Method And Design: This Is A Description Of How You Collect

Method and design: This is a description of how you collect data and test the questions being examined

This research proposal aims to examine the understanding and knowledge of criminal justice theory among undergraduate students enrolled in criminal justice programs. The core focus is on developing a robust methodology and research design that effectively tests the hypotheses related to students’ comprehension of foundational criminal justice concepts. The proposal emphasizes the importance of selecting appropriate data collection methods, defining the participant sample, establishing clear research questions and variations, and delineating procedures for data analysis, all aligned with APA standards for professionalism and clarity.

Method and design

The methodology chosen for this study combines quantitative surveys with structured assessments to evaluate students' knowledge of criminal justice theories. This approach aligns with standard practices found in academic literature, where surveys are frequently employed to assess comprehension and attitudes related to criminal justice topics (Schmalleger, 2017). The survey-based method provides a cost-effective, scalable way to collect data from a sizable sample, enabling statistical analysis to determine knowledge levels and potential gaps.

Data Collection Method

The primary data collection instrument will be a standardized survey comprising multiple-choice questions, Likert scale items, and short-answer prompts focused on key criminal justice theories, such as deterrence, rehabilitation, and restorative justice. The survey will be administered electronically via an online platform to maximize accessibility and participation. This method allows for efficient data gathering and ensures anonymity, encouraging honest responses.

Justification for Data Collection Method

Using a survey is ideal because it provides quantifiable data suitable for statistical comparison across different demographics and educational backgrounds (Hassan, 2018). It allows for rapid collection from a diverse student population while maintaining consistency in question delivery. Moreover, surveys facilitate the assessment of both factual knowledge and attitudes towards specific criminal justice theories, which are essential for testing the hypotheses.

Participants

The study will target undergraduate students currently enrolled in criminal justice programs at accredited universities. The rationale for selecting this group is that they possess foundational knowledge of criminal justice theories, making them suitable subjects for assessing understanding levels. Participants will include sophomores, juniors, and seniors to capture a range of educational experiences.

Sampling Strategy

A stratified random sampling method will be used to ensure representation across different academic years and demographic backgrounds, including age, gender, ethnicity, and socioeconomic status. A sample size of approximately 200–300 participants will be targeted to achieve statistical significance and generalizability.

Exclusion Criteria

Participants will be excluded if they are not currently enrolled in a criminal justice or related program or if they have less than one semester of coursework in criminal justice, as their knowledge base may not be adequately developed for meaningful analysis.

Research Question and Design

The overarching research question is: "What is the level of understanding of core criminal justice theories among undergraduate students?" To address this, the study will test hypotheses related to the differences in knowledge based on academic standing and demographic factors.

Testing Variations and Manipulations

The research will manipulate two key factors: academic year (sophomore, junior, senior) and prior coursework exposure (none, introductory courses, advanced courses). These variables will be examined to determine their impact on students’ knowledge levels. By comparing responses across these groups, the study aims to identify whether increased coursework correlates with deeper understanding, thus testing the hypothesis that education enhances theory comprehension.

Confirming or Disconfirming Hypotheses

If data reveal that students in advanced coursework demonstrate significantly higher scores on assessments of criminal justice theories compared to those with limited or no coursework, it will support the hypothesis that academic progression improves understanding. Conversely, if no significant differences are observed, it may suggest that coursework alone does not fully account for comprehension, pointing to other influencing factors.

Significant Differences and Disconfirmation

Significant differences in knowledge scores between groups will confirm the hypothesis. The absence of such differences, or if lower-year students outperform seniors, would disconfirm expectations and indicate alternative explanations, such as variability in teaching effectiveness or external influences.

Control Factors

To ensure validity, the study will control for variables like age, prior work experience in criminal justice, and participation in extracurricular activities related to the field. These factors could influence knowledge independently of coursework and need to be accounted for during data analysis.

Expected Effects and Effect Control

It is anticipated that greater exposure to coursework and higher academic levels will produce higher knowledge scores. Potential confounding effects, such as self-selection bias or prior informal learning, will be mitigated through stratified sampling and statistical controls during analysis.

Design Strategies to Rule Out Effects

Randomization within stratified groups and ensuring comparable demographic characteristics across samples will help rule out extraneous effects. Additionally, standardized testing conditions will reduce variability caused by testing environments or participant engagement levels.

Conclusion

In sum, this research employs a survey-based quantitative methodology with stratified random sampling to explore the relationship between academic progression and knowledge of criminal justice theories. The design incorporates controlled variables and assessment of variations in education levels to validate hypotheses effectively. Findings from this study could contribute valuable insights into curriculum efficacy and student comprehension, informing future pedagogical strategies within criminal justice education.

References

• Hassan, S. (2018). Effective survey methods in social sciences research. Journal of Applied Social Science, 14(2), 200-215.
• Schmalleger, F. (2017). Criminology today: An integrative introduction. Pearson.
• Leedy, P. D., & Ormrod, J. E. (2018). Practical research: Planning and designing. Pearson.
• Fink, A. (2019). How to conduct surveys: A step-by-step guide. Sage Publications.
• Groves, R. M., et al. (2017). Survey methodology. Wiley.
• Babbie, E. (2016). The practice of social research. Cengage Learning.
• Creswell, J. W. (2018). Research design: Qualitative, quantitative, and mixed methods approaches. Sage.
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• Onwuegbuzie, A. J., & Leech, N. L. (2019). Sampling designs in qualitative research. Journal of Counseling & Development, 91(3), 371-378.
• Robson, C., & McCartan, K. (2016). Real world research. Wiley.