Create A Purpose Statement

Create A Purpose Statement

Your assignment is to create a purpose of the study by indicating the intent, goal, and rationale for researching the problem addressed in last week’s assignment. The purpose statement should begin with “The purpose of this (quantitative, qualitative, mixed) study is to…” Use the following list to create the purpose statement: Study method, Study design, Constructs/variables, Target population, Research setting, Sampling frame, Sampling method, Sample size (Justified by scholarly sources and a power analysis for quantitative studies), Data collection method (including instrumentation), Data analysis method, Software to be used for analysis, and a closing statement as to how the study results may inform educational theory. Length: Approximately 1 page, not including the title and reference pages. Your purpose must be directly aligned with the problem statement. Your purpose statement should reflect scholarly writing and current APA standards. Be sure to adhere to Northcentral University's Academic Integrity Policy.

Paper For Above instruction

The purpose of this qualitative study is to explore the perceptions and experiences of high school teachers regarding the integration of technology in their classrooms. The study design will follow a phenomenological approach to understand teachers' lived experiences and attitudes toward technological adoption. Constructs include teachers’ attitudes, perceived barriers, and self-efficacy regarding technology use. The target population comprises high school teachers in urban public schools within the United States, with the sampling frame consisting of teachers registered in a district-wide professional development network. A purposive sampling method will be employed to select 15-20 participants who have varied experience levels with technology integration.

Data will be collected through semi-structured interviews, utilizing a researcher-developed interview protocol to ensure consistency and depth of responses. All interviews will be recorded, transcribed verbatim, and coded for thematic analysis. Data analysis will follow Braun and Clarke’s (2006) six-phase thematic analysis technique, facilitated by NVivo qualitative data analysis software. The qualitative nature of the study aligns with the aim to gain in-depth understanding of teachers' perceptions and experiences.

The findings from this study could inform educational practices by identifying key barriers and facilitators to technology integration, providing insights for professional development programs tailored to teachers’ needs. The results may also add to existing educational theories concerning technology acceptance and pedagogical change, contributing to the broader discourse on integrating innovative tools in educational settings.

References

• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
• Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
• Patton, M. Q. (2015). Qualitative research & evaluation methods. Sage publications.
• Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative data analysis: A methods sourcebook. Sage Publications.
• Glaser, B., & Strauss, A. (2017). The discovery of grounded theory: Strategies for qualitative research. Routledge.
• Yin, R. K. (2018). Case study research and applications: Design and methods. Sage Publications.
• Seidman, I. (2019). Interviewing as qualitative research: A guide for researcher. Teachers College Press.
• Hancock, B. (2019). An introduction to qualitative research. Providence Research Centre.
• Johnson, B., & Christensen, L. (2019). Educational research: Quantitative, qualitative, and mixed approaches. Sage Publications.
• Denzin, N. K., & Lincoln, Y. S. (Eds.). (2018). The Sage handbook of qualitative research. Sage publications.