Study sets, textbooks, questions
Upgrade to remove ads
Terms in this set (12)
After you chose your research question/project goal, which information guided your choice of a research method/artistic process?
After I decided to look into optimism in education and optimism's affect on academic success I determined that I couldn't look at GPA as a factor because I knew that this would have a lot of response bias so I decided to look at math test scores and the only way to really do this was to conduct an experiment so that I could have more control over the variables.
How is the method/process you chose aligned with the purpose of your research? Which methods did you consider and reject?
The method I chose is on with the purpose of my research because I chose to do an experiment which is super the correlation between the zoom from math test scores and optimism. I chose to do an experiment from this because I knew that this would give me the most accurate results and allow for a certain level of control. I just reject the use of a survey because I knew that I wouldn't be able to prove that much because it liked the level of control that I wanted to have in my study.
What were the strategies you used to conduct a review of the literature or gather information from the discipline-specific field? Why did you select those strategies? Which strategies did you consider and reject?
The strategies are used to conduct a review of the literature were using on key terms that were specific to my field am I chose to do advanced searches within the search engines and it's helped me to pick out studies that dealt with him academic settings and optimism him and some of them I just looked at like positive psychology in general and not just the word optimism because I knew that this word was interchangeable with others. Am I also rejected articles that were outside of a certain timeframe is articles were too old then I knew they'd likely be too outdated to include.
How did you evaluate the sources you collected to make sure they would be credible, valid, and reliable? Which source did you discard, and why?
I have valuated the sources I collected by using search engines such as J store in Esco I made sure they were credible by using the search engines because I knew the search engines required peer reviews in order to be published additionally I discarded sources that were slightly outdated and and other sources that I thought were to Elementary for my research such as motivational pamphlets that dealt with optimism.
What was one obstacle or challenge you encountered while implementing your research method, and how did you address it?
A problem that I encountered would probably be with the collection of participants in my experiment as well as scheduling within this experiment. Am I address this by keeping in contact with the people who were helping me out such as the teachers I had contacted to borrow the rooms and hire up administrators that helped me to get these students to be where they need to be by creating passes and things like that am I dealt with the collection of participants by Repeatedly emailing these students in hopes to get their attention as best I could.
What was the most important source of information you found while documenting your research, and why was it important to your research process
The most important source that I documented was the source that dealt with the third fifth and seventh graders I was conducted in Japan this was really important to my research because it changed my course any of my methods arm and inspired me to use the same dependent variable but using a math test him in correlation with the optimism rather than my initial idea which was to use students students GPAs which I would've collected through a survey.
What was the fundamental argument/idea in your research? How does this argument/idea relate to the primary purpose of your research?
The phenomenal argument behind my research was the idea that optimism can improve our academic success or lead to academic success and this argument relates to the primary purpose because I was hoping to find a correlation between optimism and improve academic or improve math test scores I am so in doing so if this idea is prevalent in my methodology and it's pretty prevalent throughout my entire print my entire research so inherently it relates because it is the sole idea that led to the entire research process.
Which of the various perspectives you explored was the most difficult for you to incorporate into your research inquiry, and why?
For me the most difficult perspective to include was the opposing perspective which I previously mentioned. And that's because this perspective was kind of unmeasurable and there was no way to know if you were at work what have actually been going on during my experiment so I kind of struggled with how to properly address it but I decided that it was kind of irrelevant if the students mostly knew the material as I stated before.
What criteria did you use to discriminate among the perspectives in order to reach a conclusion?
So specifically from my research I basically had to opposing perspectives. I didn't really have him like an economic or a medical perspective like in that sense so for me in order to discriminate among these perspectives to reach my conclusion I just decided to neglect the perspective of the opposing view of my main argument which was the idea that too much optimism can potentially lead to policies. The reason I decided to neglect or discriminate against this perspective was as I mentioned before the fact that it has been shown or like hopeful in situations where it's important to keep a positive outlook such a stressful situations so that was main I discriminated against that view.
How might your conclusions/findings/product relate(s) to the current body of work in the community or field?
So although my conclusions may not have been said statistically significant or have proven relationship as I had one and two in the beginning I still believe that my research provides a new direction and it provides a place to go after publication I think I provided a plan of how we can better prepare students and help students cope with him testing situations and help them give them the tools they need to be a successful as possible.
What might be the real-world implications or consequences (influence on others' behaviors, decision-making processes, or discoveries) related to your findings
The real world implications and come to quinces of related to my findings would definitely be the plans that I made after possible replication so in an ideal setting my research would have been without these limitations and it would've proven somethings are between these two variables because I do believe that with replication there would be a different finding that iPhone. So the real world implications of related to my findings would be the idea that this could be applied to a standardized testing setting and hopefully we could also are apply this to other subjects just other than just math
What additional questions emerged during your research? Based on your recent experience, what advice would you give to other researchers who might choose to investigate those questions?
I am so a question that emerge during my research would probably be a kind of sort of conflict in my head of how to set up the post test in the protest. I struggled with how to find a way to make the test close enough so that they could do you like parallel to each other and mirrors of each other but different enough that the students wouldn't recognize this questions and choose exactly the same answers which would exemplify no growth at all. So that was one of my biggest struggles so if I were to advise another researcher I would tell them to definitely investigate a better system for testing these two variables and inquire someone more qualified to put together the test.
Other sets by this creator
Formula Quiz Calc
ap physics equations to memorize
ap physics equations to memorize
Other Quizlet sets
Bus-L 201 Study guide
5.2 Buňka, její struktura a chemické složení
LIFE320 Final Exam
Test II: Endocrine/Lymphatic/Immune