Research Concepts Matrix Paper

Research Concepts Matrix Paper

Table of Contents

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Instructions

Research Concepts Matrix Paper

Build a second research matrix, which includes research concepts that can be found and connected to the same five research articles related to the topic of first-generation college students and resilience at a four-year university.

INTRODUCTION

It is important to understand how to capture your audience when it comes to research. Not only should it be captivating, but the initial entry to the research should include as much information as possible so that readers can understand what they are about to learn.

At this point, you’ll move toward the practical side of research. That is, learning the significant components of a research study that require specific interconnectedness. The research introduction, the purpose statement, the research questions, and hypotheses all connect to each other. These then need to connect to the methodology—either quantitative or qualitative. Understanding these intersections is helpful for an ongoing development of research skills.

OVERVIEW

This assessment focuses on building a second research matrix similar to the one from Assessment 1. This matrix you will create includes research concepts that can be found and connected to the same five research articles related to the topic of first-generation college students and resilience at a four-year university.

INSTRUCTIONS

Fill out the Research Concepts Matrix [DOCX] with research concepts connected to the topic of first-generation college students. Your instructor will provide the articles you are to use in the Announcements area of the courseroom. The first article (Garriott, Hudyma, Keene, & Santiago, 2015) has been completed for you as an example.

Garriott, P. O., Hudyma, A., Keene, C., & Santiago, D. (2015). Social cognitive predictors of first and non-first-generation college students’ academic and life satisfaction. Journal of Counseling Psychology, 62(2), 253–263.

COMPETENCIES MEASURED

By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

Competency 2: Evaluate the characteristics, purposes, benefits, strengths, and weaknesses of research methods.

Identify the purpose of the study.

Identify the statement of the problem.

Explain the limitations or implications of the study.

Competency 3: Evaluate ethical issues in research studies.

Describe the ethical considerations in the chosen research.

Competency 5: Examine the appropriate application of scientific research methodology.

Provide the future research possibilities.

Competency 6: Communicate in a manner that is scholarly, professional, and consistent with the expectations for members in the identified field of study.

Communicate in a manner that is scholarly, professional, and consistent with the expectations for members of an identified field of study, using APA style and formatting.

RUBRIC
Excellent Quality 95-100%	Introduction 45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.		Literature Support 91-84  points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.			Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score 50-85%	40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.		83-76  points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.			52-49  points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality 0-45%	37-1 points The background and/or significance are missing. No search history information is provided.		75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.			48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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