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8/11/2019 Correlational Research Info.
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CORRELATIONAL RESEARCH
This is also a type of descriptive research in which we try to study the existing relationships
between two or more variables. It should be remembered that the main aim of educational
research is not only to discover what is presently unknown but also to predict the future
relationships between various variables. These predictions are comparatively easy andpossible to be made if we explore the existing strong relationships between certain
variables. In order to explore these relationships we conduct correlational studies.
1. Purposes of Correlational Research
The major aim of a correlational research is to explore the correlation between or
among the variables. These correlations help us better understand the conditions and
events in a meaningful way, and in making predictions about the future conditionsand events. These research studies ultimately enable us to explain, predict and, up to
some extent, control certain conditions and events.
For example, to B. F. Skinner, a great behavioral psychologist, most events could beexpressed as: X (f) Y, i.e. X is the function (f) of Y, and this is possible only
because both are correlated. In his experiments, X refers to the behaviour of the
pigeon and Y refers to the reinforcement given to the pigeon after it performs some
particular behavior (e.g., pecking at a tray). The pigeon learns to peck at the traybecause it leads to some reward (food). On the basis of his experiments, he
concluded that one thing caused another that is, the proper administration of
reinforcement led or caused the bird to behave in a certain manner.Now, on the basis of this information and knowledge, we can conduct some
correlational study in the educational and/or classroom settings and predict the
behaviour of the students and up to some extent we can control their behaviour by
applying various types or schedules of reinforcements.
2. Major Topics of Correlational ResearchIn the educational settings, correlational research is targeted toward the following
four broad categories of topics :
Researching various human traits related to learning, viz. personality,
motivation, intelligence, etc.
Researching various classroom conditions related to learning, viz. class size,
teacher behaviour, peer interaction, etc.
Researching various teaching practices, procedures, and materials related tolearning.
Researching the validation of educational tests and measurements.3. Sources of Data for Correlational Research
Actually, correlational research requires only a few sources of data, but these
sources must provide or supply two measures or scores for each subject studied. For
example, if we want to explore the relationship between the level of anxiety andstudent performance, we essentially need scores on these two variables each for all
the subjects of the sample.
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4. Types of Correlations
As is just described, we require pairs of test scores for each subject to calculate
correlation between these pairs. But the nature of these pairings (or data obtained)
requires us to calculate correlation by any of the following different methods ofcorrelation :
Pearson r : It is the most commonly used correlational procedure. In this, we need
pairs of raw scores on two tests, one pair for each subject of the sample, e.g. marks
obtained by a student in the tests of science and math.
Spearman r : Sometimes we cannot obtain raw scores but we obtain the ranking ofthe subjects. Then, we have to calculate Spearman's rank order correlation. For
example, to explore the relationship between self-confidence and leadership we
shall have to use this method. Here we may be unable to obtain the raw scores of the
subjects on these two variables but we may rank them on these.Biserial r : It is calculated when we have scores of the subjects on one variable or
trait, but on the second variable, we have to put them into a dichotomy
(dichotomous means 'cut into two parts'), which means that we have to place themin either this or another category. For example, we may plan to explore the
relationship between mental age (M.A., a measurable variable into scores) and
number of parents in the family (dichotomous variable-either one parent i.e. eithermother or father or two i.e. both mother and father).
Tetrachoric r : In biserial r, we have one continuous variable (expressed in test
scores) and second dichotomous variable (a two-fold classification). But sometimes
we may get both the variables dichotomous (or a 2 x 2 or four-fold table). Then wehave to compute tetrachoric r. Here our both variables are not measured in scores
but are capable of being separated into two categories. For example, we may wish to
discover the relationship between intelligence (above average/below average) andself-confidence (above average/below average). Here we have, as per our research
objectives, decided to study the relationship between two categories of intelligence
and two categories of self-confidence.
Partial Correlation : In correlational approach, mostly the third variable problemrefrains us from drawing inferences on the basis of the observed r between two
variables. According to Christensen (1994), "the third variable problem refers to the
fact that the two variables may be correlated not because they are causally relatedbut because some third variable caused both of them." For example, it is found that
reading ability and vocabulary are highly correlated, but, in fact, both of these
variables are strongly affected by intelligence. Hence, if anybody wants to study the
actual correlation between these two variables, he must first partial out the effect ofintelligence which is done by the method of partial correlation.
5. Research Tools
As you have just read, in correlational research, we require data in the form ofnumbers, rankings or dichotomies. To obtain these types of data, as per our research
design, we may use "standardized tests" (like intelligence tests), "other measuring
devices" (e.g., heart beat, pulse rate, etc.), or "established criteria" (to be used in
making rankings and dichotomies).
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6. Steps in Correlational Research
The correlational research is very simple and uncomplicated to conduct. It involves
the following steps, most of which you will find a little bit similar to other research
methods :
Selecting and Defining a Problem : Like other types of research,
correlational research also requires first of all a researcher to select anddefine his/her research problem. Here the researcher should select at least"two variables" (one can select even more).
Formulating Hypothesis : Generally, null hypothesis is formulated in
correlational research because it seems much easier to reject a nullhypothesis than to retain a research hypothesis. It simply states, "No
relationship exists between A and B."
Data Collection : As per the nature of the variables, the next step of this
research method is to collect the data in pairings of scores, rankings, or
groupings by applying the appropriate research tools.
Data Compilation : After collecting the data, we must next compile it in
such a way that two measures (i.e. scores, rankings, or groupings) can be
shown for each subject of the sample.
Analysis and Interpretation of Data : Our next step is to treat the data
statistically by applying appropriate correlational technique to compute the
correlation between the two sets of scores. Then we interpret our findings inthe light of (i) the size of the correlation, (ii) the direction of the correlation
(positive or negative), and (iii) its significance level.
a. The Size of the Correlation: The degree or size or strength of therelationship between two variables is expressed by the coefficient of
correlation. Whether positive or negative, the more the coefficient
the stronger or closer the relationship. It should be noted that,
irrespective of the correlational procedures followed, the range of thecoefficient lies in between 0 (means no relationship at all) to 1.00
(means perfect correlation). However, in research, these values of 0
and/or 1.00 are never or rarely obtained.b. The Direction of the Correlation: You can find the two variables
correlated in either positive or negative direction. The direction of
the correlation is independent of the size of the correlation, and both
have nothing to do with each other. Correlations of +.62 and -.62 areof exactly the identical size but show a different type of relationship
(the former is positive correlation and the latter shows negative
correlation). Positive correlations indicate that increase or decrease
in one variable tends to accompany the increase or decrease inanother variable in parallel fashion. If, on the other hand, increase in
one variable tends to decrease in another and vice versa, it indicates a
negative correlation. The higher or lower the correlation (eitherpositive or negative), the more accurately we can predict one
variable from the other.
c. Significance Level of Correlation: And, as far as the significancelevel of obtained correlation is concerned, we first compute the
standard error (SE) of the correlation and then multiply this SE by
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correlation coefficient moves toward either -1 or +1,
the relationship gets stronger until there is a "perfect
correlation" at either extreme.
The direction of the relationship is indicated by the "-
" and "+" signs. A negative correlation means that asscores on one variable rise, scores on the other
decrease. A positive correlation indicates that the
scores move together, both increasing or bothdecreasing.
A student's grade and the amount of studying done,for example, are generally positively correlated.
Stress and health, on the other hand, are generally
negatively correlated.
2. REGRESSION AND
PREDICTION
If there is a correlation between two variables, and we
know the score on one, the second score can bepredicted. Regression refers to how well we can make
this prediction. As the correlation coefficients
approach either -1 or +1, our predictions get better.
For example, there is a relationship between stress
and health. If we know my stress score, we canpredict my future health status score.
3. MULTIPLE
REGRESSION
This extends regression and prediction by adding
several more variables. The combination gives us
more power to make accurate predictions.
What we are trying to predict is called the
CRITERION VARIABLE.
What we use to make the prediction, the known
variables, are called PREDICTOR VARIABLES.
If we know not only my stress score, but also a healthbehavior score (how well I take care of myself) andhow my health has been in the past (whether I am
generally healthy or ill), we can more closely predict
my health status. Thus, there are 3 predictors--stress,
health behavior, and previous health status--and onecriterion--future health.
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CROSS-LAGGED PANEL DESIGNS measures 2
variables at two points in time. It has been used, forexample, to show that watching violence on TV leads
to violent behavior, more than the other way around.
6. SYSTEMS ANALYSISThis involves the use of complex mathematical
procedures to determine dynamic processes, i.e.,changes over time, feedback loops, and the elements
and flow of relationships.
It has been used, for example, to diagram the
differences between successful and unsuccessful
elementary schools. Some of the elements in these
systems are teachers' expectations of studentperformance, teaching effort, and student
performance. Each of these affects the other andchanges over time.
Purpose
The correlation is a way to
measure how associated orrelated two variables are.
The researcher looks atthings that already exist
and determines if and in
what way those things arerelated to each other. The
purpose of doing
correlations is to allow us
to make a prediction aboutone variable based on what
we know about another
variable.
For example, there is a
correlation betweenincome and education. We
find that people with
higher income have moreyears of education. (You
can also phrase it that
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variable also increase.
Likewise, as the value ofone of the variables
decreases, the value of the
other variable also
decreases. The exampleabove of income and
education is a positivecorrelation. People with
higher incomes also tend
to have more years ofeducation. People with
fewer years of education
tend to have lower income.
Here are some examples of
positive correlations:
1. SAT scores and college
achievementamong
college students, thosewith higher SAT scores
also have higher grades
2. Happiness and
helpfulnessas peoples
happiness level increases,
so does their helpfulness(conversely, as peoples
happiness level decreases,
so does their helpfulness)
This table shows somesample data. Each person
reported income and years
of education.
Participant
Income
Years
ofEducation
#1125,000
19
#2100,000
20
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#340,00
016
#435,00
016
#5 41,000 18
#629,000
12
#735,000
14
#824,00
012
#950,000
16
#1060,000
17
In this sample, thecorrelation is .79.
We can make a graph,
which is called ascatterplot. On the
scatterplot below, each
point represents one
persons answers toquestions about income
and education. The line is
the best fit to those points.All positive correlations
have a scatterplot that
looks like this. The linewill always go in that
direction if the correlation
is positive.
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Back to top
Negative correlati on
In a negative correlation, as the values of one of the variables
increase, the values of the second variable decrease. Likewise,
as the value of one of the variables decreases, the value of theother variable increases.
This is still a correlation. It is like an inverse correlation.The word negative is a label that shows the direction of the
correlation.
There is a negative correlation between TV viewing and class
gradesstudents who spend more time watching TV tend to
have lower grades (or phrased as students with higher grades
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tend to spend less time watching TV).
Here are some other examples of negative correlations:
1. Education and years in jailpeople who have more years of
education tend to have fewer years in jail (or phrased as peoplewith more years in jail tend to have fewer years of education)
2. Crying and being heldamong babies, those who are held
more tend to cry less (or phrased as babies who are held lesstend to cry more)
We can also plot the grades and TV viewing data, shown inthe table below. The scatterplot below shows the sample data
from the table. The line on the scatterplot shows what a
negative correlation looks like. Any negative correlation will
have a line with that direction.
ParticipantGPA
TV inhours
perweek
#1 3.1 14
#2 2.4 10
#3 2.0 20
#4 3.8 7#5 2.2 25
#6 3.4 9
#7 2.9 15
#8 3.2 13
#9 3.7 4
#10 3.5 21
In this sample, the correlation is -.63.
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trength
Correlations, whether positive or negative, range in theirstrength from weak to strong.
Positive correlations will be reported as a number between 0and 1. A score of 0 means that there is no correlation (the
weakest measure). A score of 1 is a perfect positive
correlation, which does not really happen in the real world.
As the correlation score gets closer to 1, it is getting stronger.So, a correlation of .8 is stronger than .6; but .6 is stronger
than .3.
The correlation of the sample data above (income and years of
education) is .79.
Negative correlations will be reported as a number between 0
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and -1. Again, a 0 means no correlation at all. A score of1 is
a perfect negative correlation, which does not really happen.As the correlation score gets close to -1, it is getting stronger.
So, a correlation of -.7 is stronger than -.5; but -.5 is stronger
than -.2.
Remember that the negative sign does not indicate anything
about strength. It is a symbol to tell you that the correlation isnegative in direction. When judging the strength of a
correlation, just look at the number and ignore the sign.
The correlation of the sample data above (TV viewing and
GPA) is -.63.
Imagine reading four correlational studies with the followingscores. You want to decide which study had the strongest
results:
-.3 -.8 .4 .7
In this example, -.8 is the strongest correlation. The negative
sign means that its direction is negative.
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Advantage
1.An advantage of the correlation method is that we can make
predictions about things when we know about correlations. Iftwo variables are correlated, we can predict one based on the
other. For example, we know that SAT scores and college
achievement are positively correlated. So when collegeadmission officials want to predict who is likely to succeed at
their schools, they will choose students with high SAT scores.
We know that years of education and years of jail time are
negatively correlated. Prison officials can predict that people
who have spent more years in jail will need remedial
education, not college classes.
Back to top
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Disadvantage
1.The problem that most students have with the correlation
method is remembering that correlation does not measurecause. Take a minute and chant to yourself: Correlation is not
Causation! Correlation is not Causation! I always have my in-class students chant this, yet some still forget this very crucial
principle.
We know that education and income are positively correlated.
We do not know if one caused the other. It might be that
having more education causes a person to earn a higher
income. It might be that having a higher income allows aperson to go to school more. It might also be some third
variable.
A correlation tells us that the two variables are related, but we
cannot say anything about whether one caused the other. This
method does not allow us to come to any conclusions aboutcause and effect.