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10 Strategic Points Quantitative Study Extraction #1

10 Strategic Points Quantitative Study Extraction #1

10 Strategic Points Quantitative Study Extraction #1

Max Points: 50

Details:

In the prospectus, proposal, and dissertation there are 10 strategic points that need to be clear, simple, correct, and aligned to ensure the research is doable, valuable, and credible. These points, which provide a guide or vision for the research, are present in almost any research study. The ability to identify these points is one of the first skills required in the creation of a viable doctoral dissertation. In this assignment, you will identify and evaluate 10 strategic points in a published quantitative research study.

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General Requirements:

Use the following information to ensure successful completion of the assignment:

  • Review the Casteel dissertation.
  • Locate and download “Modified 10 Points Template.”
  • This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
  • APA style is required for this assignment.
  • You are required to submit this assignment to Turnitin.

Directions:

Using the “Modified 10 Points Template,” identify each of the 10 strategic points in this quantitative dissertation.

Complete the “Evaluation” section of the template by addressing the following questions (250-500 words) with regard to the 10 strategic points in the study:

  1.  Discuss the key points in the literature review and how the author used this section to identify the gap or problem addressed in the study.
  2. Describe the variables under study and how they are a key component in this quantitative research study. You are not expected to understand the differences between variables at this point, but should be able to identify how they inform the problem, purpose, research questions and data collection instruments.
  3. Describe the problem and how it informed the research questions under study.
  4. Describe the quantitative design used and why it is appropriate for the identified problem and research questions. Support your response with a peer-reviewed citation from a research source.
  5. Assess the appropriateness of the instruments used to collect data and answer the research questions as well as to address the stated problem.
  6. Discuss how the problem statement informed the development of the purpose statement in this study.
  • attachment

    3RES-825-RS-Modified10PointsTemplate-10.docx

    College of Doctoral Studies

     

    RES-850 Modified 10 Strategic Points Template

     

    Article Citation  
     
    Point Description Location

    (Page #)
    Broad Topic Area    
    Lit Review    
    Problem Statement    
    Research Questions    
    Sample    
    Describe Phenomena (qualitative) or Define Variables/ Hypotheses (quantitative)    
    Methodology & Design    
    Purpose Statement    
    Data Collection Approach    
    Data Analysis Approach    
    Evaluation (Maximum 250-500 words)

     

     

    © 2013. Grand Canyon University. All Rights Reserved.

  • attachment

    3RES-825-RS-CasteelQuantDissertation-6.pdf

    Relationships Between Learners’ Personality Traits and Transactional Distance

    within an e-Learning Environment

    Submitted by

    Burton Alexander Casteel, III

     

    A Dissertation Presented in Partial Fulfillment

    of the Requirements for the Degree

    Doctorate of Philosophy

     

    Grand Canyon University

    Phoenix, Arizona

    August 26, 2016

     

     

    All rights reserved

    INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted.

    In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed,

    a note will indicate the deletion.

    All rights reserved.

    This work is protected against unauthorized copying under Title 17, United States Code Microform Edition © ProQuest LLC.

    ProQuest LLC. 789 East Eisenhower Parkway

    P.O. Box 1346 Ann Arbor, MI 48106 – 1346

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    Published by ProQuest LLC (2016). Copyright of the Dissertation is held by the Author.

    ProQuest Number: 10159244

     

    © by Burton Alexander Casteel, III, 2016

    All rights reserved.

     

    GRAND CANYON UNIVERSITY

     

    Relationships Between Learners’ Personality Traits and Transactional Distance

    within an e-Learning Environment

    by

    Burton Alexander Casteel, III

     

     

    Approved

     

    August 15, 2016

     

     

    DISSERTATION COMMITTEE:

    Audrey Rabas, Ph.D., Dissertation Chair

    Julie Nelson, Ph.D., Committee Member

    Nathan Griffith, Ph.D., Committee Member

     

    ACCEPTED AND SIGNED:

     

    ________________________________________ Michael R. Berger, Ed.D. Dean, College of Doctoral Studies

    _________________________________________ Date

     

     

     

     

    GRAND CANYON UNIVERSITY

     

    Relationships Between Learners’ Personality Traits and Transactional Distance

    within an e-Learning Environment

    I verify that my dissertation represents original research, is not falsified or plagiarized,

    and that I have accurately reported, cited, and referenced all sources within this

    manuscript in strict compliance with APA and Grand Canyon University (GCU)

    guidelines. I also verify my dissertation complies with the approval(s) granted for this

    research investigation by GCU Institutional Review Board (IRB).

    _____________________________________________ ______August 4, 2016_____ Burton A. Casteel, III Date

     

    Abstract

    The relationship between personality traits and learner outcomes has been demonstrated

    within a variety of environments. However, the extent of the relationship between Five-

    Factor Model personality traits and transactional distance had not previously been

    examined within the asynchronous video e-learning environment. It was not known if

    personality traits were predictive of transactional distance in this environment. This

    question was addressed through a quantitative correlational study conducted online using

    an interactive course. Participants (N= 98) were recruited online from across the U.S.

    All participants completed the Big Five Inventory, three modules of a video-based

    communications course, and the Structure Component Evaluation Tool (SCET), a

    measure of transactional distance (TD) in which high scores indicate more desirable or

    small transactional distance. Pearson correlation analysis was conducted between each

    personality trait and SCET values to measure the relationship. It was found that

    Openness (r = .25, N = 98, p = .02) and Extroversion (r = .28, N = 98, p = .005) exhibited

    significant positive correlations with SCET scores; therefore, as the strength of these

    personality traits increased, the transactional distance decreased. Regression analysis

    demonstrated that personality traits were predictive of TD (F(5, 92) = 3.99, p = .003, R2 =

    .18, Adjusted R2 = .13) and that Extroversion (R2 = .08, p = .005) and Openness (R2 =

    .062, p = .01) independently explained 14.2% of transactional distance variance. Based

    upon the findings, instructional developers should consider the role of personality traits

    during the creation of video-based instructional material.

    Keywords: Five-Factor Model of personality traits, Transactional Distance

    Theory, video, e-learning, Big Five Inventory, Structure Component Evaluation Tool