Assignment Prompt & Instructions
See attached
**files (5)**
– ## 750week6instructions.docx
– ## SampleResearchDesignProjectQuantitativeandProgramEvaluationAnalysisMatrix.docx
– ## 750week6TemplativeResearchingDesignProjectQuantitativeandProgramEvaluationAnalysisMatrixTemplate1.docx
– EJ1450529_111.zip
– Week3750bArtiweek6articles750eduMissingtheMark_TheCostofOverlookingBlackStudentsCulturalCapital2.zip
**## 750week6instructions.docx**
EDUC 750
**Research Design Project: Quantitative and Program Evaluation Analysis Matrix Assignment Instructions**
**Overview**
The main assignments for this course are wrapped into the Research Design Project. This project has three pre-matrices that will inform three matrices. Each pre-matrix and matrix address basic and applied research that is quantitative, qualitative, mixed methods, action research, and/or program evaluation. For each pre-matrix, you will find peer-reviewed education research articles on the same topic using the specified research design(s). For the matrices, you will identify methods, information, and critique the studies. This assignment helps you learn how to evaluate research, identify the main components of good research, and start building your literature review.
**You will use the approved articles from Modules 2-4 to complete the assignments in Modules 5-7.**
**Instructions**
For this
**RDP: Quantitative and Program Evaluation Analysis Matrix**, you will use the following articles from the
**RDP: Sampling, Measurement, and Data Collection Type Matrix.**
1. QUANtitative Basic (QUAN-B)
2. QUANtitative Applied (QUAN-A)
3. Program Evaluation (PE-QUAN, PE-QUAL, or PE-MM)
Using the
**RDP: Quantitative and Program Evaluation Analysis Matrix Template**, provide the following information for each research design:
NOTE: You may
**NOT** use AI for this assignment. You should write in complete sentences. You
**must** provide
**page/paragraph numbers** to support
**parts 3, 4, and 5**.
In the matrix
1. Article Type
2. Article Reference (including hyperlink)
3.
Results- Provide detailed information to include both statistical findings and a layman’s understanding of the results.
4. Limitations
5. Implications
6. Other than researchers, who can use the information from the findings, and how? (school districts, principals, teachers, parents, etc.)
7. Ideas for Future Research Not Already Listed (at least 2)
8. Your connection or experience (previous or present) with the topic/issue in the study (not that you will be researching it)
9. How you will be able to use this article in your future research
After the matrix
· Biblical connections you can make with the findings of the study (Must integrate at least one Bible verse in your answer)
· References (for biblical support)
Current APA formatting is expected throughout your paper. The
**Sample Research Design Project Quantitative and Program Evaluation Analysis Matrix** has been provided for your reference. Any sections requiring textbook support must use the textbook from this course.
Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.
Page 2 of 2
**## SampleResearchDesignProjectQuantitativeandProgramEvaluationAnalysisMatrix.docx**
EDUC 750
**Quantitative and Program Evaluation Analysis Matrix**
| | |
| — | — |
| **Article Type** | **QUANtitative Basic (QUAN-A)** |
| **Article Reference**<br>(Also include hyperlink) | Dastbasteh, R., Kouzniak, N., & Niezen, J. (2024). Student-supported groupwork on vertical whiteboards: The impacts on students and peer tutors in a calculus I class. <br>_The Turkish Online Journal of Educational Technology_, <br>_23(3),_ 83-93. <br>[https://files.eric.ed.gov/fulltext/EJ1434133.pdf](https://files.eric.ed.gov/fulltext/EJ1434133.pdf) |
| **Results** | Dastbasteh et al. (2024, pp. 86-92) reported that students working on Vertical Non-Permanent Surfaces (VNPS) in calculus classes experienced greater collaboration and higher engagement. Survey data suggested that both students and peer tutors valued the visibility of their work and the way the boards encouraged positive open discussion. Quantitative results showed positive correlations between the use of VNPS and student confidence in problem-solving, as well as improvements in performance measures such as quizzes and test scores. |
| **Limitations** | The authors acknowledged that the study was limited to a single institution and a relatively small cohort. Additionally, the correlational nature of the design meant that improvements in achievement cannot be attributed solely to the use of VNPS (Dastbasteh et al., 2024, p. 86). Without random assignment or broader sampling, it is difficult to generalize results to all higher education mathematics classrooms. |
| **Implications** | The findings suggest that VNPS can be a low-cost, high-impact tool for improving mathematical engagement. Educators may consider adopting VNPS to facilitate peer support and reduce student isolation when tackling complex problems. The results also highlight the importance of designing collaborative spaces that promote visibility of thinking, aligning with broader goals of developing mathematical communication skills (Dastbasteh et al., 2024, p. 92). |
| **Other than researchers, who can use the information from the findings and how? (school districts, principals, teachers, parents, etc.)** | There are multiple stakeholders who can use the findings of this study including but not limited to university faculty and educators could implement VNPS to foster greater collaborative learning environments. Heads of department could use these findings to justify resource allocation for equipping classrooms with ample whiteboards. Students may benefit from these findings by understanding how collaborative structures support learning, which may encourage them to adopt similar strategies in study groups that Dastbasteh et al. (2024) used (p. 86-92). |
| **Ideas for Future Research Not Already Listed** | Future studies could be developed to compare how VNPS can be used across disciplines to test generalizability, explore the long-term impacts of VNPS on student retention and persistence in STEM programs, and investigate how tutor training or different group sizes affect the quality of collaboration. |
| **Your connection or experience (previous or present) with topic/issue in study (not that you will be researching it)** | I see strong links between this study and the use of VNPS in my classroom setting. My students have fully embraced the use of VNPS and participate in excellent mathematical discussions when doing group problem-solving. Learners of all ages in my previous school seem to benefit from the physicality of using VNPS as well as sharing their thinking. I have personally observed how even the most reluctant students have opened up in these collaborative settings, especially when they are the scribe. This study supports that which I have observed in my own classroom and classrooms throughout my school. |
| **How you will be able to use this article in your future research** | This article strengthens the case for integrating VNPS and other collaborative strategies in mathematics classrooms, and perhaps even in other disciplines such as science. In my own research, I could build on these ideas by considering how visible, shared spaces support engagement and achievement at the elementary level. This study provides me with a theoretical foundation that I could reference when designing interventions that promote mathematical discourse. |
| **Biblical connections you can make with the findings of the study (Must integrate at least one Bible verse in your answer)** | The study’s emphasis on collaboration reflects the biblical principle that learning and growth often occur in tandem. Ecclesiastes 4:9 states, “Two are better than one, because they have a good return for their labor,” <br>(<br>_New International Version_, 1978/2011). Just as VNPS can encourage students to support one another in problem-solving, Scripture reminds us that a shared effort can produce stronger outcomes. Using tools that foster collaboration aligns with the call to build one another up in pursuit of knowledge and truth. |
Page 2 of 2
**## 750week6TemplativeResearchingDesignProjectQuantitativeandProgramEvaluationAnalysisMatrixTemplate1.docx**
RDP 5: QUAN PE MATRIX EDUC 750
**Research Design Project: Quantitative and Program Evaluation Analysis Matrix Template**
[Student Name]
School of Education, Liberty University
**Author Note**
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to
Email:
**Quantitative and Program Evaluation Matrix**
Complete this matrix using the articles from the
**Research Design Project Sampling, Measurement, and Data Collection Type Matrix**. The matrices are set up with specific spacing in each block. Please do not change. The reference block is already set up in APA with double-spacing and hanging indent. You do not need to include your article references in the reference section; only the Bible reference(s). Any sections requiring textbook support must use the textbook from this course.
**You may NOT use AI for this assignment**.
**Please write in complete sentences. Delete these instructions before submitting.**
| | |
| — | — |
| **Article Type** | **QUANtitative Basic (QUAN-B)** |
| **Article Reference**<br>(Also include hyperlink) | |
| **Results**<br>Cite with page or paragraph numbers | |
| **Limitation**<br>Cite with page or paragraph numbers | |
| **Implications**<br>Cite with page or paragraph numbers if needed | |
| **Other than researchers, who can use the information from the findings and how? (school districts, principals, teachers, parents, etc.)** | |
| **Ideas for Future Research Not Already Listed** | |
| **Your connection or experience (previous or present) with topic/issue in study (not that you will be researching it)** | |
| **How you will be able to use this article in your future research** | |
| **Biblical connections you can make with the findings of the study (Must integrate at least one Bible verse in your answer)** | |
| | |
| — | — |
| **Article Type** | **QUANtitative Applied (QUAN-A)** |
| **Article Reference**<br>(Also include hyperlink) | |
| **Results**<br>Cite with page or paragraph numbers | |
| **Limitation**<br>Cite with page or paragraph numbers | |
| **Implications**<br>Cite with page or paragraph numbers if needed | |
| **Other than researchers, who can use the information from the findings and how? (school districts, principals, teachers, parents, etc.)** | |
| **Ideas for Future Research Not Already Listed** | |
| **Your connection or experience (previous or present) with topic/issue in study (not that you will be researching it)** | |
| **How you will be able to use this article in your future research** | |
| **Biblical connections you can make with the findings of the study (Must integrate at least one Bible verse in your answer)** | |
| | |
| — | — |
| **Article Type** | **Program Evaluation: Quantitative (PE-QUAN, PE-QUAL, or PE-MM) Note: Please delete the designs you are not using and this note before submitting.** |
| **Article Reference**<br>(Also include hyperlink) | |
| **Results**<br>Cite with page or paragraph numbers<br>If MM, include quantitative and qualitative results | |
| **Limitation**<br>Cite with page or paragraph numbers | |
| **Implications**<br>Cite with page or paragraph numbers if needed | |
| **Other than researchers, who can use the information from the findings and how? (school districts, principals, teachers, parents, etc.)** | |
| **Ideas for Future Research Not Already Listed** | |
| **Your connection or experience (previous or present) with topic/issue in study (not that you will be researching it)** | |
| **How you will be able to use this article in your future research** | |
| **Biblical connections you can make with the findings of the study (Must integrate at least one Bible verse in your answer)** | |
**References**
Page 2 of 2
**EJ1450529_111.zip**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ej1450529-111-zip)
**Week3750bArtiweek6articles750eduMissingtheMark_TheCostofOverlookingBlackStudentsCulturalCapital2.zip**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week3750bartiweek6articles750edumissingthemark-thecostofoverlookingblackstudentsculturalcapital2-zip-10567103)
**Week3750bArtiweek6articles750eduMissingtheMark_TheCostofOverlookingBlackStudentsCulturalCapital2.zip**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week3750bartiweek6articles750edumissingthemark-thecostofoverlookingblackstudentsculturalcapital2-zip-10567103)
**## 750week6instructions.docx**
EDUC 750
**Research Design Project: Quantitative and Program Evaluation Analysis Matrix Assignment Instructions**
**Overview**
The main assignments for this course are wrapped into the Research Design Project. This project has three pre-matrices that will inform three matrices. Each pre-matrix and matrix address basic and applied research that is quantitative, qualitative, mixed methods, action research, and/or program evaluation. For each pre-matrix, you will find peer-reviewed education research articles on the same topic using the specified research design(s). For the matrices, you will identify methods, information, and critique the studies. This assignment helps you learn how to evaluate research, identify the main components of good research, and start building your literature review.
**You will use the approved articles from Modules 2-4 to complete the assignments in Modules 5-7.**
**Instructions**
For this
**RDP: Quantitative and Program Evaluation Analysis Matrix**, you will use the following articles from the
**RDP: Sampling, Measurement, and Data Collection Type Matrix.**
1. QUANtitative Basic (QUAN-B)
2. QUANtitative Applied (QUAN-A)
3. Program Evaluation (PE-QUAN, PE-QUAL, or PE-MM)
Using the
**RDP: Quantitative and Program Evaluation Analysis Matrix Template**, provide the following information for each research design:
NOTE: You may
**NOT** use AI for this assignment. You should write in complete sentences. You
**must** provide
**page/paragraph numbers** to support
**parts 3, 4, and 5**.
In the matrix
1. Article Type
2. Article Reference (including hyperlink)
3.
Results- Provide detailed information to include both statistical findings and a layman’s understanding of the results.
4. Limitations
5. Implications
6. Other than researchers, who can use the information from the findings, and how? (school districts, principals, teachers, parents, etc.)
7. Ideas for Future Research Not Already Listed (at least 2)
8. Your connection or experience (previous or present) with the topic/issue in the study (not that you will be researching it)
9. How you will be able to use this article in your future research
After the matrix
· Biblical connections you can make with the findings of the study (Must integrate at least one Bible verse in your answer)
· References (for biblical support)
Current APA formatting is expected throughout your paper. The
**Sample Research Design Project Quantitative and Program Evaluation Analysis Matrix** has been provided for your reference. Any sections requiring textbook support must use the textbook from this course.
Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.
Page 2 of 2
**## SampleResearchDesignProjectQuantitativeandProgramEvaluationAnalysisMatrix.docx**
EDUC 750
**Quantitative and Program Evaluation Analysis Matrix**
| | |
| — | — |
| **Article Type** | **QUANtitative Basic (QUAN-A)** |
| **Article Reference**<br>(Also include hyperlink) | Dastbasteh, R., Kouzniak, N., & Niezen, J. (2024). Student-supported groupwork on vertical whiteboards: The impacts on students and peer tutors in a calculus I class. <br>_The Turkish Online Journal of Educational Technology_, <br>_23(3),_ 83-93. <br>[https://files.eric.ed.gov/fulltext/EJ1434133.pdf](https://files.eric.ed.gov/fulltext/EJ1434133.pdf) |
| **Results** | Dastbasteh et al. (2024, pp. 86-92) reported that students working on Vertical Non-Permanent Surfaces (VNPS) in calculus classes experienced greater collaboration and higher engagement. Survey data suggested that both students and peer tutors valued the visibility of their work and the way the boards encouraged positive open discussion. Quantitative results showed positive correlations between the use of VNPS and student confidence in problem-solving, as well as improvements in performance measures such as quizzes and test scores. |
| **Limitations** | The authors acknowledged that the study was limited to a single institution and a relatively small cohort. Additionally, the correlational nature of the design meant that improvements in achievement cannot be attributed solely to the use of VNPS (Dastbasteh et al., 2024, p. 86). Without random assignment or broader sampling, it is difficult to generalize results to all higher education mathematics classrooms. |
| **Implications** | The findings suggest that VNPS can be a low-cost, high-impact tool for improving mathematical engagement. Educators may consider adopting VNPS to facilitate peer support and reduce student isolation when tackling complex problems. The results also highlight the importance of designing collaborative spaces that promote visibility of thinking, aligning with broader goals of developing mathematical communication skills (Dastbasteh et al., 2024, p. 92). |
| **Other than researchers, who can use the information from the findings and how? (school districts, principals, teachers, parents, etc.)** | There are multiple stakeholders who can use the findings of this study including but not limited to university faculty and educators could implement VNPS to foster greater collaborative learning environments. Heads of department could use these findings to justify resource allocation for equipping classrooms with ample whiteboards. Students may benefit from these findings by understanding how collaborative structures support learning, which may encourage them to adopt similar strategies in study groups that Dastbasteh et al. (2024) used (p. 86-92). |
| **Ideas for Future Research Not Already Listed** | Future studies could be developed to compare how VNPS can be used across disciplines to test generalizability, explore the long-term impacts of VNPS on student retention and persistence in STEM programs, and investigate how tutor training or different group sizes affect the quality of collaboration. |
| **Your connection or experience (previous or present) with topic/issue in study (not that you will be researching it)** | I see strong links between this study and the use of VNPS in my classroom setting. My students have fully embraced the use of VNPS and participate in excellent mathematical discussions when doing group problem-solving. Learners of all ages in my previous school seem to benefit from the physicality of using VNPS as well as sharing their thinking. I have personally observed how even the most reluctant students have opened up in these collaborative settings, especially when they are the scribe. This study supports that which I have observed in my own classroom and classrooms throughout my school. |
| **How you will be able to use this article in your future research** | This article strengthens the case for integrating VNPS and other collaborative strategies in mathematics classrooms, and perhaps even in other disciplines such as science. In my own research, I could build on these ideas by considering how visible, shared spaces support engagement and achievement at the elementary level. This study provides me with a theoretical foundation that I could reference when designing interventions that promote mathematical discourse. |
| **Biblical connections you can make with the findings of the study (Must integrate at least one Bible verse in your answer)** | The study’s emphasis on collaboration reflects the biblical principle that learning and growth often occur in tandem. Ecclesiastes 4:9 states, “Two are better than one, because they have a good return for their labor,” <br>(<br>_New International Version_, 1978/2011). Just as VNPS can encourage students to support one another in problem-solving, Scripture reminds us that a shared effort can produce stronger outcomes. Using tools that foster collaboration aligns with the call to build one another up in pursuit of knowledge and truth. |
Page 2 of 2
**## 750week6TemplativeResearchingDesignProjectQuantitativeandProgramEvaluationAnalysisMatrixTemplate1.docx**
RDP 5: QUAN PE MATRIX EDUC 750
**Research Design Project: Quantitative and Program Evaluation Analysis Matrix Template**
[Student Name]
School of Education, Liberty University
**Author Note**
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to
Email:
**Quantitative and Program Evaluation Matrix**
Complete this matrix using the articles from the
**Research Design Project Sampling, Measurement, and Data Collection Type Matrix**. The matrices are set up with specific spacing in each block. Please do not change. The reference block is already set up in APA with double-spacing and hanging indent. You do not need to include your article references in the reference section; only the Bible reference(s). Any sections requiring textbook support must use the textbook from this course.
**You may NOT use AI for this assignment**.
**Please write in complete sentences. Delete these instructions before submitting.**
| | |
| — | — |
| **Article Type** | **QUANtitative Basic (QUAN-B)** |
| **Article Reference**<br>(Also include hyperlink) | |
| **Results**<br>Cite with page or paragraph numbers | |
| **Limitation**<br>Cite with page or paragraph numbers | |
| **Implications**<br>Cite with page or paragraph numbers if needed | |
| **Other than researchers, who can use the information from the findings and how? (school districts, principals, teachers, parents, etc.)** | |
| **Ideas for Future Research Not Already Listed** | |
| **Your connection or experience (previous or present) with topic/issue in study (not that you will be researching it)** | |
| **How you will be able to use this article in your future research** | |
| **Biblical connections you can make with the findings of the study (Must integrate at least one Bible verse in your answer)** | |
| | |
| — | — |
| **Article Type** | **QUANtitative Applied (QUAN-A)** |
| **Article Reference**<br>(Also include hyperlink) | |
| **Results**<br>Cite with page or paragraph numbers | |
| **Limitation**<br>Cite with page or paragraph numbers | |
| **Implications**<br>Cite with page or paragraph numbers if needed | |
| **Other than researchers, who can use the information from the findings and how? (school districts, principals, teachers, parents, etc.)** | |
| **Ideas for Future Research Not Already Listed** | |
| **Your connection or experience (previous or present) with topic/issue in study (not that you will be researching it)** | |
| **How you will be able to use this article in your future research** | |
| **Biblical connections you can make with the findings of the study (Must integrate at least one Bible verse in your answer)** | |
| | |
| — | — |
| **Article Type** | **Program Evaluation: Quantitative (PE-QUAN, PE-QUAL, or PE-MM) Note: Please delete the designs you are not using and this note before submitting.** |
| **Article Reference**<br>(Also include hyperlink) | |
| **Results**<br>Cite with page or paragraph numbers<br>If MM, include quantitative and qualitative results | |
| **Limitation**<br>Cite with page or paragraph numbers | |
| **Implications**<br>Cite with page or paragraph numbers if needed | |
| **Other than researchers, who can use the information from the findings and how? (school districts, principals, teachers, parents, etc.)** | |
| **Ideas for Future Research Not Already Listed** | |
| **Your connection or experience (previous or present) with topic/issue in study (not that you will be researching it)** | |
| **How you will be able to use this article in your future research** | |
| **Biblical connections you can make with the findings of the study (Must integrate at least one Bible verse in your answer)** | |
**References**
Page 2 of 2
**EJ1450529_111.zip**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ej1450529-111-zip)
**Week3750bArtiweek6articles750eduMissingtheMark_TheCostofOverlookingBlackStudentsCulturalCapital2.zip**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week3750bartiweek6articles750edumissingthemark-thecostofoverlookingblackstudentsculturalcapital2-zip-10567103)
**## 750week6instructions.docx**
EDUC 750
**Research Design Project: Quantitative and Program Evaluation Analysis Matrix Assignment Instructions**
**Overview**
The main assignments for this course are wrapped into the Research Design Project. This project has three pre-matrices that will inform three matrices. Each pre-matrix and matrix address basic and applied research that is quantitative, qualitative, mixed methods, action research, and/or program evaluation. For each pre-matrix, you will find peer-reviewed education research articles on the same topic using the specified research design(s). For the matrices, you will identify methods, information, and critique the studies. This assignment helps you learn how to evaluate research, identify the main components of good research, and start building your literature review.
**You will use the approved articles from Modules 2-4 to complete the assignments in Modules 5-7.**
**Instructions**
For this
**RDP: Quantitative and Program Evaluation Analysis Matrix**, you will use the following articles from the
**RDP: Sampling, Measurement, and Data Collection Type Matrix.**
1. QUANtitative Basic (QUAN-B)
2. QUANtitative Applied (QUAN-A)
3. Program Evaluation (PE-QUAN, PE-QUAL, or PE-MM)
Using the
**RDP: Quantitative and Program Evaluation Analysis Matrix Template**, provide the following information for each research design:
NOTE: You may
**NOT** use AI for this assignment. You should write in complete sentences. You
**must** provide
**page/paragraph numbers** to support
**parts 3, 4, and 5**.
In the matrix
1. Article Type
2. Article Reference (including hyperlink)
3.
Results- Provide detailed information to include both statistical findings and a layman’s understanding of the results.
4. Limitations
5. Implications
6. Other than researchers, who can use the information from the findings, and how? (school districts, principals, teachers, parents, etc.)
7. Ideas for Future Research Not Already Listed (at least 2)
8. Your connection or experience (previous or present) with the topic/issue in the study (not that you will be researching it)
9. How you will be able to use this article in your future research
After the matrix
· Biblical connections you can make with the findings of the study (Must integrate at least one Bible verse in your answer)
· References (for biblical support)
Current APA formatting is expected throughout your paper. The
**Sample Research Design Project Quantitative and Program Evaluation Analysis Matrix** has been provided for your reference. Any sections requiring textbook support must use the textbook from this course.
Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.
Page 2 of 2
**## SampleResearchDesignProjectQuantitativeandProgramEvaluationAnalysisMatrix.docx**
EDUC 750
**Quantitative and Program Evaluation Analysis Matrix**
| | |
| — | — |
| **Article Type** | **QUANtitative Basic (QUAN-A)** |
| **Article Reference**<br>(Also include hyperlink) | Dastbasteh, R., Kouzniak, N., & Niezen, J. (2024). Student-supported groupwork on vertical whiteboards: The impacts on students and peer tutors in a calculus I class. <br>_The Turkish Online Journal of Educational Technology_, <br>_23(3),_ 83-93. <br>[https://files.eric.ed.gov/fulltext/EJ1434133.pdf](https://files.eric.ed.gov/fulltext/EJ1434133.pdf) |
| **Results** | Dastbasteh et al. (2024, pp. 86-92) reported that students working on Vertical Non-Permanent Surfaces (VNPS) in calculus classes experienced greater collaboration and higher engagement. Survey data suggested that both students and peer tutors valued the visibility of their work and the way the boards encouraged positive open discussion. Quantitative results showed positive correlations between the use of VNPS and student confidence in problem-solving, as well as improvements in performance measures such as quizzes and test scores. |
| **Limitations** | The authors acknowledged that the study was limited to a single institution and a relatively small cohort. Additionally, the correlational nature of the design meant that improvements in achievement cannot be attributed solely to the use of VNPS (Dastbasteh et al., 2024, p. 86). Without random assignment or broader sampling, it is difficult to generalize results to all higher education mathematics classrooms. |
| **Implications** | The findings suggest that VNPS can be a low-cost, high-impact tool for improving mathematical engagement. Educators may consider adopting VNPS to facilitate peer support and reduce student isolation when tackling complex problems. The results also highlight the importance of designing collaborative spaces that promote visibility of thinking, aligning with broader goals of developing mathematical communication skills (Dastbasteh et al., 2024, p. 92). |
| **Other than researchers, who can use the information from the findings and how? (school districts, principals, teachers, parents, etc.)** | There are multiple stakeholders who can use the findings of this study including but not limited to university faculty and educators could implement VNPS to foster greater collaborative learning environments. Heads of department could use these findings to justify resource allocation for equipping classrooms with ample whiteboards. Students may benefit from these findings by understanding how collaborative structures support learning, which may encourage them to adopt similar strategies in study groups that Dastbasteh et al. (2024) used (p. 86-92). |
| **Ideas for Future Research Not Already Listed** | Future studies could be developed to compare how VNPS can be used across disciplines to test generalizability, explore the long-term impacts of VNPS on student retention and persistence in STEM programs, and investigate how tutor training or different group sizes affect the quality of collaboration. |
| **Your connection or experience (previous or present) with topic/issue in study (not that you will be researching it)** | I see strong links between this study and the use of VNPS in my classroom setting. My students have fully embraced the use of VNPS and participate in excellent mathematical discussions when doing group problem-solving. Learners of all ages in my previous school seem to benefit from the physicality of using VNPS as well as sharing their thinking. I have personally observed how even the most reluctant students have opened up in these collaborative settings, especially when they are the scribe. This study supports that which I have observed in my own classroom and classrooms throughout my school. |
| **How you will be able to use this article in your future research** | This article strengthens the case for integrating VNPS and other collaborative strategies in mathematics classrooms, and perhaps even in other disciplines such as science. In my own research, I could build on these ideas by considering how visible, shared spaces support engagement and achievement at the elementary level. This study provides me with a theoretical foundation that I could reference when designing interventions that promote mathematical discourse. |
| **Biblical connections you can make with the findings of the study (Must integrate at least one Bible verse in your answer)** | The study’s emphasis on collaboration reflects the biblical principle that learning and growth often occur in tandem. Ecclesiastes 4:9 states, “Two are better than one, because they have a good return for their labor,” <br>(<br>_New International Version_, 1978/2011). Just as VNPS can encourage students to support one another in problem-solving, Scripture reminds us that a shared effort can produce stronger outcomes. Using tools that foster collaboration aligns with the call to build one another up in pursuit of knowledge and truth. |
Page 2 of 2
**## 750week6TemplativeResearchingDesignProjectQuantitativeandProgramEvaluationAnalysisMatrixTemplate1.docx**
RDP 5: QUAN PE MATRIX EDUC 750
**Research Design Project: Quantitative and Program Evaluation Analysis Matrix Template**
[Student Name]
School of Education, Liberty University
**Author Note**
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to
Email:
**Quantitative and Program Evaluation Matrix**
Complete this matrix using the articles from the
**Research Design Project Sampling, Measurement, and Data Collection Type Matrix**. The matrices are set up with specific spacing in each block. Please do not change. The reference block is already set up in APA with double-spacing and hanging indent. You do not need to include your article references in the reference section; only the Bible reference(s). Any sections requiring textbook support must use the textbook from this course.
**You may NOT use AI for this assignment**.
**Please write in complete sentences. Delete these instructions before submitting.**
| | |
| — | — |
| **Article Type** | **QUANtitative Basic (QUAN-B)** |
| **Article Reference**<br>(Also include hyperlink) | |
| **Results**<br>Cite with page or paragraph numbers | |
| **Limitation**<br>Cite with page or paragraph numbers | |
| **Implications**<br>Cite with page or paragraph numbers if needed | |
| **Other than researchers, who can use the information from the findings and how? (school districts, principals, teachers, parents, etc.)** | |
| **Ideas for Future Research Not Already Listed** | |
| **Your connection or experience (previous or present) with topic/issue in study (not that you will be researching it)** | |
| **How you will be able to use this article in your future research** | |
| **Biblical connections you can make with the findings of the study (Must integrate at least one Bible verse in your answer)** | |
| | |
| — | — |
| **Article Type** | **QUANtitative Applied (QUAN-A)** |
| **Article Reference**<br>(Also include hyperlink) | |
| **Results**<br>Cite with page or paragraph numbers | |
| **Limitation**<br>Cite with page or paragraph numbers | |
| **Implications**<br>Cite with page or paragraph numbers if needed | |
| **Other than researchers, who can use the information from the findings and how? (school districts, principals, teachers, parents, etc.)** | |
| **Ideas for Future Research Not Already Listed** | |
| **Your connection or experience (previous or present) with topic/issue in study (not that you will be researching it)** | |
| **How you will be able to use this article in your future research** | |
| **Biblical connections you can make with the findings of the study (Must integrate at least one Bible verse in your answer)** | |
| | |
| — | — |
| **Article Type** | **Program Evaluation: Quantitative (PE-QUAN, PE-QUAL, or PE-MM) Note: Please delete the designs you are not using and this note before submitting.** |
| **Article Reference**<br>(Also include hyperlink) | |
| **Results**<br>Cite with page or paragraph numbers<br>If MM, include quantitative and qualitative results | |
| **Limitation**<br>Cite with page or paragraph numbers | |
| **Implications**<br>Cite with page or paragraph numbers if needed | |
| **Other than researchers, who can use the information from the findings and how? (school districts, principals, teachers, parents, etc.)** | |
| **Ideas for Future Research Not Already Listed** | |
| **Your connection or experience (previous or present) with topic/issue in study (not that you will be researching it)** | |
| **How you will be able to use this article in your future research** | |
| **Biblical connections you can make with the findings of the study (Must integrate at least one Bible verse in your answer)** | |
**References**
Page 2 of 2
**EJ1450529_111.zip**
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**Week3750bArtiweek6articles750eduMissingtheMark_TheCostofOverlookingBlackStudentsCulturalCapital2.zip**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week3750bartiweek6articles750edumissingthemark-thecostofoverlookingblackstudentsculturalcapital2-zip-10567103)