MD6 Assignment 3 Module 7
Download as DOCX, PDF0 likes17 views
This document is a self-analysis reflecting on concepts learned in a module related to mixed-methods, program evaluations, and action research. It discusses the objectives and purposes of quantitative and qualitative research, the differences between experimental, quasi-experimental, and action research, and the goal of program evaluations. The author highlights their understanding and experiences related to these topics and addresses previously unclear elements from a prior quiz.
MD6 Assignment 3 Module 7
- 1. Running head: LG7 SELF ANALYSIS OF RKA 1 LG7: Self Analysis of RKA Quiz #6 Orlanda Haynes Walden University Author Note This paper was prepared for Richard W. Riley School of Education and Leadership EDUC 8102-6 Applied Research and Adult Learn Ed. D Student Spring 2015
- 2. LJ6: SELF ANALYSIS OF RKA 2 The focus of Module 7 is to expand students’ knowledge of mix-methods, program evaluation, and action research. Since my experienced was basically issue free (score 30/30), this discussion will be slightly different from prior journal assignments. In that, the focus of this paper will reflect what I have learned overall in this module, including concepts involved with quantitative, qualitative, and action research, as well as program evaluations. That said, let’s begin the discussion. LJ6: Self Analysis of RKA Quiz #6 The primary purpose of quantitative designs is to (a) generalize findings back to larger populations, (b) advance knowledge, (c) fill gaps in literature, (d) confirm or refute prior findings, and (e) improve practice within education communities by reporting findings in journals or at conferences. In addition, empirical evidence is used to support new methods or approaches. Equally relevant is that experimental or quasi-experimental research approaches attempt to control extraneous variables to ensure that only the independent variable affects the dependent variables. As such, clear definitions of the different treatments or levels of independent variables are presented. In contrast, qualitative frameworks generally relate results back to literature. Moreover, experimental or quasi-experimental research approaches attempt to control extraneous variables so that only the independent variable affects the dependent variables. As such, clear definitions of the different treatments or levels of independent variables are presented. The purpose of action research is distinctly different. The primary goal is to address current issues in naturalistic settings. Whereby, researchers and participants share joint responsibility for outcomes by collaborating simultaneously to test new programs, products, services, and concepts, or to revise existing ones. If results prove effective, revisions are implemented in real-time.
- 3. LJ6: SELF ANALYSIS OF RKA 3 The aim of program evaluations, on the other hand, is different from either of these approaches. That is, frameworks are specifically designed to determine programs’ values, as well as make recommendations for improvement. Clients and stakeholders or evaluators and clients set activities and goals. Both quantitative and qualitative data collection methods are used. Moreover, evaluation settings are not restricted as they are in basic, applied, or action research (Lodico, Spaulding, & Voegtle, 2010). In summary, the purpose of this paper is to reflect on concepts that were unclear in Module 6, especially questions missed on Module 6 Quiz. However, since relative few issues arose, this discussion reflects on Module 6 overall learning objectives, which were to expand students’ knowledge of mix-methods, action research, and program evaluations. I have presented a brief overview of these topics.
- 4. LJ6: SELF ANALYSIS OF RKA 4 References Lodico, M., Spaulding, D., & Voegtle, K. (2010). Methods in educational research: From theory to practice. San Francisco, CA: John Wiley