Using The Study Selected In Project Part 1, You Will Continu ✓ Solved

Using the study selected in Project Part 1, you will continue

Using the study selected in Project Part 1, you will continue to develop your research proposal that supports an extension of the published study. For this assignment, you will be writing a short summary of the components of the study being proposed (1-2 pages) which identifies the following: The constructs the proposed study will investigate and why they were selected; the potential variables that represent the constructs being investigated; a conceptual model which depicts the relationships between and among the potential variables; a research question or proposition that would guide the study which asks: how things are related, or how things are different; a research or null hypothesis that is related to the research question or proposition.

Using one of the problems someone else identified in the first topic, formulate a research question that would identify an area of study about the problem. What would the dependent variable be in this question? What is the independent variable(s)?

Paper For Above Instructions

In this research proposal, we will build upon the study previously selected in Project Part 1, aiming to extend the insights garnered from the initial research. The focus will be on examining the constructs intended for further investigation, the potential variables that represent these constructs, the relationships among the variables illustrated through a conceptual model, and the formulation of a guiding research question along with a corresponding hypothesis.

Constructs to Investigate

The primary constructs selected for this study are student engagement and academic performance. Student engagement is a crucial factor that impacts learning outcomes, and its dimensions such as behavioral, emotional, and cognitive engagement can significantly influence academic performance. The rationale for selecting these constructs is grounded in prior literature that emphasizes a critical relationship between engagement and performance; students who are more engaged tend to demonstrate superior academic achievements (Fredericks et al., 2004).

Potential Variables Representing Constructs

The variables that will be examined include:

• Behavioral Engagement: This variable will measure participation in academic and extracurricular activities.
• Emotional Engagement: This will assess students’ emotional responses to academic activities, such as interest and enjoyment.
• Cognitive Engagement: This variable will evaluate the level of mental effort and thoughtfulness students put into their studies.
• Academic Performance: This will be measured through students' grades and standardized test scores.

Conceptual Model

A conceptual model demonstrating the relationships between the constructs and variables includes three pathways:

1. Behavioral Engagement → Academic Performance: Higher levels of participation in school activities lead to improved academic performance.
2. Emotional Engagement → Academic Performance: Students who enjoy and care about their studies perform better academically.
3. Cognitive Engagement → Academic Performance: A higher degree of cognitive effort in learning tasks correlates with better academic outcomes.

This model illustrates the interdependence of the variables and their collective influence on academic performance.

Research Question

The guiding research question for this study is: How does student engagement impact academic performance among high school students? This question aims to explore the nuanced relationships between different types of engagement and academic outcomes, providing insights into areas that require attention within educational frameworks.

Hypotheses

The formulated hypothesis to test is:

• Null Hypothesis (H0): There is no significant relationship between student engagement and academic performance among high school students.
• Alternative Hypothesis (H1): There is a significant positive relationship between student engagement and academic performance among high school students.

Addressing an Identified Problem

A common issue identified in educational settings is the high dropout rate among students. Utilizing this problem, we propose the following research question:

What factors contribute to the decision to drop out of high school? In this context:

• The dependent variable would be the dropout rate.
• The independent variables could include student engagement levels, socioeconomic status, support systems, and academic performance.

This question aims to delineate the various influences impacting students' choices regarding their education, aiming to inform interventions that could mitigate dropout rates.

In conclusion, this research proposal outlines a pathway to extend previously researched constructs on student engagement and academic performance while also addressing pertinent issues such as student dropout rates. By gathering substantial data on these variables, the outcomes could significantly contribute to the field of education and inform strategies that enhance student retention and achievement.

References

• Fredericks, D. E., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109.
• Finn, C. E. (1989). Withdrawing from school. Review of Educational Research, 59(4), 424-467.
• Wang, M. T., & Eccles, J. S. (2012). Social support matters: Longitudinal effects of social support on students' school engagement and achievement. American Educational Research Journal, 49(3), 429-465.
• National Center for Education Statistics. (2019). Status dropout rates. Digest of Education Statistics, Chapter 2.
• Archambault, I., Janosz, M., Morizot, J., & Pagani, L. S. (2009). Adolescent behavioral, affective, and cognitive engagement: An integrative approach to a new conceptualization of student engagement. Journal of Adolescence, 32(3), 509-520.
• Schreiner, L. A., & Louis, M. C. (2011). The impact of academic self-efficacy on persistence. Journal of College Student Retention: Research, Theory & Practice, 13(2), 229-249.
• Rumberger, R. W. (1995). Dropping out of middle school: A multilevel analysis of students and schools. American Educational Research Journal, 32(3), 583-625.
• Holt, M. (2020). Understanding the dropout crisis in high schools: The role of mental health. Educational Psychology Review, 32(2), 389-411.
• Dorn, S. (1996). The school dropout: An overview of recent research. Educational Researcher, 25(1), 4-16.