746.0

32.0

26.0

38.7

50.0

40.7

30.7

36.7

47.3

37.3

38.7

33.3

38.7

51.331.3

40.7

40.7

42.0

4.26

4.19

3.91

3.97

4.22

3.85

4.06

3.91

4.03

4.283.97

3.99

3.75

4.08

0.95

0.89

0.99

1.08

0.93

1.19

0.96

1.02

0.99

0.910.97

1.09

1.36

1.05

n=150

SPSS

One of the major goals of this study is to determine the strategies used by the parents to be involved in their child¶s education.

Table 3 presents the results obtained from the preliminary analysis on the strategies used by the parents to be involved in their child¶s education. The data indicated that parents were highly involved and used many strategies of involvement in their child¶s

education.

As shown in Table 3, there were seven strategies used by the parents which had mean values above 4.0. The strategy of

motivation recorded the highest mean value of 4.28 indicating that parents show high involvement in motivating their child. Theresults also indicated that parents showed high involvement in discussing their child¶s future plans with them (4.26), identifyingacademic problems faced by their child at home (4.22) and in discussing their child¶s activities at school (4.19). In addition, theresults also indicated that parents showed high involvement in monitoring their children¶s activities besides the regular activities

at home and at school (4.08), identifying their children¶s homework given by the school (4.06) and monitoring their children¶sacademic performance at school from time to time (4.03).



Skala ukuran pembolehubah

Nominal - 1. lelaki 2. perempuan(bangsa, parti politik, warna)

Ordinal - disusun dari kecil (nilai kecil) ke besar (nilai

besar).

Selang dan nisbah 1-10, 11-20, 21-30

Jarak selang adalah sama * Nisbah ada nilai sifar benar

Lain: Likert, Thurstone (S/TS)



Hipotesis

Hipotesis (ramalan pengkaji tentang hubungan

antara pembolehubah)

Katakan anda ingin mengkaji hubungan taraf

pendidikan ibu bapa dan penglibatan ibu bapa

dalam membantu kerja rumah anak.

Hipotesis nul pernyataan yang neutral bagi

hipotesis penyelidikan.



H : Tiada hubungan yang signifikan antara taraf

pendidikan ibu bapa dan penglibatan ibu bapa

dalam membantu kerja rumah anak.

SPSS: M embantu kerja rumah anak = 0.27**

Hipotesis Nul ditolak. Terdapat hubungan

signifikan dan positif antara taraf pendidikan ibu

bapa dan penglibatan ibu bapa dalam membantu

kerja rumah anak. Bermakna, lebih tinggi taraf

pendidikan ibu bapa, lebih tinggi penglibatan ibu

bapa dalam membantu kerja rumah anak.



Strategies Correlation Coefficient (r )

Parents¶ educationDiscussion on future planning

Discussion on school activities

Identifying learning patterns

Identifying academic problems at school

Identifying academic problems at home

Assisting with homework

Identifying homework

Guidance for examination

Monitoring academic performance at schoolMotivation

Time limits

Getting reading materials

Tuition

Monitoring activities

1.000.33**

0.27**

0.35**

0.33**

0.35**

0.27**

0.27**

0.25**

0.19*0.38**

0.20*

0.30**

0.18*

0.37**

n = 150** Correlation is s ignificant at the 0.01 level (2-tailed)

* Correlation is s ignificant at the 0.05 level (2-tailed)

Table 4: Correlation between Parents¶ Education Level and Strategies of Parental Involvement

SPSS

As shown in Table 4, the bivariate relationship between parents¶ education and the strategies

showed that the relationship was moderate for seven of the fourteen strategies implemented.

All seven strategies implemented are significant at the p = 0.01 level. Hence, there is

evidence that parents with more education are more involved in their child¶s education. As

can be seen from Table 4, parents with more education are more involved in motivating their

child (r = 0.38, p < 0.01), monitored their child¶s activities off-home and off-school besides

the regular activities at home and at school (r = 0.37, p < 0.01).



RESEARCH REPORT

Chapter 1 Introduction

Chapter 2 Literature review

Chapter 3 Research MethodChapter 4 Findings/Results

Chapter 5 Discussion

R

eferencesAppendices



Chapter 1 Introduction

Introduction

Background of the study

Statement of the problem Research goals

Research questions and Objectives

Hypothesis Importance of the study

Limitation



Chapter 2 Literature Review

Intro

Definition of Concept

Literature review Theoretical Framework (Theory)

Theoretical Model (if any)

Conclusion



Chapter 3 Research Method

Intro

Research strategy

Source of data

Research method

SampleProcedure

Instrument

Formal definitions

Operational definitions

Pilot study Reliability test/analysis item to total/Cronbachs alpha

Conclusion



Chapter 4 Findings/Results

Intro

Analysis/Findings Conclusion



Chapter 5 Discussion

Discussion

Implications

Recommendations for future research



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Seminar Ansos 2012 Tambahan

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