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Study Variables
A variable is any aspect of research that can influence its outcomes and effects on the chosen sphere of life (Vogt, Gardner, & Haeffele, 2012). In the study under consideration, there are several dependent and independent variables that should be mentioned. A dependent variable is more interesting to a researcher because it turns out to be a part of a hypothesis that should be proved, and an independent variable can influence the dependent one in a variety of ways. As a rule, researchers can manipulate independent variables and measure them as they need (Mitchell & Jolley, 2012).
Independent variables in research about the role of a leader in an educational process are as follows: a gender of a leader, ten students in each group, and the tasks given to each group. Dependent variables are student satisfaction with an educational process, the results of the test scores, and the desire to work independently or in groups. In their turn, the independent variables (the students, who perform the role of a leader) can choose different leadership roles (learner, supporter, coach, mentor, etc.) and follow the standards offered (Harrison & Killion, 2007). Operationally, the variables can be measured the way it becomes clear how the presence of a leader can influence the way of how students accept new material and use it in practice.
Measurement of Variables
The measurement of variables should be properly organized according to the expectations set by a researcher. For example, it is possible to use a nominal scale to measure the effectiveness and readiness of students to become leaders in a particular society. It is possible to use the Kouzes and Posner’s self-scoring instrument (2003) and check if the students understand what kind of work is expected from them. Besides, it is possible to use an ordinal scale to identify if students are satisfied, partially satisfied, or dissatisfied with the presence/absence of a leader in a group. Finally, an interval scale can be offered to check the periods within which students answer questions and give correct or wrong answers. Such measurement can help to understand the details of an educational process and the effectiveness of a leader’s presence/absence in regards to the changes required by the environment (Cohen, Cook-Sather, & Lesnick, 2013).
Descriptive Statistics for Variables and the Rationale
Descriptive statistics helps to define the way of how the changes of one variable connected to the changes in another variable. One of the possible ways of how to introduce descriptive statistics in current research is to calculate the level of student satisfaction, and the results got from the test scores and present them in a graph (curve) where the results are compared. Another way may be based on the characteristics of team excellence offered by Northouse (2010). Students should fill in the table with their understanding of how the choice of right people, supportive organizational context, coaching, the work of a team, etc. can define the working process and the results. The rationale of the descriptive statistics should be clear. It is not enough to provide some numbers and put them on a graph. It is possible to create a table with the description of the answers and their role in the identification of leadership as a powerful means to organize the work in a group. The peculiar feature of descriptive statistics is the possibility to combine some explanations with the numbers got in research, and this possibility should be used.
Reference List
Cohen, J., Cook-Sather, A., & Lesnik, A. (2013). Students as leaders and learners: Toward self-authorship and social change on a college campus. Innovations in Education and Teaching International, 50, 3-13.
Harrison, C. & Killion, J. (2007). Ten roles for teacher leaders. Educational Leadership, 65(1), 74-77.
Kouzes, J. & Posner, B. (2003). Leadership practices inventory (“LPI”) Self-Scoring Instrument. Hoboken, NJ: Wiley.
Mitchell, M. & Jolley, J. (2012). Research design explained. Belmont, CA: Cengage Learning.
Northouse, P. (2010). Leadership: Theory and practice. Thousand Oaks, CA: SAGE Publications.
Vogt, W.P., Gardner, D.C., & Haeffele, L.M. (2012). When to use what research design. New York, NY: Guilford Press.
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