Will Analyze A Quantitative Research Study To Complete This ✓ Solved

Will Analyze A Quantitative Research Study To Complete This Ana

Analyze a quantitative research study. To complete this analysis, use the Week 7 Template: Action Research Study Report document to respond to a series of prompts and questions aimed at four different parts of the research study: Introduction, Methodology, Results, and Discussion/Conclusion. This assignment provides practice in reading, comprehending, and analyzing a peer-reviewed action research article. This skill set is essential for acquiring, reading, and understanding quantitative literature related to your intended proposed applied improvement project (AIP). Even without a clearly defined problem of practice, it’s helpful to know the general area of your AIP. Begin developing your annotated bibliography, as knowledge of the literature surrounding your topic is necessary for an empirically sound AIP. Your goal should be to achieve “theoretical saturation” with the literature in your field. This means any new article you encounter should reflect another article or idea you already know, providing a solid basis for developing your project.

Instructions: The following article serves as an example of how quantitative research methods can be applied to understanding structural relationships between human capital investments and long-term organizational outcomes. Read the article carefully and review the Creswell and Creswell text, the Pyrczak and Oh text, and other course resources as necessary: Mostofo, J., & Zambo, R. (2015). Improving instruction in mathematics methods classrooms through action research. Education Action Research, 23(4), 497–513.

Once you have read and made notes on the article, complete the template to analyze the article. Address all prompts in the document and answer all questions. Include a list of properly formatted references at the end.

Paper For Above Instructions

The article by Mostofo and Zambo (2015) offers an in-depth examination of quantitative research methods applied in the context of enhancing instructional strategies in mathematics education through action research. This analysis will cover the structure of the research report, dividing it into four main sections as prompted in the analysis template: Introduction, Methodology, Results, and Discussion/Conclusion.

Introduction

The introduction of the study strongly establishes the significance of improving mathematics instruction by engaging in action research. Mostofo and Zambo (2015) emphasize the critical role that effective instructional strategies play in shaping student outcomes. They argue for a systematic examination of instructional practices, which aligns with the standards of evidence-based approaches. The introduction provides a clear rationale for the study, highlighting gaps in current teaching methods in mathematics and presenting an action-oriented framework to address these deficiencies. Additionally, the overarching aim is to foster a culture of inquiry within educational settings, allowing teachers to grow as practitioners.

Methodology

In the methodology section, qualitative and quantitative measures are effectively integrated. The researchers describe their action research process, implemented within a mathematics methods classroom. They detail how they collected data through both assessments and surveys, allowing for triangulation and strengthening the validity of findings. The participants, predominantly pre-service teachers, engaged in a cyclic process that involved planning, acting, observing, and reflecting on their practices. Techniques such as observational checklists were utilized, supported by statistical analysis of the quantitative data gathered. This methodological approach not only provides robust findings but emphasizes the collaborative nature of action research in educational settings.

Results

The results section presents a comprehensive analysis of the data collected, highlighting various trends and patterns observed throughout the study. Mostofo and Zambo (2015) present statistical findings that demonstrate a positive shift in participants' understanding and application of effective instructional strategies. The use of charts and tables aids in conveying the results clearly and supports their claims with empirical evidence. Furthermore, the findings illustrate how professional development through action research can lead to enhanced pedagogical practices, with participants reporting higher levels of confidence in their teaching abilities. The research uncovers critical insights into factors contributing to effective mathematics instruction, justifying the use of action research as a viable model for improvement in educational outcomes.

Discussion/Conclusion

In the discussion section, the authors reflect on the implications of their findings. They argue that action research plays a crucial role in fostering teacher efficacy and can significantly impact student learning. Mostofo and Zambo (2015) stress the importance of continued professional development and the organizational support necessary for sustaining action research initiatives in education. The study concludes with recommendations for future research and practice, urging educators to embrace a culture of inquiry and continuous improvement. Overall, the article offers valuable insights into the application of quantitative methods within educational research, underscoring the potential of action research to influence long-term instructional quality.

In summary, the analysis of Mostofo and Zambo’s (2015) study illustrates the profound impact that structured research processes can have on educational practices. By employing quantitative research within an action framework, the authors provide substantial evidence of the method’s efficacy in enhancing instructional strategies. This study serves as a model for educators seeking to engage in similar reflections and improvements in their own practice.

References

  • Mostofo, J., & Zambo, R. (2015). Improving instruction in mathematics methods classroom through action research. Education Action Research, 23(4), 497–513.
  • Creswell, J. W., & Creswell, J. D. (2017). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (5th ed.). Sage Publications.
  • Pyrczak, F., & Oh, Y. J. (2016). Writing Empirical Research Reports: A Basic Guide for Students of the Social and Behavioral Sciences (6th ed.). Pyrczak Publishing.
  • Glesne, C. (2016). Becoming Qualitative Researchers: An Introduction (5th ed.). Pearson Education.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. (2019). How to Design and Evaluate Research in Education (10th ed.). McGraw-Hill Education.
  • Johnson, B. R., & Onwuegbuzie, A. J. (2004). Mixed Methods Research: A Research Paradigm Whose Time Has Come. Educational Researcher, 33(7), 14–26.
  • Bell, J. (2014). Doing Your Research Project: A Guide for First-Time Researchers (6th ed.). Open University Press.
  • Robson, C. (2011). Real World Research (3rd ed.). Wiley.
  • Gatfield, T. (1999). Identifying and Measuring Quality in Higher Education: A Theoretical Framework. Quality in Higher Education, 5(3), 265–289.
  • Ritchie, J., & Lewis, J. (2003). Qualitative Research Practice: A Guide for Social Science Students and Researchers. Sage Publications.

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