Application Number 3: EDUC-6653 Introduction to Educational Research

After writing my research problem statement last week, telling the reader what my focus will be, describing the educational context of the topic, and why my problem is significant enough to research; the next step was to clarify the variables that might impact my problem. One or two questions allowing me insight into my topic of study and to further develop a good research report, were the goal. Good research questions should help to focus the topic and to allow the researcher a more manageable study. The following information provides a review of last week’s task as well as the additional research questions and methodology that I have developed.


General Problem Statement (Revised)I plan to determine if middle students who take teacher-created on-line assessments in the classroom have higher scores on the end of the year state assessments than those students who do not take on-line classroom assessments.

Who: middle school students
What: taking teacher-created on-line assessments that effect end of the year state assessments
Why: impact on achievement and for how it can be applied to county initiatives and within my local school

Further Research Questions
What is the current achievement level of middle school students on Standardized Tests? (Descriptive Question)
How often are on-line assessments, created by teachers, being used in the classroom? (Descriptive Question)
Will using teacher-created on-line assessments in the classroom improve Standardized Test scores? (Relationship Question)
Is there a difference between Standardized Test scores for students who participated in on-line classroom assessments and those who did not?
(Difference Question)

Research Design and Methodology
“The purpose of a research design is to specify a plan for generating empirical evidence that will be used to answer the research questions. The intent is to use a design that will result in drawing the most valid, credible conclusions from the answers to the research questions,” (McMillan, J., & Schumacher, S., 2008, p. 24). A Quantitative, non-experimental design describes things that have occurred such as the performance on Standardized tests, with or without the use of teacher created on-line assessments as practice. This design does not directly manipulate the conditions experienced, but more so assesses the relationship between the two phenomena. To clarify my research design even further, I will be using the correlational subclassification design method and will study statistical data to help further answer my research questions and make a statement about the degree of association between students who had practice with teacher created, on-line assessments and their Standardized test scores and then those students who did not have the on-line classroom practice.


References
McMillan, J., & Schumacher, S. (2008) Research in education: Evidence-based inquiry (Laureate custom edition). Boston: Pearson.

Application Number 2: EDUC-6653I Introduction to Educational Research

As we are introduced to the various designs and procedures for research, I aim to gain a deeper understanding and appreciation of the work, process, and commitment that is involved. The first step in conducting a research study is to write a problem statement. This statement should tell the reader what the focus will be, describe the educational context of the topic, and to explain why the problem is significant. Below is the statement that I have developed after continual and engaging thought of current, valid, and meaningful issues in Education.

General Problem Statement
I plan to determine if middle students who take teacher-created on-line assessments in the classroom have higher scores on the end of the year state assessments than those students who do not take on-line classroom assessments.

Who: middle school students
What: taking teacher-created on-line assessments that effect end of the year state assessments
Why: impact on achievement and for how it can be applied to county initiatives