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M4 Research Design Critique Report

Texas A&M University-Commerce

Milton Algood
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M4 Research Design Critique Report

The scenario where I would use an experimental design would be to see how fifth

grade math anxiety impacts student learning and behavior. One way that I would counter

internal validity is by selecting at random which classes are a part of the control and

experimental conditions. Furthermore, getting more classes to participate in the

experiment than are needed may help minimize the threat of internal validity as well,

amongst other methods. Based on the scenario, using a quasi-experimental design would

be more feasible. The reasoning for this is because the researcher will have control of

which classes and grades will partake in this study. Using a true-experimental approach,

classes would be randomly chosen throughout the school.

There are three different kinds of Mixed-Method Research Designs that

researchers often use. The first design is call Convergent Parallel Design. Through this

design, the researcher goes out and collects different kinds of data that are needed to

answer specific research questions. This data can either be qualitative or quantitative

data depending on what is necessary for the study. When the data is being gathered, there

is no priority given to one category over the other, all data is prioritized equally. Finally,

once all data is collected, the process of analyzing the data commences. The data is

looked at one by one; both types of data (qualitative and quantitative) are eventually

mixed to get an overall idea of the data. The second design is called Sequential Design.

While the first design focuses on the equal priority of qualitative and quantitative data,

sequential data does not. Sequential data simply focuses on the collection and analysis of

qualitative data that is Once quantitative data is gathered, the researcher then switches
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their focus on the collection of qualitative data. Once gathered, the analysis of the

qualitative data commences, and the researcher attempts to make connections. The

reasoning for the qualitative data being gathered, collected, and analyzed is to help make

sense of the quantitative data. The last research design is called Explanatory Sequential

Design. When it comes to the Explanatory Sequential Design, this design prioritizes the

gathering of information for qualitative data. After the qualitative data has been

analyzed, it switches its focus to the collection of quantitative data. This mixed-methods

design uses qualitative data as a basis for its research then uses quantitative research to

build upon the previous qualitative data. One reason for choosing a mixed-methods

approach is that sometimes research questions may need both qualitative and quantitative

data to be answered. Another reason is the fact that it can give clarity to an explanation

to something that only used one methodology. (Mertler 2019). Finally, it is more

practical than other research designs. (Mertler, 2019) .

When it comes to differentiating between formal research and action research, we

look at a few different characteristics. In action research, the researcher attempts to find

any issues, obstacles, etc., that the researcher can attempt to fix. This kind of research

aims to help educators help each other develop strategies to overcome these obstacles.

Through this research method, educators usually want to improve and better themselves

to grow as educators. When it comes to formal research, the research done is not done by

an educator working within the school or district. Furthermore, there is a larger

significance on theoretical importance. Another difference is that more published peer

reviewed academic journals tend to use formal research. A researcher may choose action
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over formal because a teacher identifies an issue in their classroom, analyzes the solution,

and tries to come up with solutions while analyzing data. This reasoning also promotes

self-reflection with what these educators do. Finally, the last reason is that it makes

whatever issue the teacher is trying to fix changeable. Therefore, the educator is able to

improve in whatever aspect of their classroom they are not content with (Mertler, 2019).

Article Summary

In November 2014, Sarah E. Ruff and Dr. Susan R. Boes of the University of

West Georgia investigated how the low math achievement is a recurring weakness in

many students. Math anxiety is a persistent and significant theme to math avoidance and

low achievement. Causes for math anxiety include social, cognitive, and academic

factors. Interventions to reduce math anxiety are limited as as they exclude the expert

skills of professional school counselors to help overcome this nervousness (Ruff & Boes,

2014).. The effectiveness of a school counseling small group intervention to reduce math

anxiety and increase achievement in fifth grade participants is presented. There were

three research questions that were presented in the study:

1) How does math anxiety negatively impact math achievement in 5th grade

students?

2) How can PSCs reduce math anxiety and reverse the negative effects on math

achievement?

3) How can the results from the intervention be used to make improvements in

future counseling programs to address math achievement?

Summation of Research Literature

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Since President John F. Kennedy challenged Congress in May of 1961 to be the

first country to put a man on the moon, the United States educational system wanted to

reform education and increase math and science achievement among children in America

compared to those in other countries. Even after winning the race to the moon in 1969,

the United States continues to struggle to match its international counterparts in

mathematic achievement. The American students scored below the international average

on the International Student Assessment in 2009. The international test scored 33

countries and 17 countries scored higher on average than the U.S. students (Ruff & Boes,

2014).

In 2012, the National Assessment of Educational Progress (NAEP), group

provided a snapshot of the condition of education in the U.S. based on the results from its

2011 national study. Students in 4th, 8th, and 12th grade were assessed in reading,

mathematics, and social studies. Eighty-two percent of the elementary students that were

tested reached only partial mastery of math knowledge and skills fundamental for

proficient work at the 4th-grade level (Ruff & Boes, 2014).

Numerous research studies have been conducted to pin-point the reasons for the

gaps in mathematical achievement for American Students. The causes are wide-ranging.

It is difficult to single out a particular cause for low achievement for American students,

but a persistent theme is math anxiety.

Method for Collecting and Analyzing Data

This action research was defined as a study conducted by a PSC within the school

environment to gather information about a counseling intervention and how the

participants responded to the intervention. This ARS addressed how PSC skills in
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personal/social development make them uniquely qualified to assist students. A mixed

method design was used to identify the nature and degree of problems in math

achievement for fifth-grade students by finding out what are their attitudes and beliefs

about math (Ruff & Boes, 2014).

RQ 1 was confirmed from previous research collecting data about the negative

attitudes and beliefs young students have towards math. The Math Anxiety Scale for

Children was administered to all fifth-grade students. This survey contained 22 items

related to math that students rated on a four-point Likert scale. Fourteen students were

identified as possible participants in the intentional small-group intervention to reduce

math anxiety and increase achievement. Fifth-grade teachers were asked to participate in

interviews about group effectiveness. The teachers taught math to one or more

participants daily. Quantitative data is where scores were analyzed using descriptive

statistics to compare percentage changes in participants' scores after the intervention. All

qualitative data were analyzed using grounded theory. The goals of grounded theory are

to code qualitative responses and classify them into emerging themes. Attention was paid

to themes that correlated with the literature connecting math anxiety and low math

achievement (Ruff & Boes, 2014).

Results and Conclusions

The results demonstrated that 46% of participants had a decrease, 31% had an

increase and 23% of the MASC scores remained the same. To examine the impact of the

intervention on math achievement, the winter and spring fifth-grade math benchmark

scores were compared. Analysis of basic math computation skills displayed that 84% of
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participants increased their second score 8% decreased their score, and 8% had the same

score. Results revealed that 58% of participants had the same MCAP score. One

participant was absent and did not participate in the second benchmark administration.

After identifying the themes theme frequency and after small group intervention was

charted and translated into numerical percentages. Student responses before the small

group intervention determined that 52% displayed stress and frustration with math, 18%

displayed negative self-talk and avoidance behavior, and 14% displayed positive attitudes

toward math ( Ruff & Boes, 2014)..

The authors suggested that in the future, the PSC should consider the timing of

the small group interventions. Changing the time of the small group was suggested by

three teacher participants. Before or after school scheduled group times should allow for

less interruption of classroom instruction and longer periods for group intervention. The

teachers suggested that school year schedule should also be considered as student feelings

about the upcoming spring test administration may have been stressful (Ruff & Boes,

2014).

References
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Mertler, C. A. (2019). Introduction to educational research (2nd ed.). Sage

Publications, Inc.

Ruff, S., & Boes, S. (2014). The Sum of All Fears: The Effects of Math Anxiety on Math

Achievement in Fifth Grade Students and the Implications for School Counselors

assessed reached only partial mastery of math knowledge and skills fundamental

for proficient work at the 4 th. https://files.eric.ed.gov/fulltext/EJ1084441.ptheir