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Running head: M4 RESERCH DESIGN

M4 Research Design Critique Report


Texas A&M University-Commerce
Hunter Clarke Somerville

M4 RESEARCH DESIGN

M4 Research Design Critique Report


An experimental design to test alternative treatments for adults with attention
deficit hyperactivity disorder in postsecondary institutions would be a potential research
project. Threats to internal validity would have to be addressed. Such threats would be
previous treatments of the person with medications or learned behaviors. Previous
testing for ADHD, selection-maturation interaction, and differential selection of
participants. The goal of this study would be to identify adults that have had no previous
treatments or adults with failed previous treatments. Adults on treatment that is
successful would need to be excluded from this experiment. A quasi-experimental design
could be used for this research project. The reason a quasi-experimental design would
work best is in selection of participants. Complete random selection would not work in
the experiment since previously treated ADHD adults are to be excluded.
There are three forms of mixed-method designs of research designs, QUAL-Quan
Model, QUAN-Qual Model, and the QUAN-QUAL Model. QUAL-Quan is the
exploratory mixed methods of research where qualitative data is weighted more than the
quantitative data. Qualitative data is gathered first, hypotheses formed, and then
quantitative research is conducted. The QUAN-Qual model is the explanatory mixed
methods design. Quantitative data is collected first and qualitative data. The quantitative
data collected will help to determine the qualitative questions to be asked or help to
formulate scenarios from the associated data. The QUAN-QUAL method of research is
known as the triangulation mixed method of research. Quantitative and qualitative data
are collected at the same time and are equally weighted for the entire research project.
This method is the most challenging of the research methods but each balance the

M4 RESEARCH DESIGN

weaknesses of the other method during the collection process. Combining both methods
or research allows the researcher to gather data and build on the strengths that each type
has to offer. A clearer and well-rounded picture can be obtained by collecting more types
of data. Mixed methods of research can build on previous research without having to
repeat the entire process.
Action research is a type of research conducted in an educational setting by
teachers, principals, or other school officials. Formal research is conducted by a trained
researcher and may or may not include the educational setting. Researchers in education
may choose to use action research to collect data because the educator can help with the
data collection. The educator can help identify areas of focus, collect data, perform data
analysis, and recommend action plans. The educator can also help develop specific areas
to study, questions, and methods of collection.
First Article Summary
What does the research say about students with disabilities and service learning?
Purpose of Study
This study examines the research through the analysis of mixed-methods on
service learning pedagogy through the professional practice for students with disabilities.
Evidence shows that there is a need for the development of research for service learning.
The impact on students with disabilities and their retention in school from public schools
to colleges and universities is needed. Frankson and Nevin (2007) say that university
faculty has the ability to create service learning programs for students with disabilities.
Summation of Research Literature

M4 RESEARCH DESIGN

Service learning is defined as learning that is gained through direct experience


that plans achievements and allows for reflection on that learning.

It is further defined

as a community service that allows the student to learn skills that relate to curricular
objectives. Most schools have some form of service learning program within their
curriculum. What is not known is how students with learning disabilities fit into these
programs and their success rates.
This study analyzes the meta-analysis of literature for service learning of students
with learning disabilities from culturally diverse heritages. Culturally diverse population
have either not been studied or they have been underreported. The authors look at
student disabilities, culturally diverse populations, and a combination of both.
Method for Collecting and Analyzing Data
The authors (Frankson and Nevin, 2007) searched the ERIC database for service
learning, students with disabilities, high school, research studies, and achievement
impact. Many research designs were found in the collected articles. Two Mixedmethods of QUAN-QUAL and QUAL-QUAN were found. Various other qualitative and
quantitative studies were gathered that discussed service learning and students with
disabilities. An Opinion of Expert example paper described service learning as a
disservice to those with learning disabilities and labeled it as dehumanizing. A
Descriptive Research Design evaluated students on test grades, GPAs, and attendance
records. Quantitative Correlational Research measured social responsibility, academic
success, student engagement, and achievement. Several other designs were analyzed and
evaluated for relevance and validity.

M4 RESEARCH DESIGN

Results and Conclusions


Service learning was pedagogy must be addressed. Teachers, community
agencies, and researchers can enhance the roles of students with learning disabilities
through service learning. Service learning should be implemented in elementary,
secondary, and postsecondary institutions. We agree that a valued outcome of service
learning for all our students is that they know they can change their worlds and the worlds
of others, after they complete their service learning projects, especially those where they
experience reciprocal empowerment ( Frankson and Nevin, 2007).

References
Frankson, D. & Nevin. A. (2007). What does the research say about students with
disabilities and service learning? American Educational Research Association.
pp.1-13. Retrieved from: https://proxy.tamuc.edu:2048/login?
url=http://search.ebscohost.com/login.aspx?
direct=true&db=eric&AN=ED496077&site=eds-live

EDAD 595 Module (3, 4, 5) Grading Rubric


CLAQWA (modified), Flateby & Metzger - University of South Florida
Point
s
5

Assignment Requirements
Addresses and develops each aspect of the assignment and goes beyond the

M4 RESEARCH DESIGN

assignment prompt to address additional related material.


4

Addresses each aspect of the assignment.

Addresses the appropriate topic and partially fulfills assignment requirements.

Addresses the appropriate topic, but omits most or all of the assignment requirements.

Off topic or vaguely addresses the topic.


Quality of Details

Provides details that help develop each element of the text and provide supporting
statements, evidence or examples necessary to explain or persuade effectively.

Provides details that support the elements of the text with sufficient clarity, depth and
accuracy.

Provides details that are related to the elements of the text, but do not support those
elements with sufficient clarity, depth or accuracy.

Provides details that are loosely related to the elements of the text, but are lacking
clarity, depth and accuracy.

Provides details that do not develop the elements of the text.


Quantity of Details

All points are supported by a sufficient number of details.

All points are developed, but some may need additional details.

Additional details are needed to develop some points.

Additional details are needed to develop most points.

Virtually no details are present.


Grammar and Mechanics

Sentences are grammatically and mechanically correct.

Rare grammatical and mechanical errors exist, but do not affect readability.

A limited variety of grammatical errors exist.

A variety of grammatical errors appear throughout the text possibly affecting readability.

Most sentences exhibit multiple grammatical and mechanical errors, obstructing


meaning.
Earned Point Total:

/20

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