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Running head: QUALITATIVE-QUANTITATIVE DRAFT PROBLEM 1 STATEMENT DRAFT Comment [LJH1]: Simplify your running head…. As a rule of thumb, it should be no more than 50 characters long. Qualitative-Quantitative Problem Statement Draft Monica R. Woods University Of Phoenix

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Page 1: Qualitative-Quantitative Problem Statement Draft · Web viewQualitative-Quantitative Problem Statement Draft Monica R. Woods University Of Phoenix QUALITATIVE-QUANTITATIVE PROBLEM

Running head: QUALITATIVE-QUANTITATIVE DRAFT PROBLEM 1STATEMENT DRAFT

Comment [LJH1]: Simplify your running head…. As a rule of thumb, it should be no more than 50 characters long.

Qualitative-Quantitative Problem Statement Draft

Monica R. Woods

University Of Phoenix

Page 2: Qualitative-Quantitative Problem Statement Draft · Web viewQualitative-Quantitative Problem Statement Draft Monica R. Woods University Of Phoenix QUALITATIVE-QUANTITATIVE PROBLEM

According to Smith (2014), 4th-grade African-American students scored 16.25

Math. In addition, , and 8th-grade African-American students scored on average, 20 percent

QUALITATIVE-QUANTITATIVE PROBLEM STATEMENT DRAFT 2

Qualitative-Quantitative Problem Statement Draft

Qualitative Statement of the Problem

African American students in grades K-12, continue to perform below the proficient level

on formative assessments in science, technology, engineering, and math (STEM) (United States

Department of Education (USDE), (2014), African Americans only made up 5% of all

Comment [LJH2]: The first line of each paragraph should be indented to 0.5” … you may use the TAB key to indent

Formatted: Indent: First line: 0.5"

engineering bachelor’s degrees achieved and entering the field of engineering as of 2010

(NACME, 2012).

percentage points lower than the proficiency level in Reading and 25 percentage points lower for

lower proficiency level for Reading and 16.5 percentage points lower than proficiency in Math

(Smith, 2014). . The inability to perform at a proficient level in STEM content areas makes it

difficult, if not impossible for African-American students to even consider pursuing degrees or

careers in STEM fields. Improving proficiency levels in assessments and closing the gap

between African-American students’ academic performance is essential to leveling the

opportunities for entering into STEM fields of study. This is an important step in our society and

the world in preparing all of our students to achieve according to their abilities and desires, not

Comment [HL3]: This sentence is too long, consider breaking it into two sentences as shown.

Comment [HL4]: Try to not to over stretch the deductions or meanings from studies.

being hindered because of their economical status or ethnicity.

This qualitative analysis will describe the attitudes and personal perceptions of students

and teachers in selected elementary classrooms of identified schools who have scored below the

proficient level on formative assessments. The intent of this study is to provide information that

will drive classroom instruction towards effective instruction, motivation, and student

understanding of science, technology, engineering, and math (STEM) content that will increase

students’ knowledge and interest and ability for consideration in STEM careers.

Comment [HL5]: Very good discussion of the problem, but you can add a final statement that provides the “Yet,” that is a statement that surmises that despite knowing all these things about the proficiencies levels for African Americans, what is missing from the literature. You can then repeat it in a specific interrogative research problem statement that clearly shows that the perceptions of teachers and students have not be adequately understood or addressed.

Comment [HL6]: Good start to your purpose statement. You will build on the specific research design in coming weeks.

Page 3: Qualitative-Quantitative Problem Statement Draft · Web viewQualitative-Quantitative Problem Statement Draft Monica R. Woods University Of Phoenix QUALITATIVE-QUANTITATIVE PROBLEM

QUALITATIVE-QUANTITATIVE PROBLEM STATEMENT DRAFT 3

Quantitative Statement of the Problem

Teachers in Eelementary schools struggle to teach standards to students effectively F o r m a tt ed: I n d e n t: F i r s t lin e : 0 . 5 "

because they are forcedhave to to instruct 5-7 courses content throughout the day (Gewertz,

2014). Elementary teacher should become more knowledgeable and specialize to teach in fewer

content areas in order to fully instruct students.

Under the No Child Left Behind (NCLB) Act of 20022001, an initiative of the Bush

Comment [HL7]: Try to stay away from opinionated words when developing research

Formatted: Indent: First line: 0.5"

administration, administrators and educators face excruciating pressure to make huge

improvements in student achievement in their schools (Gewertz, 2014). Response to this pressure

has led to rethinking how schools and classrooms are organized for instruction.

This quantitative study is will to analyze data collected surveys, interviews, and

observations from student and teacher participants of selected elementary school classrooms. The

intent of this study is to provide identify techniques, tools, or answers that will inspire student

learning in a more meaningful and related practice that will motivate student learning and

Comment [HL8]: What is the relationship that you will be researching in this study? Your research problem is not clear and the basis is not fully established.

You should identify the relationship clearly that includes the two variables that you will research.

Consider using an interrogative research statement such as to what extent does x determines y or what is the impact of x on y….?

effective instruction in the elementary classroom. Comment [LJH9]: Consider adding a conclusion to your paper that summarizes the major points of your paper – see the requirements of the grading rubric.

Comment [HL10]: This design is not appropriate for quantitative research methods.

References:

Gewertz, C. (2014, February). 'Platooning' on the rise in early grades. Education

Comment [LJH11]: References should start on a new page. No punctuations should be used after level 1 or 2 headings.

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QUALITATIVE-QUANTITATIVE PROBLEM STATEMENT DRAFT 4

Weekly, 33(21), 1-17. Retrieved from http://web.a.ebscohost.com.

contentproxy.phoenix.edu/ehost.

University of Phoenix (2015). Transforming attitudes and lives: Liberating Aafrican-aAmerican

elementary and middle school students in out of school time stem education. Retrieved

from the University of Phoenix, RES/711 Fundamental Principles of Research Design

website.

U.S. Ddepartment of Eeducation. (2014). U.S. department of education. Retrieved from

http://www.ed.gov./programs/titleiparta/index.html

U.S. Ddepartment of Eeducation. (2015). No Child Left Behind. Retrieved from

http://www2.ed.gov/nclb/landing.jhtml

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QUALITATIVE-QUANTITATIVE PROBLEM STATEMENT DRAFT 5

University of Phoenix MaterialWritten Assignment Feedback Form

Student/Group Name Date

Course Res 722

Assignment Problem Statements (for

Peer Review)

Content and Development

Points Earned

6 Points

5.0/6

All key elements of the assignment are covered in a substantive way :

Introduction establishes topic and context. Each problem statement clearly describes and

documents the current issue the study addressed.

Importance of the question, problem, or issue of the study is demonstrated.

Context of the question, problem, or issue of the study is presented.

A separate quantitative method and a separate qualitative can be clearly derived from either statements

Statements submitted to each team forum for peer review as required.The content is comprehensive, accurate, and persuasive. The paper develops a central theme or idea, directed toward the appropriate audience.The paper links theory to relevant examples and uses the vocabulary of the theory correctly.Major points are stated clearly; are supported by specific details, examples, or analysis; and are organized logically.The introduction provides sufficient background on the topic and previews major points.The conclusion is logical, flows from the body of the

Additional Comments:Good start to your qualitative research problem. You can further state the exact gap that your research will address. Fair start to your quantitative research problem. The basis for the problem needs improvement because you have not clearly established the relationship that your study will be addressing.

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QUALITATIVE-QUANTITATIVE PROBLEM STATEMENT DRAFT 6

paper, and reviews the major points.

Readability and StylePoints Earned

1.5 Points 1.3/1.5

Paragraph transitions are present, logical, and maintain the flow throughout the paper.The tone is appropriate to the content and assignment. Sentences are complete, clear, and concise.Sentences are well constructed, with consistently strong, varied sentences.Sentence transitions are present and maintain the flow of thought.

Additional Comments:The second research problem was not cohesively written. You can improve the flow of your paper by addressing the issues highlighted in your paper.

Mechanics Points Earned

1.5 Points

1.2/1.5

The paper, including tables and graphs, headings, title page, and reference page, is consistent with APA guidelines and meets course-level requirements.Intellectual property is recognized with in-text citations and a reference page.The paper is laid out with effective use of headings, font styles, and white space.Rules of grammar, usage, and punctuation are followed. Sentences are complete, clear, concise, and varied.Spelling is correct.Total

Additional Comments:The consistency of your mechanics can be improved to meet APA requirements.

Points Earned

9 Points

7.5/9

Overall Comments: Good start in developing your qualitative research problem statement, but you need to add clarity in your quantitative problem statement and improve the mechanics in your paper. Also, you have to clearly establish a relationship between the variables that you intend to measure or assess. See comments in your paper.