Instructions for presentation
Student teams will demonstrate their knowledge of research methodology with two class presentations (Part I and Part II) that describe the methodology used in an article from a scholarly journal.
These are oral presentations using visual aids. No paper will be turned in to the instructor. However, a FULL copy of the journal article must be supplied to the instructor no later than two class sessions preceding the initial presentation.
Presentations are in two parts (see schedule). Maximum time limit per part is fifteen minutes for the entire team, with each member expected to take their proportionate share of time. If there are two members, each must present for about seven minutes. If there are three, each has five minutes. Presenters not "up" are responsible for keeping track of time.
Each presenter MUST refer to PowerPoint slides. Teams should prepare a separate PowerPoint presentation for each part that includes all slides necessary for every participant, in the appropriate sequence. Slides may contain brief bullet points and simplified and abridged tables from the journal article. Slides must be uncluttered and easy to read from the back of the classroom. NO fancy fonts, excessive colors or graphical embellishments. NO sound or animation! Points will be deducted for not meeting these standards.
Presenters must NOT read from slides (points will be deducted). Instead, they should expand upon the bullet points and explain the tables in the slides.
- Avoid technical terms excepting the most obvious (e.g., "hypothesis" and "variables" is OK, but "factor analysis" is not.)
- Do not quote or read from the article. It is your job to translate everything into language anyone can understand.
- Rehearse your presentation, individually and as a team.
Use of handouts is encouraged. Presentations must follow this sequence:
1. Name of the article, journal and issue
2. Purpose of the article. BRIEFLY – what did it seek to investigate, and why?
3. Key hypotheses to be tested. If necessary, convert the "research question(s)" into one or more "working" hypotheses.
4. Source of data – how was it collected?
5. Identify and explain the sampling technique. Why was it used? What are the limitations?
6. Identify and explain the research design. Is it experimental, quasi-experimental or non-experimental? Why was it used? What are its limitations?
7. Identify the unit of analysis. Identify the primary independent and dependent variable(s) that were used to test the hypotheses.
8. How were these variables measured? Were categories or scales used?
9. Identify limitations imposed by selecting these variables and/or measuring them in this way.
1. One team member should briefly recap the subject of the article, state the hypotheses and identify the key independent and dependent variables
2. Transform each hypotheses to a "null" hypothesis (e.g., no relationship between variables, no difference between group means, etc.). Specifically state the null hypothesis.
3. Identify the statistical methods used to test the null hypothesis (e.g., multiple regression, chi-square, analysis of variance, etc.)
(a) If several techniques were used, identify the most important.
(b) If measurement scales transformed (e.g., nominal to continuous), explain.
(c) Discuss possible limitations caused by the data analysis techniques
4. Referring to key tables from the article, explain the principal findings
(a) Discuss whether relationships were found between the independent and dependent variables. Be sure to highlight those that were statistically significant, and explain to what degree.
(b) Do these findings support the "working" hypothesis? Can the "null" hypothesis be rejected? Is causality supported, and to what extent?
(c) Discuss possible limitations on applying the findings