RSCH 600 Graduate Research Methods
RSCH 600 – Graduate Research Methods
Prospectus Assignment
Important: Do not alter the template formatting
GET INSTANT EXPERT HELPStudent Name, ID # & Section #:
| Research Title | |||||||||||||||||||||||||||||||||||||||||||||
| Instructions | Copy-paste from the Literature Abstracting Assignment. Feel free to make improvements as required. [0 points] | ||||||||||||||||||||||||||||||||||||||||||||
| Education System | |||||||||||||||||||||||||||||||||||||||||||||
| Research Topic | |||||||||||||||||||||||||||||||||||||||||||||
| Instructions | Copy-paste from the Literature Abstracting Assignment. Feel free to make improvements as required. [0 points] | ||||||||||||||||||||||||||||||||||||||||||||
| Impact of Modern Technology in India’s Education System | |||||||||||||||||||||||||||||||||||||||||||||
| Part 1: Problems & Gaps | |||||||||||||||||||||||||||||||||||||||||||||
| Section 1.1: Problem | |||||||||||||||||||||||||||||||||||||||||||||
| Instructions | Please follow the guidelines provided in the Chapter 5 of our textbook as well as the instructions given in lectures. Be sure to include justification of the significance of the problem with respect to your targeted audiences (please specify). This section should be seven lines, maximum, and cited using the abstracted literature. [40 points] | ||||||||||||||||||||||||||||||||||||||||||||
| The role of technology in education is fourfold. It is included as part of the curriculum, as a tool to support instruction, as a tool to enhance the overall learning process, and also as a system to deliver instruction. The use of technology can usually help students better understand and retain concepts (Raja & Nagasubramani, 2018). Modern technologies require teachers to learn how to use these technologies in their teaching. Technological advances take care of new powerful learning tools. The personal computer and especially the Internet have changed India’s education system. Almost all teachers strive to use new technologies to make the learning process more interesting. Raja, R., & Nagasubramani, P. C. (2018). Impact of modern technology in education. Journal of Applied and Advanced Research, 3(1), 33-35.
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| Section 1.2: Gaps in Literature | |||||||||||||||||||||||||||||||||||||||||||||
| Instructions | Based on the abstracted literature, find a gap that previous studies did not adequately address, and that you believe is worth filling. Similar studies to your intended one, might have been conducted, but not in the same exact context of yours. This section should not exceed 10 lines and be cited using the abstracted literature. [40 points] | ||||||||||||||||||||||||||||||||||||||||||||
| Similar studies did not adequately explore the downsides of modern technology in India’s education system. Distance learning and online education can have a strong negative impact on student development (Raut & Patil, 2016). Many teachers and lecturers have drawn attention to the downsides of technological advances in studying. For example, technological developments such as mini cameras, high-tech watches, graphing calculators, and similar devices have become great sources for cheating on exams. Raut, V., & Patil, P. (2016). Use of Social Media in Education: Positive and Negative impact on the students. International Journal on Recent and Innovation Trends in Computing and Communication, 4(1), 281-285.
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| Writing Mechanics | |||||||||||||||||||||||||||||||||||||||||||||
| Instructions | Please proofread your assignments before submission. Points will be deducted for spelling, grammatical and formatting errors as well as APA violations and poor originality. Plagiarized papers will be rejected and reported to Academics. [20 points] | ||||||||||||||||||||||||||||||||||||||||||||
| Part 2: Purpose & RQ’s | |||||||||||||||||||||||||||||||||||||||||||||
| Section 2.1: Purpose | |||||||||||||||||||||||||||||||||||||||||||||
| Instructions | Use the guidelines provided in Chapter 6 of our textbook and the corresponding lecture to write a purpose statement for your intended study. This section should be written concisely and not exceed five lines. [40 points] | ||||||||||||||||||||||||||||||||||||||||||||
| Some researchers are convinced that in the future, students and universities will not need teachers or lecturers. Thanks to the rapid development of new technologies, the role of the teacher in every educational institution is changed. The study’s primary purpose is to explore modern technology’s impact on the education system, particularly in India. It will investigate the advantages or the contribution of modern technology in education. Apart from the positive aspect, the study will scrutinize the negative effects of contemporary technology on India’s education system. | |||||||||||||||||||||||||||||||||||||||||||||
| Section 2.2: Research Question | |||||||||||||||||||||||||||||||||||||||||||||
| Instructions | Use the guidelines provided in Chapter 7 of our textbook and the corresponding lecture to articulate your central research question. This section should be no longer than 3 lines and requires no citation. [40 points] | ||||||||||||||||||||||||||||||||||||||||||||
| The study aims to answer various questions. Mainly it will respond to the question: What are the positive and negative effects of modern technology on India’s education system. | |||||||||||||||||||||||||||||||||||||||||||||
| Writing Mechanics | |||||||||||||||||||||||||||||||||||||||||||||
| Instructions | Please proofread your assignments before submission. Points will be deducted for spelling, grammatical and formatting errors as well as APA violations and poor originality. Plagiarized papers will be rejected and reported to Academics. [20 points] | ||||||||||||||||||||||||||||||||||||||||||||
| For Parts 3 & 4, choose either the QUAL or the QUANT option, and delete the other. | |||||||||||||||||||||||||||||||||||||||||||||
| Part 3/QUAL: Design, Role & Data Collection | |||||||||||||||||||||||||||||||||||||||||||||
| Section 3.1: Design | |||||||||||||||||||||||||||||||||||||||||||||
| Instructions | Name the qualitative design you wish to adopt and explain the rationale of your choice. This section should not exceed five lines. [25 points] | ||||||||||||||||||||||||||||||||||||||||||||
| The preferred qualitative design is one-on-one interviews. This will provide a great opportunity to collect in-depth data about what people such as students, experts, and teachers believe concerning technology and its impact on the education system. Stimulus materials and audio-visual aids will be used to support the interviews. | |||||||||||||||||||||||||||||||||||||||||||||
| Section 3.2: Researcher’s Role | |||||||||||||||||||||||||||||||||||||||||||||
| Instructions | Briefly describe your role as a researcher, in no more than five lines. [25 points] | ||||||||||||||||||||||||||||||||||||||||||||
| My role as a researcher is to gather evidence for theories and develop knowledge on the relationship between technology and the education system. I will use a range of tools to obtain data regarding the subject matter and interpret it. | |||||||||||||||||||||||||||||||||||||||||||||
| Section 3.3: Data Collection | |||||||||||||||||||||||||||||||||||||||||||||
| Instructions | Profile your participants and chose two data collection types, including an option for each type (see Table 9.2 in Creswell & Creswell). Write a short justification for each of the two options. This section should not exceed ten lines. Use bullet formatting, or tables for profile and data collection type/option. [30 points] | ||||||||||||||||||||||||||||||||||||||||||||
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| Writing Mechanics | |||||||||||||||||||||||||||||||||||||||||||||
| Instructions | Please proofread your assignments before submission. Points will be deducted for spelling, grammatical and formatting errors as well as APA violations and poor originality. Plagiarized papers will be rejected and reported to Academics. [20 points] | ||||||||||||||||||||||||||||||||||||||||||||
| Part 4/QUAL: Data Recording, Analysis & Validity | |||||||||||||||||||||||||||||||||||||||||||||
| Section 4.1: Data Recording | |||||||||||||||||||||||||||||||||||||||||||||
| Instructions | Of the two data collection types, which you specified above, pick the primary type, and draft a brief protocol for it. This section should not exceed five lines. [25 points] | ||||||||||||||||||||||||||||||||||||||||||||
| The primary type of data collection is qualitative. Since the quality of a study’s data will largely depend on the quality of its collection, premeditated forethought and procedural approach are required in planning. In order to gather data that is appropriate for answering the research question, several rudimentary rules will be observed when preparing and carrying out data collection. The ultimate goal of the qualitative study will be to dig deep into the topic and obtain information about respondents’ motivations, thinking, and attitudes. | |||||||||||||||||||||||||||||||||||||||||||||
| Section 4.2: Analysis | |||||||||||||||||||||||||||||||||||||||||||||
| Instructions | Briefly describe your data analysis plan in maximum four lines. [25 points] | ||||||||||||||||||||||||||||||||||||||||||||
| The data analysis process will involve various phases. First, the respondents will be segmented to compare and contrast their opinions. Secondly, all variables will be mapped using tables and figures to figure out how they relate. | |||||||||||||||||||||||||||||||||||||||||||||
| Section 4.3: Validity | |||||||||||||||||||||||||||||||||||||||||||||
| Instructions | Pick two strategies to assure validity of your findings and provide a two-line description for each. Your descriptions should be tailored to your specific research project. [30 points] | ||||||||||||||||||||||||||||||||||||||||||||
| Validity is the degree of accuracy with which the characteristic that is to be measured is actually measured. To ensure that the results are correct, technical measures will be required, which include: Use of reference materials: These materials will provide background information or quick facts on the research topic. They will make the research findings more accurate and verifiable. Plausibility checks: This will include a range of checks on the identified variables. For example, the respondents will be asked to confirm any unusual values or extreme outliers.
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| Writing Mechanics | |||||||||||||||||||||||||||||||||||||||||||||
| Instructions | Please proofread your assignments before submission. Points will be deducted for spelling, grammatical and formatting errors as well as APA violations and poor originality. Plagiarized papers will be rejected and reported to Academics. [20 points] | ||||||||||||||||||||||||||||||||||||||||||||
| Part 3/QUANT: Sampling, Hypothesis & Variables’ Relationship | |||||||||||||||||||||||||||||||||||||||||||||
| Section 3.1: Sampling | |||||||||||||||||||||||||||||||||||||||||||||
| Instructions | Describe your target population and profile your research’s unit of analysis. Use a bulleted format for profiling. State the sampling method you will adopt. This section should be limited to ten lines. [25 points] | ||||||||||||||||||||||||||||||||||||||||||||
| The target population for the study includes the various stakeholders in the education sector. These include teachers, government officials, administrators, and school board members. These parties have vested interests in the country’s education system. The research’s unit of analysis include: · Individuals · Groups · Organizations · Objects such as books, newspapers, and technology tools The goal of sampling is to obtain a group of people for the research that is as heterogeneous as possible, excellently differentiated in pertinent characteristics, and hence informative. A random sampling method will be adopted for the study. Using random sampling, the elements of the sample will be determined solely based on the principle of chance. Thus, each element of the population will have the same, or at least a chance to be determined, of being included in the selection.
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| Section 3.2: Hypothesis & Variables | |||||||||||||||||||||||||||||||||||||||||||||
| Instructions | State an alternative (researcher’s) hypothesis, and name one dependant and one independent variable. Describe each variable, by stating its unit and method of measurement. This section should not exceed six lines and be drawn from your RQ. [25 points] | ||||||||||||||||||||||||||||||||||||||||||||
| It is hypothesized that the modern technology has a significant impact on education. The dependent variable in this case is “education” and the independent variable is “technology.” Education will be measured in terms students’ academic performance, achievement, and motivation. To know the impact technology has in the education system, the degree of usage of ICTs such as of social networking, computers, cell phones, wireless networks, the internet, and other services enabling education stakeholders to access, store, transmit, and manipulate information in a digital format will be analyzed. | |||||||||||||||||||||||||||||||||||||||||||||
| Section 3.3: Variables’ Relationship | |||||||||||||||||||||||||||||||||||||||||||||
| Instructions | Describe the rational behind constructing your hypothesis. In other words, what logical argument (to be cited) or theoretical basis (to be cited) makes you believe that the relationship exists and that testing it makes good sense. [30 points] | ||||||||||||||||||||||||||||||||||||||||||||
| Whether a classical literature student or an elementary school student first learning to read, technology has become an essential aspect of the educational process. Technology provides learners with fun opportunities to practice what they learn, accelerated learning, easy-to-access information (Tamhankar, Pujari, & Patil, 2019). It enables them study new concepts and enhance their understanding of what they are taught in class. However, technology is associated with various drawbacks that may hinder students’ learning as well as teachers’ teaching capabilities. Thus, it is prudent to study the positive and negative effects of technology on the education system.
Tamhankar, T. K., Pujari, V. I., & Patil, R. B. (2019). Role of technology in education: a 21st century approach. Perspective, 5(2), 1164-1168.
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| Writing Mechanics | |||||||||||||||||||||||||||||||||||||||||||||
| Instructions | Please proofread your assignments before submission. Points will be deducted for spelling, grammatical and formatting errors as well as APA violations and poor originality. Plagiarized papers will be rejected and reported to Academics. [20 points] | ||||||||||||||||||||||||||||||||||||||||||||
| Part 4/QUANT: Instrumentation, Analysis & Interpretation | |||||||||||||||||||||||||||||||||||||||||||||
| Section 4.1: Instrumentation | |||||||||||||||||||||||||||||||||||||||||||||
| Instructions | Describe the survey instrument which you are going to use for data collection. Include 1-2 survey question examples. This section should not exceed seven lines. [25 points] | ||||||||||||||||||||||||||||||||||||||||||||
| Various instruments will be used to collect data. These include questionnaires and archival documents, and government sources. Questionnaires will be designed to collect standardized data and make generalizations. Question examples: · How does modern technology affect students’ academic performance? · What are the drawbacks associated with the use of technology in our education system?
Materials such as online books and peer-reviewed journals will be used to collect secondary data. | |||||||||||||||||||||||||||||||||||||||||||||
| Section 4.2: Analysis | |||||||||||||||||||||||||||||||||||||||||||||
| Instructions | Briefly describe your data analysis tool in maximum four lines. [25 points] | ||||||||||||||||||||||||||||||||||||||||||||
| Tableau analysis tool will be used to analyze data. Tableau is an analytics platform that helps users become data-driven. The platform makes it easier to explore and manage data, accelerating insight from data. Tableau has launched three new features namely: Relationships – This feature enables Tableau to create relationships between data variables automatically. Metrics – The Metrics feature will enable me to monitor Key Performance Indicators (KPIs) from my computer. Set Control – This feature will allow me to change the members of a set using the drop-down menus. | |||||||||||||||||||||||||||||||||||||||||||||
| Section 4.3: Interpretation | |||||||||||||||||||||||||||||||||||||||||||||
| Instructions | Describe how you will interpret the result in one paragraph of four lines, maximum. Refer to effect and confidence in your description. [30 points] | ||||||||||||||||||||||||||||||||||||||||||||
| In order to interpret the results effectively, I will show the most relevant information in tables, figures, and graphs. I will include data in form of notes, artefacts, and pictures, and clarify unclear points. I will also present the findings with a brief discussion detailing the relationships between education and technology. I will also discuss the course and effect of various variables. | |||||||||||||||||||||||||||||||||||||||||||||
| Writing Mechanics | |||||||||||||||||||||||||||||||||||||||||||||
| Instructions | Please proofread your assignments before submission. Points will be deducted for spelling, grammatical and formatting errors, and APA violations and poor originality. Plagiarized papers will be rejected and reported to Academics. [20 points] | ||||||||||||||||||||||||||||||||||||||||||||