Posted: February 17th, 2022

Educational psychology: master’s level paper on quantitative design

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

Competency 1: Analyze the methodology used in scientific research.
Analyze the sample, the sampling procedures, and the sampling strategies.
Competency 2: Evaluate the characteristics, purposes, benefits, strengths, and weaknesses of research methods.
Evaluate the overall strengths and limitations of quantitative research.
Competency 3: Evaluate ethical issues in research studies.
Describe the ethical procedures used during data collection.
Competency 4: Evaluate data collection and analysis strategies based on the characteristics of the research design.
Describe the data collection procedures and instruments.
Evaluate whether the data collection procedures and instruments are appropriate for quantitative methodology.
Competency 5: Examine the appropriate application of scientific research methodology.
Evaluate whether the sample, the sampling procedures, and the sampling strategies are appropriate for quantitative methodology.
Analyze the internal and external validity of the research study.
Competency 6: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the identified field of study.
Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the identified field of study.
There are three major types of quantitative research designs: experimental, quasi-experimental, and nonexperimental (sometimes called descriptive or pre-experimental). Nonexperimental research includes descriptive, correlational, and survey research.

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Researchers want to protect their research against any threats to validity and reliability they think their study might be prey to. Research design is one way they do this (Trochim & Donnelly, 2006). In general, you want to use as many strategies to reduce or eliminate threats to validity as you can. Other ways include logical arguments, measuring the threat itself to show it does not invalidate the study, and using statistics to gauge the impact of other variables.

According to Trochim’s (2006) Research Methods Knowledge Base website, settling on your design begins with two simple questions:

Is random assessment used? If you answer “yes” to this question, your design will be a randomized or true experimental design. If you answer “no,” you must ask the second question.
Is there a control group or multiple measures? Answering “yes” to this question means that your design will be a quasi-experimental design. Answering “no” means that you have a nonexperimental design.
Read the Assessment 5 Context [PDF] document for important information on quantitative research.
As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.

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How are qualitative and quantitative methods similar and different?
What are the strengths and limitations of using quantitative research in your specialization?
Preparation
Reread the quantitative research article you chose for Assessment 2; pay special attention to the methods section, which describes how the research was conducted. Make sure you understand the research terminology used in the article. If there are any research terms you do not understand, use resources provided for this assessment to learn about these.

Instructions
In 7–9 pages, write an evaluation in which you complete the following:

Begin your paper with an introduction that explains the purpose of the paper and its contents.
Provide an overview of quantitative methodology, including its philosophical perspectives, goals, and purpose.
Identify which quantitative approach the researchers used and what characteristics of the research demonstrate this approach.
Evaluate the overall strengths and limitations of quantitative research.
Describe and evaluate the sampling procedure, including both strengths and limitations, as well as what ethical considerations were included.
Assignment help – Discuss what you might have done differently in sampling participants for this study, and provide a rationale.
Describe and evaluate the data collection, including both strengths and limitations, as well as what ethical considerations were included.
Assignment help – Discuss what you might have done differently in the data collection, and provide a rationale.
Describe what is meant by internal validity and external validity in quantitative research, and analyze the internal and external validity of this research study.
Evaluate how well the researchers designed this study so that it answered the research question or questions.
End your paper with a summary and conclusion.
Additional Requirements
As much as possible, the assessment should be written in your own words; it may include paraphrased information that is properly cited in the current Help write my thesis – APA style.
If you need to quote, do so sparingly, and make sure you have cited quoted material according to thecurrent Help write my thesis – APA style.
Your assessment needs to demonstrate your understanding of the material, not how well you can quote someone else’s work.
Homework help – Write in a professional tone, without writing errors.
Include a title page and references page, using the current Help write my thesis – APA style and format.
Homework help – Write 7–9 pages with 1-inch margins, plus a title page and references page. An abstract is not required.
Include at least 5 current scholarly or professional resources.
Use Help write my thesis – APA-style headings to organize your paper.
Use Times New Roman font, 12 point.
Double space.

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