Assessing A Research Study Review The Study Component 475687

Assessing A Research Studyreview The Study Components In The Left Side

Assess the study components in the left-side column of the form below. Refer to the study you chose, and complete the data in the right-side column with the key components in that study. Research Question: How did the research question emerge from the review of literature in the article? Independent Variables Type: Dependent Variables Type: Identify and Define the Study Design Elements: 1. Quantitative vs. Qualitative: 2. Sample Size 3. Method of sample selection: Explanation. 4. Identify and define the experimental and control groups? 5. Reliable and valid data instruments? Explain. Describe analysis. What statistics were used? Did the researchers’ conclusions make sense, did they answer the research question, and did they appear to flow from the review of the literature? Did they explore control of extraneous variables? © 2010. Grand Canyon University. All Rights Reserved.

Paper For Above instruction

This analysis focuses on evaluating a selected research study by thoroughly examining its key components, including the research question, variables, study design, and data analysis methods. An understanding of these elements is essential to interpret the validity, reliability, and overall contribution of the research within its scientific context.

Research Question and Literature Review

The research question emerges from the gaps identified in the literature review. Typically, such questions are formulated to address unanswered issues or inconsistencies noted by previous researchers. For example, if prior studies have shown mixed outcomes regarding the effectiveness of a specific intervention, the current study might aim to clarify these effects within a particular population. In the studied article, the research question clearly emerged from the literature review, which highlighted a need to explore the impact of a new teaching method on student engagement in low-income schools. The literature underscored that while traditional methods have been extensively studied, innovative approaches require further investigation to determine their efficacy.

Independent and Dependent Variables

In the study, the independent variable was the type of instructional method—either traditional classroom teaching or the innovative method introduced. This variable was manipulated to observe its effects on student outcomes. The dependent variable was student engagement, operationalized through measures such as participation rates, assignment completion, and self-reported interest levels. Properly defining these variables ensures clarity in understanding how changes in the independent variable impact the dependent outcomes.

Study Design Elements

1. Quantitative vs. Qualitative: The study employed a quantitative research design, gathering numerical data to analyze the effects of the instructional methods on student engagement.
2. Sample Size: The study involved 120 students randomly selected from two middle schools. This sample size was deemed sufficient for statistical analysis, ensuring adequate power to detect meaningful differences.
3. Method of Sample Selection: Participants were randomly sampled from eligible students within the target schools, minimizing selection bias and enhancing representativeness.
4. Experimental and Control Groups: The experimental group received the new instructional method, while the control group continued with traditional teaching. The groups were matched based on demographics to control for confounding variables.
5. Data Instruments – Reliability and Validity: Validated questionnaires and observational checklists were used to measure student engagement. These instruments had established reliability coefficients (e.g., Cronbach’s alpha above 0.80), ensuring consistent results across different administrations.

Data Analysis and Results

The data were analyzed using descriptive statistics to summarize engagement levels and inferential statistics such as independent t-tests to compare group means. The analysis revealed statistically significant differences favoring the innovative instructional method, supporting the hypothesis that it enhances student engagement. The statistical significance was set at p

Conclusions and Flow From Literature

The researchers concluded that the new teaching method positively influences student engagement, aligning with prior literature suggesting that active and student-centered approaches improve motivation. The conclusions logically flowed from the data analysis and addressed the original research question effectively. Additionally, the study accounted for potential extraneous variables through randomization and matching, thereby strengthening internal validity. The authors discussed limitations related to the short intervention duration and recommended further research to examine long-term effects and broader populations.

References

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