Methodology is the very specific process a researcher uses to conduct research. Certain steps and terms are important to all capstones. For this course, the most important issue is to ensure that the methodology is aligned with the problem statement, purpose, and, especially, the research question.
Discussion: Capstone Methodology
Methodology is the very specific process a researcher uses to conduct research. Certain steps and terms are important to all capstones. For this course, the most important issue is to ensure that the methodology is aligned with the problem statement, purpose, and, especially, the research question.
To prepare:
· Using the Ayres capstone found in the Learning Resources, review a sample of a capstone methodology section (pages 50–58).
· Analyze the doctoral capstone in terms of the Rubrics and checklists to evaluate the quality of the study.
By Day 3
To complete:
· Explain whether Ayres draft meets checklist and Rubric standards.
· Justify your evaluation of the methodology of this study.
· Use APA style with citations.
REFERENCES
·
Chapter 4, “Structuring Your Research” (pp. 74–78)
Thomas, G. (2017). How to do your research project: A guide for students (3rd ed.). Thousand Oaks, CA: Sage
· Chapter 5, “Methodology Part 1: Deciding on an Approach” (pp. 103-136)
Ayres, K. D. (2011). A summative program evaluation of a systemic intervention on student achievement and AP participation (Doctoral dissertation). Retrieved from http://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=1018&context=dilley
Required Media
Laureate Education (Producer). (2016i). Reviewing sample study designs [Media file]. Baltimore, MD: Author.
Optional Resources
Sage Research Methods Online (SRMO). Retrieved from https://go.openathens.net/redirector/waldenu.edu?url=https://methods.sagepub.com/
For tutorials on how to search SRMO these tutorials are available:
Qualitative
1
RESPONSE 1
Ertinius Klue
Top of Form
Evaluation of the methodology of the study
Ayres (2011) appropriately restated the purpose of the study as described in chapter 1 also in the introduction of section 2. The purpose aligns with the problem with enrollment patterns in the College Board’s Advanced Placement (AP) courses in which disproportionately low numbers of minority students enroll in AP courses.
Considering the problem statement framed as the “discrepancy in results in a disproportionate number of racial minority students as compared with the number of European American students engaging in the complex, rigorous coursework of AP”, Ayres provided sufficient information about the quantitative research design for conducting the study (p.3).
The setting was described as southwest Florida, and the target population was defined as all middle schools and high schools in the entire school district. Ayres appropriately described the sampling frame as all students from the target population schools, including African American, Haitian Creole, Hispanic, and European American as the four subgroups. Ayres fully explained the impact of the purposeful oversampling of three of the four subgroups. The procedures for recruitment were thoroughly described by the researcher as a three-stage process in which stratified random sampling was used. The researcher obtained the required ethical approvals from the Walden University Institutional Review Board. Ayres described how the archival data was obtained and adequately described that the required permission was secured from the school district’s superintendent. The researcher considered the fact that student interaction was not required for the study, and rightfully concluded that parental and student permission was not required for the use of the archival data in the study.
Conclusion
Considering the Walden University EdD rubric standards, the methodology in this doctoral dissertation is aligned with the problem statement, purpose, and research question. Considering the Walden University design alignment tool, as well as the EdD dissertation checklist for qualitative studies, it is concluded that Ayres conducted a high-quality study and met the rubric requirements (Laureate, 2021; Laureate, 2016; Walden University, n.d).
References
Ayres, K. D. (2011). A Summative Program Evaluation of a Systemic Intervention on Student Achievement and AP Participation (Publication No. 3487029) [Doctoral dissertation, Walden University]. ProQuest Dissertations and Theses.
Laureate Education (Producer). (2021). EdD Minimum Standards Rubric. Baltimore, MD: Author.
Laureate Education (Producer). (2016). Dr. Research: Ensuring alignment [Video file]. Baltimore, MD: Author.
Walden University. (2017). EdD Doctoral Study Prospectus Guide. https://academicguides.waldenu.edu/ld.php?content_id=52339988
Bottom of Form
RESPONSE 2
Brandy Schooler
RE: Discussion – Week 9
COLLAPSE
Top of Form
In reviewing the methodology section of the checklist, Ayers presented the research design and approach by articulating the applied research that was utilized to study the effectiveness and usefulness of the SpringBoard curriculum. Ayers employed deductive reasoning and the underlying logic model of the SpringBoard intervention to gain metrics regarding program success. Additionally, Ayers noted the design as a quantitative summative-based program evaluation of the curriculum objectives. Ayers does restate the study purpose by stating the project has the goal of providing quantitative evidence surrounding SpringBoard and student achievement.
Ayers justified the approach as the most logical design to use for this study because it provides a direct assessment of achieving the outcomes of the SpringBoard program within the school district.
Ayers explained how the design derived logically from the problem as the measurements were analyzed and compared to program objectives to determine if the SpringBoard program did indeed assist minority students’ representation in AP courses. Additionally, Ayers included the type of evaluation being used, which was summative, as well as the outcomes and performance measures that were used in the study. Ayers used a program evaluation to assess the extent to which the local application of SpringBoard’s implementation period impacted students within the district.
Ayers provided the setting and sample, studying a school district in southwest Florida; listing the racial populations within the district. Instrumentation and materials were also listed as data collected by the school district using two normed and validated instruments.
Ayers also provided data collection and analysis, as the study utilized archival data extracted and reported for FCT reading, AP participation, and AP performance for the years 2003 to 2010. During the study, Ayers assumed that all English Language Arts teachers utilized the SpringBoard curriculum, received training prior to the implementation as the district required. The limitations also surrounded the event of the assumption that teachers followed procedure and utilized the SpringBoard program. According to the minimum standards rubric, all relevant items from the checklist were included in this project study. Each rubric standard was met within the study by Ayers.
In conclusion, by reviewing the checklist and rubric standards, my assessment is that this study does meet each guideline as explained above.
Ayers, K.D. (2011). A summative program evaluation of a systemic intervention on student achievement and AP participation (Doctoral dissertation). Retrieved from https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=1018&context=dilley
Walden University. (2017). EdD Doctoral Study Prospectus Guide. https://academicguides.waldenu.edu/ld.php?content_id=52339988
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