An Instrument for Evaluating Survey Research

Kohr, Richard L.; Suydam, Marilyn N.

doi:10.1080/00220671.1970.10884101

Cited by 15 publications

(3 citation statements)

References 6 publications

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“…Numerous guidelines for evaluating educational research have appeared in the last 20 years, attesting to the need for informed, critical evaluation of the material appearing as research (e.g., Best, 1970;Borg, 1963;Dvorak, 1956;Farquhar & Krumboltz, 1959;Johnson, 1957;Kohr & Suydam, 1970;Strauss, 1969;Symond, 1956;Van Dalen, 1958;Wiersma, 1969). However, empirical studies on the question of the quality of actual research have been almost non-existent.…”

Section: Ward Hall and Schrammmentioning

confidence: 99%

Evaluation of Published Educational Research: A National Survey

Ward

Hall

Schramm

1975

American Educational Research Journal

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This study is an evaluation of educational research articles published during 1971. It replicates a study conducted in 1962 by a committee of AERA. As in the earlier study, it was found that most published research is of mediocre quality. Articles published in journals of “related professions” were rated higher than those published in education journals. However, the discrepancy between the classes of journals was not as great as in 1962. The most frequently cited shortcomings of re search articles were in the areas of “procedures,” “data analysis,” and “summary and conclusions.”

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Section: Ward Hall and Schrammmentioning

confidence: 99%

Evaluation of Published Educational Research: A National Survey

Ward

Hall

Schramm

1975

American Educational Research Journal

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“…Quality of study was operationalized using an instrument developed to evaluate survey research in six areas: significance and statement of problem, sampling, measurement, statistical analysis, reasonableness of the conclusions, and adequacy of the research report (Kohr & Suydam, 1970). Key points were noted alongside each of the nine items to help standardize the ratings.…”

Section: Operationajization Of Study Qualitymentioning

confidence: 99%

Education and Subjective Well-Being: A Meta-Analysis

Witter,

Okun,

Stock

et al. 1984

Educational Evaluation and Policy Analysis

163

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at is the relation between formal educational attainment and adults' subjective well-being? What factors account for variation in the estimates of this relation? Does education contribute to adult subjective well-being by increasing income or occupational status? To address these questions, we performed a metaanalytic research synthesis. Dependent variables were zero-and first-order correlations between educational attainment and subjective well-being, and independent variables were sample, measure, and study quality characteristics. We found that education is significantly positively related to adult subjective well-being, accounting for 1 to 3% of the variance. The relation is stronger in samples of women than men and in older than younger adults, but no differences were found between whites and blacks. The strength of the relation has not changed significantly over a span of nearly five decades. When occupational status, but not income, was the control variable the education/subjective well-being relation was reduced. Overall, education is a small but positive Work on this paper was supported by funds from the College of Education and Provost's Office, Arizona State University. We appreciate the assistance of Clifford Kinney and Wendy Miller. Individuals interested in obtaining a copy of the list of sources from which effect sizes were extracted should write to Robert A. Witter,

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“…Com posite study quality ratings were constructed by sum ming ratings across a 9-item instrument developed by Kohr and Suydam [1970]. Each item was rated on a 5-point scale; anchors were 'poor' (l)an d 'excellent' (5).…”

Section: Methodsmentioning

confidence: 99%

Race and Subjective Well-Being in Adulthood

et al. 1985

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Meta-analytic techniques were used to synthesize findings on black-white differences in subjective well-being among noninstitutionalized adults. The dependent variable was zero-order estimates of the race/subjective well-being relation. Predictors were a composite of quality of study ratings, age midrange, and year of publication. We found that race is related to subjective well-being, with whites reporting slightly higher levels of subjective well-being than blacks. The composite of study quality was positively, and age midrange was inversely, related to race/subjective well-being associations. Year of publication was not an efficient predictor. These effect sizes indicate that black-white differences in subjective well-being decrease with age.

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An Instrument for Evaluating Survey Research

Cited by 15 publications

References 6 publications

Evaluation of Published Educational Research: A National Survey

Evaluation of Published Educational Research: A National Survey

Education and Subjective Well-Being: A Meta-Analysis

Race and Subjective Well-Being in Adulthood

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