Assignment Prompt & Instructions
See Attached
**files (4)**
– ## week4750EDU3articlesandinformationrelatingtothetextbook.docx
– ## week4instrct750ResearchDesignProjectActionResearchandProgramEvaluationPreMatrixInstructions.docx
– RubricResearchDesignProject-ActionResearchandProgramEvaluationPre-MatrixGradingRubric.pdf
– week4template750ResearchDesignProjectActionResearchandProgramEvaluationPreMatrixTemplate.docx
**## week4750EDU3articlesandinformationrelatingtothetextbook.docx**
**The following are the 3 articles below to complete this assignment: PLEASE COMPLIE EACH IN A ZIP FILE and name as the instruction states.**
**Article 1 – Qualitative Research Design (Can be AR-QUAL)**
**Sera, H., Hunter, M., Alvarado, A., & Brown, K. T. (2024).** _Prescribed, Ritualized, and Activated Belonging: A Qualitative Study of Student Belonging at a Historically Black College and University._ **Journal of Diversity in Higher Education, 18(6), 957–971.**
https://doi.org/10.1037/dhe0000631
**Why this fits:**
· Educational study
· Focuses on Black/African American college students
· Examines belonging, student experiences, and institutional support
· Qualitative interviews/data
· Can connect to action research because institutions can use findings to improve student support programs
**Design for Matrix:**
✅
**AR-QUAL (Action Research – Qualitative)**
Here is paraphrased comment you can use:
**Articles Comment 1 – Self-Regulated Learning & Student Success**
Kitsantas et al. (2023) explain that self-regulated learning involves students actively managing their learning through processes such as goal setting, monitoring progress, using strategies, and reflecting on outcomes. These skills are important because students who develop stronger self-regulation are better prepared to overcome academic challenges and persist toward educational goals.
**APA in-text citation:**
(Kitsantas et al., 2023)
**Article 2 – Qualitative Research Design (Can be PE-QUAL)**
**DeCuir-Gunby, J. T., McCoy, W. N., & Gibson, S. M. (2023).** _The Compounding Impact of Racial Microaggressions: The Experiences of African American Students in Predominantly White Institutions._ **Teachers College Record, 125(5).** [https://doi.org/10.1177/01614681231181798](https://doi.org/10.1177/01614681231181798)
**Why this fits:**
· Examines African American students’ experiences at predominantly White institutions
· Addresses racial barriers, campus climate, and sense of belonging
· Uses student experiences to identify institutional changes needed
· Can connect to evaluating campus diversity/support programs
**Design for Matrix:**
✅
**PE-QUAL (Program Evaluation – Qualitative)**
**Article Comment 2 – Academic Achievement**
According to Kitsantas et al. (2023), academic achievement is influenced not only by students’ abilities but also by their use of effective learning strategies, motivation, and beliefs about their ability to succeed. This suggests that institutions can support student success by implementing programs that strengthen students’ learning skills and confidence.
**APA in-text citation:**
(Kitsantas et al., 2023)
**Article 3 – Quantitative Research Design (Can be PE-QUAN)**
**Freire, D. S., & Hurd, N. M. (2023).** _Discrimination and Mental Health Outcomes Among Underrepresented College Students: The Role of Sense of Belonging at Predominantly White Institutions._ **Journal of Diversity in Higher Education.**
https://doi.org/10.1177/21676968231166967
**Why this fits:**
· Empirical quantitative study
· Includes historically underrepresented and economically disadvantaged college students
· Examines discrimination, belonging, and student outcomes
· Data can inform evaluation of student success programs
**Design for Matrix:**
✅
**PE-QUAN (Program Evaluation – Quantitative)**
**Article Comment 3 – Connection to African American Student Disadvantage Topic**
Kitsantas et al. (2023) emphasize that students’ academic outcomes are connected to their ability to engage in self-regulated learning behaviors, including planning, self-monitoring, and adapting strategies. For historically underserved students, including African American students who may encounter institutional barriers, structured support programs can help strengthen academic persistence and achievement.
**APA in-text citation:**
(Kitsantas et al., 2023)
Your matrix could look like:
| | | |
| — | — | — |
| **Article** | **Topic** | **Design** |
| Sera et al. (2024) | Black student belonging at HBCU | AR-QUAL |
| DeCuir-Gunby et al. (2023) | Racial barriers/microaggressions | PE-QUAL |
| Freire & Hurd (2023) | Discrimination, belonging, student outcomes | PE-QUAN |
These three connect well under one topic:
**"Addressing barriers impacting African American college student success through belonging, support programs, and institutional change."**
These should fit my Higher Education Administration focus better than a broad "poverty" topic.
For this assignment,
**USED** **Kitsantas et al. (2023)** as
**course support source** to explain concepts like self-regulated learning, student success, motivation, and academic achievement. Since it is not one of my three empirical articles, you can cite it in
**introduction, rationale, or discussion sections**.
**Example for your paper introduction:**
Student success initiatives should consider both external barriers and students’ internal learning processes. Kitsantas et al. (2023) highlight the importance of self-regulated learning behaviors, motivation, and strategic learning approaches in promoting academic achievement. Therefore, evaluating programs designed to support African American students should examine how institutional resources and student skill development contribute to retention and success.
**Reference (APA 7):**
Kitsantas, A., Cleary, T. J., DiBenedetto, M. K., & Hiller, S. E. (2023).
_Self-regulated learning and academic achievement: Theory, research, and practice._ Cambridge University Press.
These will help you connect your
**African American student disadvantage topic** to
**student success theory** without using Kitsantas as one of your required three research articles.
Top of Form
Bottom of Form
**## week4instrct750ResearchDesignProjectActionResearchandProgramEvaluationPreMatrixInstructions.docx**
EDUC 750
**Research Design Project: Action Research and Program Evaluation Pre-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, and start building your literature review.
This assignment will focus on specific types of basic and/or applied research. Action research is the most prominent form of applied research.
**Action research** is a research method in which a practitioner has a real-life problem or issue in their school that needs to be resolved, improved, changed, corrected, fixed, or eliminated when possible (Kitsantas et al., 2023).
**Program evaluation** uses empirical methods to assess the effectiveness and efficiency of programs in real-world settings, where most applied research occurs. It focuses on solving practical problems and improving programs and policies. As such, some experts refer to it as a form of applied research, whereas others consider it a third type of research—evaluative research (Miller & Salkind, 2002)
**Instructions**
You will submit
**2** documents for this assignment:
1. RDP: Action Research and Program Evaluation Pre-Matrix
2. Zip-file with all of your articles (Naming convention of zip-file: RDP AR PE Articles)
For the
**RDP: Action Research and Program Evaluation Pre-Matrix**, you will:
1. Select
**3** research study articles published in a peer-reviewed journal related to your topic of interest.
a.
All articles must be
**educational studies** published within the
**past five years**.
b. All articles must be on the same or connecting subject matter.
c. Articles
**cannot** be literature reviews, systematic reviews, meta-analyses or meta-syntheses, any other type of review or synthesis, longitudinal studies, or instrument validation studies; all research evaluated must be original/single empirical research. Reports and dissertations are not allowed as they are not peer-reviewed journal articles.
2. Each of the
**3** articles will have a different research design.
You must select:
a.
**1** Action Research study using a quantitative, qualitative, or mixed methods research design (AR-QUAN, AR-QUAL, or AR-MM)
b.
**1** Program Evaluation using a quantitative, qualitative, or mixed methods research design (PE-QUAN, PE-QUAL, or PE-MM))
And
**1** of the following designs:
c. Action Research using a different research design than the one used above.
d. Program Evaluation using a different research design than the one used above.
3.
**For 1 and only one of your article searches, you are required to use artificial intelligence (AI) to find and verify your article.**
a.
**You may only use M365 Copilot, LU’s approved source for AI.**
b.
**You may only use AI to complete the components in the pre-matrix for that single study.**
c.
**You will identify which research design component you used AI for and include a copy of your “conversation” after your reference section in the template.**
d.
**Please remember that AI is not always correct, and you have to use your knowledge gained for the week in determining whether AI’s information is usable or if you have to reprogram.**
e.
**Remember to download the article!**
**Microsoft Copilot Software** – As a student, you have access to this tool as part of the Microsoft 365 software package. You can also access it from your myLU account > IT Marketplace > Scroll down to Microsoft 365 Software (under IT Marketplace Software).
4.
**Be sure to download every article and save it in a folder on your computer.** You may be asked to produce the article if the instructor has any issues downloading it. This will also ensure that the article is real!
**Helpful Information**
For help finding articles in general, refer to and
**Read: Suggestions and Tips for Determining Research Designs** in the Learn section of this module for more information.
Any sections requiring textbook support must use the textbook from this course.
For help determining the specific research design used, please use your textbook readings, PowerPoint slides, videos, and the
**Read: Qualitative Research: Common Types of Data Collection, Analyses, and Research Design** and the
**Read: Quantitative Research: Common Types of Analyses and Research Design** s in the previous modules.
It is highly recommended that you search for articles in your capstone interest area. Additionally, higher-tiered journals are preferred over lower-tiered journals as they provide better information from top experts. The link to the tiered rankings can be found in this assignment's resource section, located in the assignment description:
**SCImago Country & Journal Rank**.
Using the provided
**Research Design Project Action Research and Program Evaluation Pre-Matrix Template**, provide the following information in a
**paraphrased** format:
· In the pre-matrix
· Type of article
· Article reference (must hyperlink DOI)
· Narrative in-text citation
· Parenthetical in-text citation
· Rationale with support from the
**article** for how you know it is either action research or program evaluation (include page/paragraph number)
· Rationale with support from the
**textbook** for how you know it is either action research or program evaluation (include page/paragraph number)
· Specific research design (e.g., quantitative, qualitative, or mixed methods program evaluation; quantitative, qualitative, or mixed methods action research).
**Note: If it is action research, identify whether it is practical or participatory action research. If either design uses mixed methods, you must include the type of mixed method design.**
Please see
**Read: Suggestions and Tips for Determining Research Designs** in the Learn section of this module.
· Rationale with support from the
**article** for how you know the design is correctly identified (include page/paragraph number). Additionally, you will also address the following:
· If action research (practical or participatory)
· If program evaluation (which type)
· Rationale with support from the
**textbook** for how you know design is correctly identified (include page number)
·
AI Identification if used for the study (hyperlink to
**AI Conversation** heading which has already been bookmarked)
· After the pre-matrix
· You will answer a few questions about how research design is encapsulated in a biblical worldview. You must include Bible verses to support each of your answers.
·
**Reference page**: Include references for the course textbook and Bible sources
·
**AI Conversation** (already bookmarked in template): You can go to the AI conversation in M365 Copilot and copy and paste it under this heading. I encourage you to copy and paste along the way in the event of a technological issue. See the separate
**M365 Copilot Conversation** document in the assignment instructions. This document provides information on how to hyperlink and copy information.
Current APA formatting is expected throughout your paper (see the APA Help Sheet or the
**APA Style Guideline** linked in the Resource section of the assignment description).
The
**Research Design Project Action Research and Program Evaluation Pre-Matrix Sample** has been provided for your reference.
Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.
**References**
Kitsantas, A., Cleary, T. J., DiBenedetto, M. K., & Hiller, S. E. (2023).
_Essentials of research methods for educators_. SAGE Publications, Inc. https://bookshelf.vitalsource.com/books/9781071830710
Miller, D. C., & Salkind, N. J. (2002).
_Handbook of research design and social measurement_. SAGE Publications, Inc. https://doi.org/10.4135/9781412984386.n1
Page 2 of 2
**RubricResearchDesignProject-ActionResearchandProgramEvaluationPre-MatrixGradingRubric.pdf**
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**week4template750ResearchDesignProjectActionResearchandProgramEvaluationPreMatrixTemplate.docx**
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**week4template750ResearchDesignProjectActionResearchandProgramEvaluationPreMatrixTemplate.docx**
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**## week4750EDU3articlesandinformationrelatingtothetextbook.docx**
**The following are the 3 articles below to complete this assignment: PLEASE COMPLIE EACH IN A ZIP FILE and name as the instruction states.**
**Article 1 – Qualitative Research Design (Can be AR-QUAL)**
**Sera, H., Hunter, M., Alvarado, A., & Brown, K. T. (2024).** _Prescribed, Ritualized, and Activated Belonging: A Qualitative Study of Student Belonging at a Historically Black College and University._ **Journal of Diversity in Higher Education, 18(6), 957–971.**
https://doi.org/10.1037/dhe0000631
**Why this fits:**
· Educational study
· Focuses on Black/African American college students
· Examines belonging, student experiences, and institutional support
· Qualitative interviews/data
· Can connect to action research because institutions can use findings to improve student support programs
**Design for Matrix:**
✅
**AR-QUAL (Action Research – Qualitative)**
Here is paraphrased comment you can use:
**Articles Comment 1 – Self-Regulated Learning & Student Success**
Kitsantas et al. (2023) explain that self-regulated learning involves students actively managing their learning through processes such as goal setting, monitoring progress, using strategies, and reflecting on outcomes. These skills are important because students who develop stronger self-regulation are better prepared to overcome academic challenges and persist toward educational goals.
**APA in-text citation:**
(Kitsantas et al., 2023)
**Article 2 – Qualitative Research Design (Can be PE-QUAL)**
**DeCuir-Gunby, J. T., McCoy, W. N., & Gibson, S. M. (2023).** _The Compounding Impact of Racial Microaggressions: The Experiences of African American Students in Predominantly White Institutions._ **Teachers College Record, 125(5).** [https://doi.org/10.1177/01614681231181798](https://doi.org/10.1177/01614681231181798)
**Why this fits:**
· Examines African American students’ experiences at predominantly White institutions
· Addresses racial barriers, campus climate, and sense of belonging
· Uses student experiences to identify institutional changes needed
· Can connect to evaluating campus diversity/support programs
**Design for Matrix:**
✅
**PE-QUAL (Program Evaluation – Qualitative)**
**Article Comment 2 – Academic Achievement**
According to Kitsantas et al. (2023), academic achievement is influenced not only by students’ abilities but also by their use of effective learning strategies, motivation, and beliefs about their ability to succeed. This suggests that institutions can support student success by implementing programs that strengthen students’ learning skills and confidence.
**APA in-text citation:**
(Kitsantas et al., 2023)
**Article 3 – Quantitative Research Design (Can be PE-QUAN)**
**Freire, D. S., & Hurd, N. M. (2023).** _Discrimination and Mental Health Outcomes Among Underrepresented College Students: The Role of Sense of Belonging at Predominantly White Institutions._ **Journal of Diversity in Higher Education.**
https://doi.org/10.1177/21676968231166967
**Why this fits:**
· Empirical quantitative study
· Includes historically underrepresented and economically disadvantaged college students
· Examines discrimination, belonging, and student outcomes
· Data can inform evaluation of student success programs
**Design for Matrix:**
✅
**PE-QUAN (Program Evaluation – Quantitative)**
**Article Comment 3 – Connection to African American Student Disadvantage Topic**
Kitsantas et al. (2023) emphasize that students’ academic outcomes are connected to their ability to engage in self-regulated learning behaviors, including planning, self-monitoring, and adapting strategies. For historically underserved students, including African American students who may encounter institutional barriers, structured support programs can help strengthen academic persistence and achievement.
**APA in-text citation:**
(Kitsantas et al., 2023)
Your matrix could look like:
| | | |
| — | — | — |
| **Article** | **Topic** | **Design** |
| Sera et al. (2024) | Black student belonging at HBCU | AR-QUAL |
| DeCuir-Gunby et al. (2023) | Racial barriers/microaggressions | PE-QUAL |
| Freire & Hurd (2023) | Discrimination, belonging, student outcomes | PE-QUAN |
These three connect well under one topic:
**"Addressing barriers impacting African American college student success through belonging, support programs, and institutional change."**
These should fit my Higher Education Administration focus better than a broad "poverty" topic.
For this assignment,
**USED** **Kitsantas et al. (2023)** as
**course support source** to explain concepts like self-regulated learning, student success, motivation, and academic achievement. Since it is not one of my three empirical articles, you can cite it in
**introduction, rationale, or discussion sections**.
**Example for your paper introduction:**
Student success initiatives should consider both external barriers and students’ internal learning processes. Kitsantas et al. (2023) highlight the importance of self-regulated learning behaviors, motivation, and strategic learning approaches in promoting academic achievement. Therefore, evaluating programs designed to support African American students should examine how institutional resources and student skill development contribute to retention and success.
**Reference (APA 7):**
Kitsantas, A., Cleary, T. J., DiBenedetto, M. K., & Hiller, S. E. (2023).
_Self-regulated learning and academic achievement: Theory, research, and practice._ Cambridge University Press.
These will help you connect your
**African American student disadvantage topic** to
**student success theory** without using Kitsantas as one of your required three research articles.
Top of Form
Bottom of Form
**## week4instrct750ResearchDesignProjectActionResearchandProgramEvaluationPreMatrixInstructions.docx**
EDUC 750
**Research Design Project: Action Research and Program Evaluation Pre-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, and start building your literature review.
This assignment will focus on specific types of basic and/or applied research. Action research is the most prominent form of applied research.
**Action research** is a research method in which a practitioner has a real-life problem or issue in their school that needs to be resolved, improved, changed, corrected, fixed, or eliminated when possible (Kitsantas et al., 2023).
**Program evaluation** uses empirical methods to assess the effectiveness and efficiency of programs in real-world settings, where most applied research occurs. It focuses on solving practical problems and improving programs and policies. As such, some experts refer to it as a form of applied research, whereas others consider it a third type of research—evaluative research (Miller & Salkind, 2002)
**Instructions**
You will submit
**2** documents for this assignment:
1. RDP: Action Research and Program Evaluation Pre-Matrix
2. Zip-file with all of your articles (Naming convention of zip-file: RDP AR PE Articles)
For the
**RDP: Action Research and Program Evaluation Pre-Matrix**, you will:
1. Select
**3** research study articles published in a peer-reviewed journal related to your topic of interest.
a.
All articles must be
**educational studies** published within the
**past five years**.
b. All articles must be on the same or connecting subject matter.
c. Articles
**cannot** be literature reviews, systematic reviews, meta-analyses or meta-syntheses, any other type of review or synthesis, longitudinal studies, or instrument validation studies; all research evaluated must be original/single empirical research. Reports and dissertations are not allowed as they are not peer-reviewed journal articles.
2. Each of the
**3** articles will have a different research design.
You must select:
a.
**1** Action Research study using a quantitative, qualitative, or mixed methods research design (AR-QUAN, AR-QUAL, or AR-MM)
b.
**1** Program Evaluation using a quantitative, qualitative, or mixed methods research design (PE-QUAN, PE-QUAL, or PE-MM))
And
**1** of the following designs:
c. Action Research using a different research design than the one used above.
d. Program Evaluation using a different research design than the one used above.
3.
**For 1 and only one of your article searches, you are required to use artificial intelligence (AI) to find and verify your article.**
a.
**You may only use M365 Copilot, LU’s approved source for AI.**
b.
**You may only use AI to complete the components in the pre-matrix for that single study.**
c.
**You will identify which research design component you used AI for and include a copy of your “conversation” after your reference section in the template.**
d.
**Please remember that AI is not always correct, and you have to use your knowledge gained for the week in determining whether AI’s information is usable or if you have to reprogram.**
e.
**Remember to download the article!**
**Microsoft Copilot Software** – As a student, you have access to this tool as part of the Microsoft 365 software package. You can also access it from your myLU account > IT Marketplace > Scroll down to Microsoft 365 Software (under IT Marketplace Software).
4.
**Be sure to download every article and save it in a folder on your computer.** You may be asked to produce the article if the instructor has any issues downloading it. This will also ensure that the article is real!
**Helpful Information**
For help finding articles in general, refer to and
**Read: Suggestions and Tips for Determining Research Designs** in the Learn section of this module for more information.
Any sections requiring textbook support must use the textbook from this course.
For help determining the specific research design used, please use your textbook readings, PowerPoint slides, videos, and the
**Read: Qualitative Research: Common Types of Data Collection, Analyses, and Research Design** and the
**Read: Quantitative Research: Common Types of Analyses and Research Design** s in the previous modules.
It is highly recommended that you search for articles in your capstone interest area. Additionally, higher-tiered journals are preferred over lower-tiered journals as they provide better information from top experts. The link to the tiered rankings can be found in this assignment's resource section, located in the assignment description:
**SCImago Country & Journal Rank**.
Using the provided
**Research Design Project Action Research and Program Evaluation Pre-Matrix Template**, provide the following information in a
**paraphrased** format:
· In the pre-matrix
· Type of article
· Article reference (must hyperlink DOI)
· Narrative in-text citation
· Parenthetical in-text citation
· Rationale with support from the
**article** for how you know it is either action research or program evaluation (include page/paragraph number)
· Rationale with support from the
**textbook** for how you know it is either action research or program evaluation (include page/paragraph number)
· Specific research design (e.g., quantitative, qualitative, or mixed methods program evaluation; quantitative, qualitative, or mixed methods action research).
**Note: If it is action research, identify whether it is practical or participatory action research. If either design uses mixed methods, you must include the type of mixed method design.**
Please see
**Read: Suggestions and Tips for Determining Research Designs** in the Learn section of this module.
· Rationale with support from the
**article** for how you know the design is correctly identified (include page/paragraph number). Additionally, you will also address the following:
· If action research (practical or participatory)
· If program evaluation (which type)
· Rationale with support from the
**textbook** for how you know design is correctly identified (include page number)
·
AI Identification if used for the study (hyperlink to
**AI Conversation** heading which has already been bookmarked)
· After the pre-matrix
· You will answer a few questions about how research design is encapsulated in a biblical worldview. You must include Bible verses to support each of your answers.
·
**Reference page**: Include references for the course textbook and Bible sources
·
**AI Conversation** (already bookmarked in template): You can go to the AI conversation in M365 Copilot and copy and paste it under this heading. I encourage you to copy and paste along the way in the event of a technological issue. See the separate
**M365 Copilot Conversation** document in the assignment instructions. This document provides information on how to hyperlink and copy information.
Current APA formatting is expected throughout your paper (see the APA Help Sheet or the
**APA Style Guideline** linked in the Resource section of the assignment description).
The
**Research Design Project Action Research and Program Evaluation Pre-Matrix Sample** has been provided for your reference.
Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.
**References**
Kitsantas, A., Cleary, T. J., DiBenedetto, M. K., & Hiller, S. E. (2023).
_Essentials of research methods for educators_. SAGE Publications, Inc. https://bookshelf.vitalsource.com/books/9781071830710
Miller, D. C., & Salkind, N. J. (2002).
_Handbook of research design and social measurement_. SAGE Publications, Inc. https://doi.org/10.4135/9781412984386.n1
Page 2 of 2
**RubricResearchDesignProject-ActionResearchandProgramEvaluationPre-MatrixGradingRubric.pdf**
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**week4template750ResearchDesignProjectActionResearchandProgramEvaluationPreMatrixTemplate.docx**
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**## week4750EDU3articlesandinformationrelatingtothetextbook.docx**
**The following are the 3 articles below to complete this assignment: PLEASE COMPLIE EACH IN A ZIP FILE and name as the instruction states.**
**Article 1 – Qualitative Research Design (Can be AR-QUAL)**
**Sera, H., Hunter, M., Alvarado, A., & Brown, K. T. (2024).** _Prescribed, Ritualized, and Activated Belonging: A Qualitative Study of Student Belonging at a Historically Black College and University._ **Journal of Diversity in Higher Education, 18(6), 957–971.**
https://doi.org/10.1037/dhe0000631
**Why this fits:**
· Educational study
· Focuses on Black/African American college students
· Examines belonging, student experiences, and institutional support
· Qualitative interviews/data
· Can connect to action research because institutions can use findings to improve student support programs
**Design for Matrix:**
✅
**AR-QUAL (Action Research – Qualitative)**
Here is paraphrased comment you can use:
**Articles Comment 1 – Self-Regulated Learning & Student Success**
Kitsantas et al. (2023) explain that self-regulated learning involves students actively managing their learning through processes such as goal setting, monitoring progress, using strategies, and reflecting on outcomes. These skills are important because students who develop stronger self-regulation are better prepared to overcome academic challenges and persist toward educational goals.
**APA in-text citation:**
(Kitsantas et al., 2023)
**Article 2 – Qualitative Research Design (Can be PE-QUAL)**
**DeCuir-Gunby, J. T., McCoy, W. N., & Gibson, S. M. (2023).** _The Compounding Impact of Racial Microaggressions: The Experiences of African American Students in Predominantly White Institutions._ **Teachers College Record, 125(5).** [https://doi.org/10.1177/01614681231181798](https://doi.org/10.1177/01614681231181798)
**Why this fits:**
· Examines African American students’ experiences at predominantly White institutions
· Addresses racial barriers, campus climate, and sense of belonging
· Uses student experiences to identify institutional changes needed
· Can connect to evaluating campus diversity/support programs
**Design for Matrix:**
✅
**PE-QUAL (Program Evaluation – Qualitative)**
**Article Comment 2 – Academic Achievement**
According to Kitsantas et al. (2023), academic achievement is influenced not only by students’ abilities but also by their use of effective learning strategies, motivation, and beliefs about their ability to succeed. This suggests that institutions can support student success by implementing programs that strengthen students’ learning skills and confidence.
**APA in-text citation:**
(Kitsantas et al., 2023)
**Article 3 – Quantitative Research Design (Can be PE-QUAN)**
**Freire, D. S., & Hurd, N. M. (2023).** _Discrimination and Mental Health Outcomes Among Underrepresented College Students: The Role of Sense of Belonging at Predominantly White Institutions._ **Journal of Diversity in Higher Education.**
https://doi.org/10.1177/21676968231166967
**Why this fits:**
· Empirical quantitative study
· Includes historically underrepresented and economically disadvantaged college students
· Examines discrimination, belonging, and student outcomes
· Data can inform evaluation of student success programs
**Design for Matrix:**
✅
**PE-QUAN (Program Evaluation – Quantitative)**
**Article Comment 3 – Connection to African American Student Disadvantage Topic**
Kitsantas et al. (2023) emphasize that students’ academic outcomes are connected to their ability to engage in self-regulated learning behaviors, including planning, self-monitoring, and adapting strategies. For historically underserved students, including African American students who may encounter institutional barriers, structured support programs can help strengthen academic persistence and achievement.
**APA in-text citation:**
(Kitsantas et al., 2023)
Your matrix could look like:
| | | |
| — | — | — |
| **Article** | **Topic** | **Design** |
| Sera et al. (2024) | Black student belonging at HBCU | AR-QUAL |
| DeCuir-Gunby et al. (2023) | Racial barriers/microaggressions | PE-QUAL |
| Freire & Hurd (2023) | Discrimination, belonging, student outcomes | PE-QUAN |
These three connect well under one topic:
**"Addressing barriers impacting African American college student success through belonging, support programs, and institutional change."**
These should fit my Higher Education Administration focus better than a broad "poverty" topic.
For this assignment,
**USED** **Kitsantas et al. (2023)** as
**course support source** to explain concepts like self-regulated learning, student success, motivation, and academic achievement. Since it is not one of my three empirical articles, you can cite it in
**introduction, rationale, or discussion sections**.
**Example for your paper introduction:**
Student success initiatives should consider both external barriers and students’ internal learning processes. Kitsantas et al. (2023) highlight the importance of self-regulated learning behaviors, motivation, and strategic learning approaches in promoting academic achievement. Therefore, evaluating programs designed to support African American students should examine how institutional resources and student skill development contribute to retention and success.
**Reference (APA 7):**
Kitsantas, A., Cleary, T. J., DiBenedetto, M. K., & Hiller, S. E. (2023).
_Self-regulated learning and academic achievement: Theory, research, and practice._ Cambridge University Press.
These will help you connect your
**African American student disadvantage topic** to
**student success theory** without using Kitsantas as one of your required three research articles.
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**## week4instrct750ResearchDesignProjectActionResearchandProgramEvaluationPreMatrixInstructions.docx**
EDUC 750
**Research Design Project: Action Research and Program Evaluation Pre-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, and start building your literature review.
This assignment will focus on specific types of basic and/or applied research. Action research is the most prominent form of applied research.
**Action research** is a research method in which a practitioner has a real-life problem or issue in their school that needs to be resolved, improved, changed, corrected, fixed, or eliminated when possible (Kitsantas et al., 2023).
**Program evaluation** uses empirical methods to assess the effectiveness and efficiency of programs in real-world settings, where most applied research occurs. It focuses on solving practical problems and improving programs and policies. As such, some experts refer to it as a form of applied research, whereas others consider it a third type of research—evaluative research (Miller & Salkind, 2002)
**Instructions**
You will submit
**2** documents for this assignment:
1. RDP: Action Research and Program Evaluation Pre-Matrix
2. Zip-file with all of your articles (Naming convention of zip-file: RDP AR PE Articles)
For the
**RDP: Action Research and Program Evaluation Pre-Matrix**, you will:
1. Select
**3** research study articles published in a peer-reviewed journal related to your topic of interest.
a.
All articles must be
**educational studies** published within the
**past five years**.
b. All articles must be on the same or connecting subject matter.
c. Articles
**cannot** be literature reviews, systematic reviews, meta-analyses or meta-syntheses, any other type of review or synthesis, longitudinal studies, or instrument validation studies; all research evaluated must be original/single empirical research. Reports and dissertations are not allowed as they are not peer-reviewed journal articles.
2. Each of the
**3** articles will have a different research design.
You must select:
a.
**1** Action Research study using a quantitative, qualitative, or mixed methods research design (AR-QUAN, AR-QUAL, or AR-MM)
b.
**1** Program Evaluation using a quantitative, qualitative, or mixed methods research design (PE-QUAN, PE-QUAL, or PE-MM))
And
**1** of the following designs:
c. Action Research using a different research design than the one used above.
d. Program Evaluation using a different research design than the one used above.
3.
**For 1 and only one of your article searches, you are required to use artificial intelligence (AI) to find and verify your article.**
a.
**You may only use M365 Copilot, LU’s approved source for AI.**
b.
**You may only use AI to complete the components in the pre-matrix for that single study.**
c.
**You will identify which research design component you used AI for and include a copy of your “conversation” after your reference section in the template.**
d.
**Please remember that AI is not always correct, and you have to use your knowledge gained for the week in determining whether AI’s information is usable or if you have to reprogram.**
e.
**Remember to download the article!**
**Microsoft Copilot Software** – As a student, you have access to this tool as part of the Microsoft 365 software package. You can also access it from your myLU account > IT Marketplace > Scroll down to Microsoft 365 Software (under IT Marketplace Software).
4.
**Be sure to download every article and save it in a folder on your computer.** You may be asked to produce the article if the instructor has any issues downloading it. This will also ensure that the article is real!
**Helpful Information**
For help finding articles in general, refer to and
**Read: Suggestions and Tips for Determining Research Designs** in the Learn section of this module for more information.
Any sections requiring textbook support must use the textbook from this course.
For help determining the specific research design used, please use your textbook readings, PowerPoint slides, videos, and the
**Read: Qualitative Research: Common Types of Data Collection, Analyses, and Research Design** and the
**Read: Quantitative Research: Common Types of Analyses and Research Design** s in the previous modules.
It is highly recommended that you search for articles in your capstone interest area. Additionally, higher-tiered journals are preferred over lower-tiered journals as they provide better information from top experts. The link to the tiered rankings can be found in this assignment's resource section, located in the assignment description:
**SCImago Country & Journal Rank**.
Using the provided
**Research Design Project Action Research and Program Evaluation Pre-Matrix Template**, provide the following information in a
**paraphrased** format:
· In the pre-matrix
· Type of article
· Article reference (must hyperlink DOI)
· Narrative in-text citation
· Parenthetical in-text citation
· Rationale with support from the
**article** for how you know it is either action research or program evaluation (include page/paragraph number)
· Rationale with support from the
**textbook** for how you know it is either action research or program evaluation (include page/paragraph number)
· Specific research design (e.g., quantitative, qualitative, or mixed methods program evaluation; quantitative, qualitative, or mixed methods action research).
**Note: If it is action research, identify whether it is practical or participatory action research. If either design uses mixed methods, you must include the type of mixed method design.**
Please see
**Read: Suggestions and Tips for Determining Research Designs** in the Learn section of this module.
· Rationale with support from the
**article** for how you know the design is correctly identified (include page/paragraph number). Additionally, you will also address the following:
· If action research (practical or participatory)
· If program evaluation (which type)
· Rationale with support from the
**textbook** for how you know design is correctly identified (include page number)
·
AI Identification if used for the study (hyperlink to
**AI Conversation** heading which has already been bookmarked)
· After the pre-matrix
· You will answer a few questions about how research design is encapsulated in a biblical worldview. You must include Bible verses to support each of your answers.
·
**Reference page**: Include references for the course textbook and Bible sources
·
**AI Conversation** (already bookmarked in template): You can go to the AI conversation in M365 Copilot and copy and paste it under this heading. I encourage you to copy and paste along the way in the event of a technological issue. See the separate
**M365 Copilot Conversation** document in the assignment instructions. This document provides information on how to hyperlink and copy information.
Current APA formatting is expected throughout your paper (see the APA Help Sheet or the
**APA Style Guideline** linked in the Resource section of the assignment description).
The
**Research Design Project Action Research and Program Evaluation Pre-Matrix Sample** has been provided for your reference.
Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.
**References**
Kitsantas, A., Cleary, T. J., DiBenedetto, M. K., & Hiller, S. E. (2023).
_Essentials of research methods for educators_. SAGE Publications, Inc. https://bookshelf.vitalsource.com/books/9781071830710
Miller, D. C., & Salkind, N. J. (2002).
_Handbook of research design and social measurement_. SAGE Publications, Inc. https://doi.org/10.4135/9781412984386.n1
Page 2 of 2
**RubricResearchDesignProject-ActionResearchandProgramEvaluationPre-MatrixGradingRubric.pdf**
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**week4template750ResearchDesignProjectActionResearchandProgramEvaluationPreMatrixTemplate.docx**
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