 |  How to Design and Evaluate Research in Education, 5/e Jack R. Fraenkel,
San Francisco State University
Norman E. Wallen,
San Francisco State University
Content Analysis
| Cluster sampling | The selection of groups of individuals, called clusters, rather than single individuals. All individuals in a cluster are included in the sample; the clusters are preferably selected randomly from the larger population of clusters.
| | | | | Content analysis | A method of studying human behavior indirectly by analyzing communications, usually through a process of categorization.
| | | | | Latent content | The underlying meaning of a communication.
| | | | | Manifest content | The obvious meaning of a communication.
| | | | | Purposive sampling | A nonrandom sample selected because prior knowledge suggests it is representative, or because those selected have the needed information.
| | | | | Random sample | A sample selected in such a way that every member of the population has an equal chance of being selected.
| | | | | Reliability | The degree to which scores obtained with an instrument are consistent measures of whatever the instrument measures.
| | | | | Theme | A means of organizing and interpreting data in a content analysis by grouping codes as the interpretation progresses.
| | | | | Unit of analysis | The unit that is used in data analysis (individuals, objects, groups, classrooms, etc.).
| | | | | Validity | The degree to which correct inferences can be made based on results from an instrument; depends not only on the instrument itself, but also on the instrumentation process and the characteristics of the group studied.
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2003 McGraw-Hill Higher Education