Running head: IPADS 1

iPads: Beneficial or Harmful to the Classroom

Nikole A. Woodruff

Texas A&M University-Commerce

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Introduction

Think about your general education classroom or even a special education classroom full

of students who have a thirst for knowledge. Now, what about the students who have challenges

being able to retain the knowledge that is being presented? Teachers are left to wonder how they

can meet the instructional needs of all their students, including those at extreme ends of the

spectrum of learning with the iPads they are provided. For those who work “...in the field of

special education, technology can be summarized in searching, trialing, choosing, implementing

and evaluating technologies that increase, bypass or compensate for a disability” (Edyburn,

2013, p. 7). In the general education classroom, iPads can be used in the same way, but in a

challenging aspect. Many teachers find themselves with challenges every day. Whether a student

is not being challenged, struggling to master content, retaining the information, or even facing

obstacles, perhaps a panacea is sometimes dreaded but sometimes embraced.

Statement of the Problem

iPads are helpful devices that students have the privilege to work with in the classroom.

Just recently, school districts that have gone from a few iPads per class to having dedicated

devices for every student have started having concerns on how the devices were being used and

if the devices had a positive impact on achievement. Many teachers wonder whether the other

teachers are using the iPads for a reward or as teaching tools, in particular when behavior is too

much for them they would set the student up on the device. Furthermore, students who subjected

to this type of behavior modification then would not do their work unless it was in a game form

or on the iPad. Although numerous pros and cons exist, one is left to still wonder if iPads are

truly beneficial or harmful.

Review of Related Literature

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According to Lu, Ottenbreit-Leftwich, Ding, and Glazewski (2017), stated that many schools

have agreed to adopt a one to one, also known as dedicated devices, but teachers still lack the

information on how to implement iPads into their daily instruction. Prior research studies have

proven that using iPads in the elementary age classrooms has positive effects on their student's

academic outcomes (Lu, Ottenbreit-Leftwich, Ding, & Glazeski, 2017, p. 9). For example,

Neumann (2014) examined 109 early childhood education students’ use of touch screen iPads at

home and in school and found a positive relationship between students’ use of touch screens and

their letter sounds and name writing skills.

Several studies (Harper & Milman (2016), Neumann (2014)) have been conducted to

support the use of iPads in the classroom for all students in findings that the use of iPads in the

elementary classrooms had a positive outcome on students’ learning especially in early literacy

skills. The way they conducted their experiment to find results was particularly intriguing. In

Auburn, Maine an investigation took place for about a year in a nine-week unsystematic

containment trial to determine what kind of impact the iPads would have on the kindergarten

students in their literacy skills. Their district randomly assigned half of the kindergarten class

with iPads and the other half without, for a total of 16 kindergarten classrooms. The students

who used the iPads for academics completed multiple literacy standardized computations known

as the Rigby Benchmark Assessment (RBA), the Children’s Progress Academic Assessment

(CPAA), and the Observational Survey of Early Literacy Achievement (OSELA) (Bebell et al.,

2012, p. 1). The test was given before and after the iPad implementation. When the first trimester

ended the data showed that the gains from the implementation of the iPads and those from the

traditional method were seen to have increased scores for the students who had the iPads than

those who were learning via traditional methods. They did, however, come back to say that the
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gains that were made were not enough for them to state significant increases to scores enough to

matter (Bebell et al., 2012, p. 1).

Hutchinson (2013) found Bebell et al.’s findings to be similar to her findings in a case

study she conducted in 2013. The purpose of the case study she conducted was to examine the

ways iPads could be integrated into literacy instruction in a classroom. She mainly focused on

fourth-grade classrooms. Hutchinson’s results found that there were many applications on the

iPad that would support literacy instruction, including those of traditional methods and those of

the new literacies that will need to be taught.

Knowing that the iPads in the classroom can create an increase in academic success

shows that iPads could very well be beneficial if used in the proper way. What about the iPads

being able to scaffold instruction in the classroom? The term scaffolding refers to the helping of

students provided by their teacher that allows the student to be able to work and solve problems

independently on their level (Vygotsky, 1978, Wood et al., 1976).

Kirova (2018) conducted a research case study on the effects of scaffolding and using the

iPads as the designated devices for this study. Kirova states that her results offer teachers and the

researchers an insight into how the elementary students and/or young children may be engaged in

iPad instructions and how scaffolding by teachers can be done in their contemporary practices

(Kirova, 2018, p. 245).

The contemporary literacy is known as reading, writing, creating, deconstructing, and

understanding the diverse texts from print media and/or digital texts (Pahl & Rowsell, 2012;

Yelland et al., 2008). To be able to determine the growth of the student and what level of

scaffolding is necessary, you must first discover where the students’ current level of academic

abilities.
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Teachers must find the students current level in order to focus on scaffolding and meeting

every individual student where they are currently at to bring them to that higher level of

academic performance Is necessary Being able to know what scaffolding implementations were

appropriate for what the students’ is necessary (Kirova, 2018, p. 246). Current academic

performance levels are key in providing the appropriate support for the students’ academic

learning, real world experiences especially in the century where technology is relevant and key

(Kirova, 2018, p. 246). Kirova (2018) used many scaffolding techniques that created the assisted

performances by following the methodology of the Vygotsky.

Huang (2012), another researcher, found similar findings when conducting research on

scaffolding using iPads. Huang wanted to see the results of effectiveness in using correct

scaffolding in students’ group levels and outcomes in a traditional method vs. technology method

(Huang, 2012, p. 250). Researchers try to make it very clear the importance of proper

scaffolding.

Vygotsky (1978) had the abstract idea of the zone of proximal development (ZPD) where

students can finish assignments from the current performance to potential performance after

receiving assistance. The results of Huang’s (2012) research suggested that in group problem

solving, when proper scaffolding is present, in fact, iPads do enhance students’ academic

outcomes (Huang, 2012, p. 251). As for the individual outcomes having an increase in

academics, Huang found that when adjusting for the differences in pretest scores even the

grouping environment scores were enhanced. This is why it is so important to scaffold teaching

to increase the academic outcome.

Research has shown us that iPads can be used to provide instructional scaffolds and

interventions for both students in the general education setting as well as in special education
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services, and using iPads for learning does have a positive impact on student academic

achievement and performance. What about using iPads increases student engagement and

decreases off-task behavior? Neely (2012) did a study using a general education student and a

student with Autism to compare the academic instruction from the iPad versus the traditional

approach. Neely found that both students had an escaped mindset which caused the challenging

behavior (Neely, 2012, p. 399).

One of Neely’s (2012) participants had a traditional method session and presented that

the student had lower levels of academic engagement, but with the instruction using an iPad, the

general education student exhibited an increase in academic engagement and success (p. 413).

Neely’s student with autism showed a similar outcome. Both participators were exhibited to

lower levels of oppositional defiant behavior and higher levels of scholastic engagement on the

iPad integration (Neely, 2012, p. 413). Neely found that with the oppositional defiance

challenges and the decrease of scholarly engagement was exhibited during the traditional

materials/methods (p. 413). These results Neely presented concluded that the use of an iPad as a

means of instructional development tool may reduce escaped mindset behavior for some children

(Neely, 2012, p. 413).

In the article Using iPads to Your Advantage, Zakrzewski (2016) proves that iPads are a

controversial topic, but iPad use has been shown to increase student engagement, which leads to

increases in academic achievement. Many in the teaching and educational fields have found that

iPads do enhance engagement and teamwork (Downes & Bishop, 2012, p. 9). Zakrzewski

conducts her own research involving math and the application of the iPads in a classroom. After

the introduction, she found that even though she had to enquire thoughts of some of the groups,

she was able to get the students engaged and they stayed engaged with the activity that was at
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hand (Zakrzewski, 2016, p. 481). The groups of students with their iPads then worked together to

display the work they had done on their iPads and shared it with the class. Each group was able

to project their work instead of having to write it on the whiteboard or paper (Zakrzewski, 2016,

p. 482). Zakrzewski also states that since the implementation of iPads in her classroom, student

eagerness has increased. The implementation has also saved her time in the classroom due to

shorter transition time due to the application of being able to display the student's screen instead

of rewriting everything on the whiteboard.

Research Questions

The following questions will be examined in this study:

1. Can iPads be used to provide instructional scaffolds and interventions for both

students in the general education setting as well as in special education services?

2. Does using iPads for learning have a positive impact on student academic

achievement and performance?

3. Does using iPads increase student engagement and decreases off-task behavior?

Hypotheses Statements

1. Ho: iPads cannot effectively provide instructional scaffolds and interventions for both

students in the general education setting as well as in special education services.

Ha: iPads can effectively provide instructional scaffolds and interventions for both

students in the general education setting as well as in special education services.

2. Ho: Using iPads for learning does not have a positive impact on student academic

achievement and performance.

Ha: Using iPads for learning does have a positive impact on student academic

achievement and performance.

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3. Ho: Using iPads will not increase student engagement and will not decrease off-task

behavior.

Significance of the Study

This study will build on the previous studies that have been conducted in the past. With

the increased demands of using technology in the classroom, this study might provide concrete

data to determine if iPads (a tablet computer developed by Apple) are beneficial or harmful to

students’ success and/or classroom environment (Christensson, 2011). Results from this study

might inform teachers and principals what is best for their students and how to use the iPads to

get the results that they seek. District leaders might use the study results to determine whether or

not they want to move toward having dedicated devices for each student. If so, how to best

prepare the staff and students for the change principals, teachers, and instructional staff might be

able to determine how the iPads will be used to increase students’ success. Furthermore, the

educational staff might be able to implement the same scaffolding, strategies, and

implementations that will be utilized in this study.

Method

This research will use a mixed methods approach. Formal assessment data will be

organized and distributed into a program called Unify, the student assessment platform, teachers

and administrators can keep a close eye on every students’ performance and growth (Eicher,

2017). At the beginning, middle, and end of the study, a survey will be conducted to determine

engagement via teacher observations. These iPads will be the basis of the academic studies,

meaning that the traditional method of presenting material and content in the classroom will not

be used. Only iPads will be used for educational delivery. The traditional method of instruction

toward academics will be reduced since the majority of the academic work by the student will be
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via iPad instruction. This strategy will determine if iPads are truly beneficial to academic success

and classroom environment.

Participants

The total number of student participants in a North Central Texas independent school

district participating in the study will be a total of 336. The number of elementary schools that

will be participating over the district will be 4. A total of 16 teachers will be participating in the

interview process. The grade level that will be a part of the study will be in the third grade

classroom. Two groups will be established: an experimental group (168 students) and a control

group (168 students). These groups will have mirrored participants. Participants will be selected

to represent the district population at large including the demographic indicators of ethnicity,

gender, socio-economic status, and home language.

The student participants will be living in the low socio-economic demographics of a Title

1 school. A Title 1 school is a school receiving federal funds for Title 1 students (U.S

Department of Education, 2005). The basic principle of Title 1 is that schools with large

concentrations of low-income students will receive supplemental funds to assist in meeting

student's educational goals. The school demographics will be around 60% Hispanic, 25%

African American, 10% Caucasian, and 5% Asian.

The researcher will the present the proposal to the board of directors. Once the proposal

is accepted, the superintendent will draft a waiver explaining the terms and conditions. Waivers

will be sent out to the selected school. The waiver would go home with the third grade classes to

be sent to the parents to agree to the participation in the study. The selected participants will be

chosen via Focus (Focus School Software, 2018). Focus is North Central Texas independent
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school districts software that helps the teachers in the ever-changing demands of student

information reporting and analysis (Focus School Software, 2018).

Instrumentation

Qualitative and quantitative data collected from the participating school in the district

will be used for this research study. The information gathering software will be Focus which is a

data system accessible to any educational employee within the district (Focus School Software,

2018). Focus is North Central Texas independent school districts software that helps the teachers

in the ever-changing demands of student information reporting and analysis (Focus School

Software, 2018). The data will be collected using the formal and informal assessments (unit test)

given by the district preparing for the State of Texas Assessment of Academic Readiness

(STAAR) (Cadena, 2018). For the grades that are not eligible for STAAR, data will be collected

from the informal and formal assessments along with the beginning of the year, middle of the

year, and end of the year assessments. Data from All in Learning software, a comprehensive and

interactive data collector, will demonstrate the level of mastery of the curriculum achieved by

each student. All in Learning data along with STAAR data will be transferred into Unify

(Chemist, 2018).

All data will be entered into the Performance Matters program called Unify (Eicher,

2017). With Unify, student assessment platform, teachers, and administrators can keep a close

eye on every students’ performance and growth. Teachers can create a detailed student report

with “MyUnify” (the teacher portal homepage of Unify), which provides a single place to get all

data tied to a particular student. Also, a scoreboard report allows comparisons of teachers,

schools, and district averages for all students both as a whole and in demographic groups
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(Eicher, 2017). The teachers will be able to determine if the use of iPads for learning have a

positive impact on student academic achievement and performance.

Although the academic data should indicate if the iPads have an increase in engagement

from the increased scores, interviews will also be conducted. The teachers, administrator and

district representatives will be interviewed to determine if using the iPads as the form for

academics has increased the engagement levels of the students in their classrooms. The

interviews will be videotaped and the researcher conducting the interviews will take detailed

notes. Once all interviews have been conducted, the researcher will condense their notes and find

the common answer. For example, the researcher will need to take into account how many

indicated it did increase engagement and those who did not.

All in learning software will be able to collect all the students’ curriculum and transfers

that data into Unify to be interpreted (Chemist, 2018). When Unify will be used it might be able

to answer the question if iPads for learning have a positive impact on student academic

achievement and performance. The survey that will be conducted during the beginning, middle,

and end, from the teachers will be able to determine if iPads be used to provide instructional

scaffolds and interventions for both students in the general education setting as well as in special

education services were beneficial. It will also provide feedback on the engagement and decrease

of behaviors the teachers will observe.

Design/Procedure

Research questions that were addressed used the action research design. Action research

design is a systematic approach performed by education professionals to collect information to

provide change in how the school and teaching system operates (Creswell, 2015). Action

research design was chosen since the research question at hand revolves around a school study to
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improve how the teacher and the professional staff operate and teach, both of which impact how

well the students learn (Creswell, 2015). Data was collected by interviews and pulled from the

school’s test scores. Once the data was collected it was analyzed to find the patterns which

supplied answers to the research questions.

All of the testing scores were compiled and entered into an educational database from

Performance Matters called Unify (Eicher, 2017). Unify is a teacher friendly database into which

data can be entered (Eicher, 2017). The program was then organized and the scores were color

coded to show the students’ growth (Eicher, 2017). The same color coding was used to clarify

the data being presented. The recorded interviews and notes had the same color coding to match

with Unify. Red indicated no change, yellow indicated moderate changes had taken place, and

green indicated that significant changes had taken place.

The research questions that were being answered determined that iPads are beneficial to

the educational classroom. The key point that the researcher had to watch for is that iPads did

actually contribute to the benefit to the students’ success. A total of 4 teachers were interviewed.

All the teachers taught third grade. The total number of students that participated in a North

Central Texas independent school study was 336. Two groups will be established: an

experimental group (168 students) and a control group (168 students). These groups will have

mirrored participants which means the class selection for each of the study groups was the

same. The school demographics were approximately 60% Hispanic, 25% African American,

10% Caucasian, and 5% Asian.

Data Analysis

Table 1 represents all the collected data from the North Central Texas schools.
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Table 1

Mean performance scores for STAAR

Math STAAR Reading STAAR

Level of Did not Met Excceeded Did not Met Excceeded

Achievement meet Expectations Expectation meet Expectations Expectation

Teacher G1 37% 32% 31% 32% 42% 26%

Teacher G2 37% 42% 20% 38% 38% 24%

Teacher G3 13% 50% 37% 12% 53% 35%

Teacher G4 17% 53% 30% 18% 42% 40%

Note. G= group. The maximum score is 100.

There were 336 students total. 168 students from teacher group 3 and 4 had the dedicated

device. 168 students from teacher goups 1 and 2 did not have dedicated devices. These State of

Texas Assessment of Academic Readiness (STAAR) scores reflected the iPads used in the

classroom were effective for the classroom learning (Cadena, 2018).

Table 2 showed the answers for the interview questions that the researcher asked at the

end of the study.

Table 2

Themes labeled by the frequency discovered in the teacher interviews

Question Number Participants Frequency Percentage Teacher Quotes

Question1: We use iPads all day, every day

Do you use the iPads
every day during
instruction?
Teachers Very Frequent 79% for core instructions. We use to
only use them twice a week, but
now that we have dedicated
devices students can use them all
day long.
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Our teachers strive to use their

Administration Very Frequent 67% iPads daily, but those who do not
have the dedicated devices
struggle to do so.

As this pilot continues we have

District Very Frequent 58% discovered that when the iPads
Representatives have been supplied, letting every
student have one, the use of
iPads has increased.

Question 2:
What factors do you iPads bring the engagement
think iPads bring to Teachers Very Frequent 56% factor. They also allow for the
the classroom? technology aspect to be brought
to the classroom.

iPads have definitely helped with

Administration Very Frequent 61% bring our students focus to the
curriculum. It has also allowed
the teacher to communicate and
familiarize the students to the
upcoming technology.

iPads bring many factors to the

District Frequent 45% students if they are utilized
Representatives correctly.

Question 3: The iPads do help with the

Do iPads have a Teachers Very Frequent 73% student engagement, sometimes
positive or negative the iPads can be a huge
influence on the distraction and cause behaviors.
students? Other times iPads cause our
students to actually participate
and be fully engaged.

The implementation of iPads has

Administration Frequent 48% brought many challenges.
Students seem to only want to be
on the iPads for classroom
instruction and have a hard time
putting them down.

iPads have brought a positive

District Very Frequent 58% impact to our students when it
Representatives come to the engagement to the
core curriculum now.
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Question 4: Since the engagement level has

Did the iPads improve Teachers Very Frequent 77% increased and the iPads were
behavior over the used properly, the behavior
study time period? challenges that we have faced
have decreased.

The student behaviors that have

Administration Very Frequent 83% been exhibited in the past have
decreased significantly.

District Very Frequent Decrease in reports of workers’

Representatives 74% compensation reports have been
filed along with a decrease
number of office referrals.

Question 5: In the beginning, the updates for

Did the iPad Teachers Infrequent 0% maintenance were tedious. Then
maintenance cause any we started to schedule to updates
interruptions to the during the night so that they did
learning environment? not interrupt class.

iPad maintenance has been

Administration Infrequent 24% considered and prevented. The
iPads update during the night.
For the older iPads they can no
longer update and cause
applications to no longer work.

District Very Frequent The district has received many

Representatives 59% concerns over the iPads
compatibility and physical
maintenance of the iPads.

Question 6: Very Frequent With the implementation of the

Did your students’ Teachers 97% iPads as the core instructions
academic success students’ academic success has
increase with the increased.
implementation of the
iPads?
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The academic achievement of

Administration Very Frequent 88% our students has increased with
the iPads being used as the core
instruction. STAAR scores have
increased compared to those who
did not.

District Very Frequent The students’ academic success

Representatives 76% has been noted and improved.
We are looking to roll out the
program to all schools in the
district for a deeper study.

Question 7: Very Frequent Yes, iPads have improved our

Would you Teachers 79% students’ academic scores versus
recommend using not having an iPad. They have
iPads as the source of also improved our students’
instruction in the engagement and productivity.
classroom?

Very Frequent Yes, the true reason for a school

Administration 53% is to give the knowledge for the
students to succeed. With the
implementation of iPads we have
increased the students’
knowledge base and prepared
them for what lies ahead.

Yes, but the district needs to be

District Frequent 47% prepared for the cost that goes
Representatives along with it. We do what is best
for the students and better them
for the future.
Note. Very Frequent- > 50%, Frequent- 49%-26%, Infrequent- < 25%

Very frequent is categorized as having more than 50% of participants agreeing or

disagreeing to what is being asked. Frequent is categorized as being between 49%-26% of

participants replies. Infrequent is categorized as having less than 25% of participant’s replies.

When the teachers were asked if the iPads were used every day during instruction, 79%

of the teachers said that they used them on a daily basis and the other 21% stated that they did

not use them. The administrators (67%) discussed that the teachers that have the dedicated

devices do indeed use their iPads every day. The district representatives (58%) explained that the
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pilot campuses for the dedicated devices showed great improvement when the iPads were used

daily. Teachers stated that the iPads bring to the classroom the engagement factor and the

missing technology piece (56%). The administrators (61%) explained that the iPads have

provided a style of consistency to the classroom during instruction. The district representatives

(45%) state that when the iPads are utilized correctly, they bring many positive factors to the

classroom. When asked if the iPads brought positive or negative outcomes in the classroom,

teachers (73%) stated that the iPads have helped with the student engagement. The

administration (48%) said that the iPads have brought challenges such as students not wanting to

get off the iPads when it was time to leave. The district representatives (58%) reported that the

student engagement has increased and iPads have brought a positive impact on the schools.

Teachers (77%), administration (83%), and district representatives (74%) seem to agree that

behavior in the schools have decreased since the implementation of the iPads. Teachers (11%),

administration (24%) believed that the iPads maintenance did not cause any interruptions to the

classroom environment, while district representatives (59%) reported that the iPads are

expensive and the physical maintenance that is done can be costly. Teachers (97%),

administration (88%), and district representatives (76%) all reported that the iPads have

increased their students’ academic knowledge and success. Teachers (79%) and administration

(53%) are more likely to recommend using iPads for core instruction, while district

representative (47%) are more hesitant.

Research Methods Report #1

Correlational

Correlational design uses mathematical tests to find an unswerving design between two

or more variables or sets of data (Creswell, 2015). Correlational designs provide the researcher
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the chance to forecast scores and elucidate the affiliation midst the variables. With this design,

the researchers do not want to regulate the variables in the experiment; instead, the researchers

want to transmit the relating data using the statistics. Correlational designs also include the

following key components: data spectacles using matrices and scatter plots, a clarification of the

connotation between the scores, and an analysis of the impression of each variable (Creswell,

2015).

Researchers would use this design when they want to relate two or more variables to see

the impact each has on the other (Creswell, 2015). This comparison will then allow a researcher

to predict outcomes. This design also would be used when information is known and can be

applied based on the correlation statistical testing (Creswell, 2015).

A positive correlation is an association between two variables where if one variable

upsurges, the other one also upsurges (Creswell, 2015). A positive correlation also exists when

one variable declines and the other does as well. An example of a positive correlation research

would be when enrollment at college sees reductions, the number of teachers declines. Another

example would be that as a student's study time rises, so does his test average. A negative

correlation means that there is a counter affiliation between two variables when one variable

declines, the other upsurges. An example of a negative correlation would be a student who has

many absences has a reduction in grades. Another example would be as weather gets frostier, air

conditioning costs drops.

There are advantages and disadvantages with correlational research. One of the

advantages in using correlational design is that it allows you to achieve the affiliation between

two variables (Creswell, 2015). The conclusions also empower researchers to envisage future

results. One disadvantage to using the correlational design research is that the conclusions of
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these studies frequently do not take a third variable into deliberation and often fault correlation

for causality. Another disadvantage in using the correlational design is the impending principled

issues in steering and bestowing the results of correlational research (Creswell, 2015).

Survey Design

The necessary measures that need to be taken in order to ensure the quality survey

designs is to first make sure that the correlational study best addresses the research problem

(Creswell, 2015). Second, find and identify the participants on which to conduct the study.

Third, classify two or more procedures to each singular in the study. Fourth, assemble the data

and survey probable threats. Fifth, examine the data and signify the results. Finally, deduce the

outcomes (Creswell, 2015).

Causal-Comparative

A causal-comparative design is a research design that finds associations between

independent variables and dependent variables (SAGE, 2010). In the causal-comparative

research, the researcher needs to inspect how the independent variables are affected by the

dependent variables which involve the cause and effect correlation between the variables

(Williams, 2007). In other words, causal-comparative research is an endeavor to pinpoint a

contributing association between the independent variable and the dependent (Williams, 2007).

For example, you are a first year first grade education teacher at the local elementary school. At

the district conference, you run into Lucy (a fellow first grade education teacher). When Lucy

asks how your year is going, you tell her that you are discouraged because your students do not

seem to like your teaching very much and complain about your style of delivery. Lucy tells you

that they have been using iPads and technological materials to teach their classes. Lucy believes

that her students really enjoy their teaching and are learning more because of it. You now
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wonder if Lucy’s approach would work for you. The correct way to approach this scenario would

be with a casual–comparative study. The researcher in question would observe two groups that

differ on some teaching style (variable) and then attempt to find the results of the difference.

There are both advantages and disadvantages to causal-comparative design. An

advantage is that it compares two or more group subjects (SAGE, 2010). Another advantage is

that it is not time consuming and costly for those conducting them. A disadvantage to causal-

comparative design is that it is very limited. Although this design is very operational, the

researcher has no control over the variable and will not be able to manipulate it (SAGE, 2010).

Not to mention that there are more than likely other variables that exists but are not accounted

for. Another disadvantage is the reversal action that ascends in many causal-comparative

researches (SAGE, 2010).

Survey Design

The necessary measures that need to be taken in order to ensure the quality survey

designs is to first have a formulation of a problem (Fraenkel, 2006). Second, select the sample of

individuals in the group to be studied. Third, the instrumentation needs to be completed. This

consist of the achievement test, questionnaires, interviews, observations, and etcetera (Fraenkel,

2006).

Experimental

In experimental research, you are testing an idea to conclude if it stimulates an outcome

or a dependent variable (Creswell, 2015). The researcher would want to use an experimental

research when they want to establish a cause and effect between the independent and dependent

variables. In other words, the research in question is wanting to manipulate and control the

variables and outcomes. Since the variables are being controlled, they are determined to be the
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best research options for the quantities design (Creswell, 2015). For example, Joanna read that

certain perfumes would cause bees to leave the hive and act in an agitated fashion. She decided

to investigate the response of bees to five different perfumes: Ralph Lauren, Armani, Mark

Jacobs, Vera Wang, and an odorless liquid. The correct way to approach the scenario is by using

the experimental design. Joanna would need to control the experiment and the variables. She

would need to place a saucer containing 20ml of perfume “A” 10 meters from a beehive. Joanna

would then need to take record of the total number of bees that emerged from the hive during a

15-minute interval and make observations on their behavior. Using a 30-minute interval between

tests to allow the bees to recover from the last test, Joanna would then need to repeat the

experiment the exact same way for the remaining perfumes.

There are both advantages and disadvantages to causal comparative design. An advantage

would be that the variables can be manipulated (Creswell, 2015). Another advantage would be

that the design provides stronger evidence for action. A disadvantage would be with the ethical

concerns in the experimental research. With this concern the main question is what are the

potential harmful effects or random assignment (Creswell, 2015). Another disadvantage is the

costly effects and the time-consuming experiments (SAGE, 2010).

Survey Design

The necessary measures that need to be taken in order to ensure the quality survey

designs is to first decide if the experiment focusses on the research problem (Creswell, 2015).

Second, is for the hypotheses to assess the cause and effect associations. Third, pick the

experimental element and recognize the study participants. Fourth, select the experimental

actions. Fifth, examine and choose the type of design. Sixth, start conducting the experiment.
IPADS 22

Seventh, collect and consolidate the evaluated data. Eighth, cultivate a report with the data

(Creswell, 2015).

Correlational, causal-comparative, and experimental design all have similarities and

differences. One similarity they all have in common is that they are all known as ex post facto,

which is Latin for “after the fact (SAGE, 2010).” The way causal-comparative design is similar

to correlative design are that they are both types of associational research (Fraenkel, 2006). Both

attempt to explain singularities of interest, and both seek to identify variables that are worthy of

exploration at a later time (Fraenkel, 2006). The way caus (Simon, 2012)al-comparative design

differ from correlative design is that causal-comparative typically compares two or more group

subjects, while correlational requires a score on each variable for each individual subject

(Fraenkel, 2006; SAGE, 2010). Another way they differ is that causal-comparative encompasses

at least one categorical variable, while correlational considers two or more quantitative variables,

and causal-comparative analyzes data by comparing averages or uses cross break tables, while

correlational investigates data by using scatterplots (Fraenkel, 2006; SAGE, 2010).

The way experimental design is similar to causal-comparative design are both require at

least one categorical variable (SAGE, 2010). Both compare group performances to determine

relationships (Fraenkel, 2006; SAGE, 2010). The way experimental design differs from causal-

comparative design is that experimental design has the independent variable is manipulated,

while causal-comparative variables are not manipulated. Experimental design provides stronger

evidence for action, while causal-comparative provides weaker evidence for action.

Experimental design the researcher can sometimes assign subjects to treatment groups, while

causal-comparative the groups are already formed and the researcher must find them (Fraenkel,
IPADS 23

2006; SAGE, 2010). Experimental design is very costly and time consuming, while causal-

comparatives are not (SAGE, 2010).

Mixed-Method Design

Convergent Design

The purpose of convergent design is to collect quantitative and qualitative data at the

same time (Creswell, 2015). Qualitative data is known as open-ended data. Quantitative data is

known as closed-ended data. The two sets of data will be combined and evaluated for any

irregularities. The reason a researcher would use convergent design is to provide the researcher

with the understandings of the research problem at hand and get results from both quantitative

and qualitative data (Creswell, 2015). For example, the researcher gathers both sets of data

(Creswell, 2015). The researcher will then examine both sets of data individually, and once

examined, compared. Finally, the researcher will determine conclusions of the data and whether

or not it supports or destroys the research problem at hand. An example of a convergent study

was conducted by Lee and Greene in (2007). The researchers were trying to determine the

connection with the placement test scores for native English testers and English as a second

language scores. The results were determined through the grade point averages and quantitative

survey and qualitative consultation. This research study used both forms of data, therefore

converging the data to get the results (Creswell, 2015).

There are many advantages and disadvantages to convergent design. One advantage is

that it collects all the advantages from qualitative and quantitative data forms (Creswell, 2015).

The design also lets the researcher collect information using both data forms (Creswell, 2015).

Explanatory Design
IPADS 24

Instead of accumulating data at the same time and combining the results, a researcher

might assemble the qualitative and quantitative intelligence consecutively in two steps (Creswell,

2015). With explanatory design, you assemble one form of the data succeeding and informing

the other form of data. The researcher will first assemble the quantitative data and then the

researcher will gather the qualitative data to assist or expand on the quantitative conclusions. The

reason the researcher would want to conduct this type of design would be to expand the big

picture created of the researcher’s challenges by the quantitative information After more analysis

(qualitative data) is gathered, a distinguished explanation for the research problem should be

identifiable (Creswell, 2015). A two-phase project was conducted by Ivankova and Stick in 2007

(Creswell, 2015). The researchers looked into the factors that were giving doctoral students the

persistence to take online courses in educational leadership in the higher education setting. This

research problem was known as the sequential explanatory study. The researchers first gathered

the quantitative data via the survey from former students. The researchers then continued with

four qualitative studies to examine the responses of the surveys (Creswell, 2015).

There are both advantages and disadvantages to explanatory design. One of the

advantages is for the readers and researchers conducting the study (Creswell, 2015). The

researcher will not have to combine two forms of data. Another advantage is that it captures both

qualitative and quantitative data. One disadvantage is that the researcher must decide what piece

to follow up on. Another disadvantage is that this design is labor demanding and requires

proficiency and is time consuming (Creswell, 2015).

Exploratory Design

Exploratory design is very similar to explanatory design but it is just reversed. First, the

qualitative data is gathered to investigate the singularity and test it (Creswell, 2015). Then the
IPADS 25

researcher would collect the quantitative data which will determine the connections found in the

prior data. The reason a researcher may use exploratory design is because it first gathers the

qualitative data. Researchers also use explanatory design when obtainable resources, variables,

and measures may not be identified or available. An example of an exploratory research design

was done by Meijer, Verloop, and Beijaard (2001). The researchers studied English teachers’

intellectual opinion about teaching reading comprehension. The first step was to gather the

qualitative study data via interviews. They then took the collected data and identified six

categories. They took the teacher expressions and created a follow-up survey. The researchers

then started their second step. The survey was the given after the predicted instrument was

tested. The results of the study were then used to evaluate the teachers’ intellectual

understanding of communicating reading comprehension (Creswell, 2015).

There are both advantages and disadvantages to exploratory design. An advantage would

be that it allows the researcher to recognize measures in the data that were obtained from the

participants (Creswell, 2015). A disadvantage would be the amount of research needed as well as

the time constraints (Creswell, 2015).

Research Methods Report #2

Quantitative vs. Qualitative Research Design

Quantitative data is considered closed-ended data (Creswell, 2015). This is a method used

to define and test relationships, as well as observe cause and effect associations. In this design,

the researcher is trying to find the relationship between an independent variable and a dependent

variable. Quantitative research deals in numbers, logic, and an objective standpoint. Quantitative

research places an emphasis on numeric and comprehensive data that doesn’t change (Creswell,

2015).
IPADS 26

The first step in examining quantitative data is to ready it for examination (Kaplan,

2004). This step requires the researcher to decide how to allocate numerical scores to the data.

The second step begins the data analysis. The third step is to account for the results that are

established using tables, figures, and a discussion of the crucial results. Finally, the researcher

interprets what the data represents (Kaplan, 2004).

There are many strengths to using quantitative design over qualitative design (Kaplan,

2004). This design can generalize research results even when the data are random samples of

adequate size, not to mention less time consuming. Quantitative design allows for a wider study

to be conducted. Meaning the study that is being conducted can be replicated on many

populations and subpopulations. It also allows greater objectivity and accuracy outcomes.

Maintaining well-recognized principles can verify that the study can be conducted again. Lastly,

personal bias from the researcher can be avoided by keeping a distance between the researcher

and the participant. Although there are strengths, this method also has weaknesses. Quantitative

design does have some limitations. Quantitative design can be efficient, but it may miss

background details due to the focus on the hypothesis testing rather than the generation. This

design provides an inflexible process of discovery. Data will not reflect behavior, attitudes, and

motivation. The data will only show numerical outcomes. Showing that the insight produced

may be too abstract and general for direct solicitation. The researcher would conduct the study

in an unnatural environment, meaning a laboratory. Lastly, the data may not reflect the true

feeling of the participants (Kaplan, 2004).

Qualitative data is known as open-ended (Creswell, 2015). Qualitative design is a

methodical approach used to describe life understandings and give them importance. This design

focuses more on qualities. It doesn’t use numerical data. Instead, it uses the social nature of
IPADS 27

reality, the relationship between the researcher and the participant. Researchers accentuate the

value of nature investigation (Creswell, 2015).

The first step to conducting a qualitative research design is to prepare the research

question (Creswell, 2015). Then the researcher must review literature to see what others have

found. Next, the researcher must verify that the qualitative research design is the correct format

for the problem question. Then, the researcher needs to verify the participant group size. Then,

the researcher needs to choose a methodology. Once all that is done the researcher needs to

collect the data then examine the collected data. Finally, the researcher must write the data report

and present the findings (Creswell, 2015).

There are many strengths to the qualitative research design. Qualitative design can

assemble a more genuine view of the real world (Anderson, 2010). It will also give the

researcher the outlook of the participants of the study through the cultural aspect. It allows the

researcher to describe current situations, and advance malleable ways to preform data collection.

Another strength that qualitative design has is the researcher can respond to changes that occur

during the study. Some weaknesses of this model do exist. Some limitations that qualitative

designs have are moving away from the current objective to study the responses of the changes.

Another, is the researcher may find multiple conclusions to the same questions based on the

same information. Data collecting is often time consuming and very expensive. Lastly, the

conclusions and data may lack reliability and trustworthiness because the researcher can service

different analytical techniques and the participant can choose to tell some stories and ignore

others (Anderson, 2010).

Narrative Design
IPADS 28

Narrative research designs include the researcher telling about the lives of the

individuals, gathering and voicing the stories about these individuals, and inscribing their

narrative (Creswell, 2015). Narrative research design is a form of qualitative research, and

typically a narrative focuses on examining an individual person. There are many forms of

narrative design such as autobiographies, biographies, life histories, and personal stories. A

researcher would use a narrative design when they have a single person wanting to tell their

stories and the researcher wants to report it. Researchers wants the individuals telling the story to

be able to recant the story in order chronologically. The researcher needs to write in a persuasive,

scholarly form (Creswell, 2015).

There are many steps to ensure that the narrative design is conducted properly. First,

the researcher needs to classify and report the educational problem (Creswell, 2015). Second,

the researcher must select an individual from whom you can learn about the educational

problem. Third, he or she will assemble the story from the individual. Fourth, the researcher

will reiterate the individual’s story. Fifth, the researcher will have the individual join him in

the process actively. Sixth, the researcher will write the individual experience in a story form.

Seventh, the researcher should ensure that the report is accurate (Creswell, 2015). An example

of a narrative design would be if a researcher chose to do a narrative design for her research

problem. The topic was over high school students and the possession of weapons. A fellow

teacher told the researcher a story about a prior student who had hidden a weapon in his locker.

The researcher decided that the question she would study would be based off of her fellow

teacher’s experience. The researcher conducted an interview about that student with her fellow

teacher, other teachers, and the school principal. The story will be in sequential order to the

continuation of discussions (Creswell, 2015).

IPADS 29

There are multiple strengths and weaknesses to the narrative design. A strength would be

that the researcher is in constant communication with the individual (Creswell, 2015). A

weakness is that the individual telling the researcher the story may not be able to tell the

complete truth. Another weakness is that the story that is being told by the individual could raise

the question of who owns the story and by the end of the narrative the individual’s voice is lost

(Creswell, 2015).

Ethnographic Design

Ethnographic translates to plainly writing about factions of people (Creswell, 2015).

Ethnographic design is a qualitative research procedure for labeling and examining the readings

of a faction that shares the same culture. The key aspect of this definition is the culture. An

ethnographic study would be conducted when you have a cultural focus. The focus group may be

low-ranging or may be very wide-ranging. An example of a culture focus group would be a

family who has a young child with Down syndrome. Rhoads in 1995 researched the culture of a

fraternity and its routines to have women perceived as defenseless and ostracized (Creswell,

2015).

There are three types of ethnographies (Creswell, 2015). The first one is the realist

ethnography, which is an impartial account of the situation. Realist ethnographies are primarily

written in third person and reports the evidence learned from the applicants in the study. The

second is the case study. Case studies are very important to ethnographies but they differ in

many ways. Case studies are on single participants. Lastly, the critical ethnography, is the type of

design that the researcher is wanting to liberate groups that have been ostracized (Creswell,

2015).
IPADS 30

The steps in piloting an ethnography design would be that first you need to classify the

focus and type of design and connect the focus to your research problem (Creswell, 2015).

Second, the discussion of approval needs to be decided alongside admittance contemplations.

The contemplations required the researcher to carefully look through the samples that are

available to best answer the questions at hand. Third, the correct data needs to be collected for

the procedure. Fourth, the researcher should perform an examination and clarification of the data

collected with a design. Fifth, writing of the report must be consistent with the correct

corresponding design (Creswell, 2015).

There are many advantages and disadvantages to ethnographic design. An advantage is

that this design can provide a detailed day-to-day look at the events that have taken place

(Creswell, 2015). Another advantage is that ethnographic design is a dense practice in cultural

anthropology and education. A disadvantage is the ethical dilemma when doing fieldwork due to

the concern for assembling the data. Another disadvantage would be that the researcher

conducting the ethnographic design has to be aware of the negative impact their presence and

report could cause (Creswell, 2015).

Case Study Design

A case study is an in-depth exploration of a separated system based on an extensive

amount of data (Creswell, 2015). Even though case studies are a part of ethnographic design,

they differ in several components. When it comes to case studies, the researchers may focus on a

database or activity revolving around an individual instead of a group. Also, when the researcher

writes about a group they try to identify the pattern involved while an ethnographer searches for

the pattern then creates the group. Another advantage is case studies are less likely to have a

cultural theme at the beginning of the study; in its place, they focus on an in-depth investigation
IPADS 31

of an actual case. Case studies may also involve numerous cases, which are called a collective

case study. This means that multiple case studies are being examined and looked at for patterns

to provide more insight on the problem (Creswell, 2015).

To be able to conduct a case study correctly, the following steps will need to be taken.

First, you must ask wholesome questions (Creswell, 2015). Second, the researcher must be an

active listener hearing everything the individual or group is saying. Third, the researcher must be

adaptive. Fourth, the researcher must have a firm grip on the challenging question being

researched. Fifth, the researcher must actively conduct the research. Finally, the researcher must

ensure that the individual is protected (Creswell, 2015). An example of a case study would be a

research study done by Kos in 1991 (Creswell, 2015). This research study consisted of four

middle school students who had reading disabilities. The study looked into what could be the

underlying factors that may have caused the slow development of reading skills. The researcher

developed tutoring for these students to attend. The researcher also observed their reading in the

classroom whole group and one-on-one. Students that were between the ages of 13-15 were able

to read at a third-grade level. From the cases the researcher compared the patterns and the

behaviors for all participants (Creswell, 2015). Many forms of data were collected and examined

(Creswell, 2015).

There are many advantages and disadvantages when it comes to case studies. An

advantage would be that case studies allow a profuse amount of detail to be collected that would

not normally be easily obtained by other research designs (Creswell, 2015). Another advantage

would be that case studies could help experimenters adapt ideas and produce novel hypotheses

which can be used for later testing. A disadvantage would be that the data collected could not
IPADS 32

necessarily be generalized to the wider population. Another disadvantage would be that it is also

very difficult to draw a definite cause/effect from case studies (Creswell, 2015).

Action Research vs. Formal Research

Action research design is a systematic approach performed by education professionals to

collect information to provide change in how the education system operates (Creswell, 2015). A

researcher would want to conduct an action research design when he has a specific educational

problem to overcome. An action design allows the educational staff to reflect on the current ways

situations are being handled. Once the challenges have been reflected on, the real action (change)

can start to take place (Creswell, 2015). An example of an action research would be an

elementary teacher studying the behavior challenges of a certain student in her classroom

(Creswell, 2015).

There are many advantages to the action research design. For one, it inspires the change

in the schools (Creswell, 2015). Another advantage would be that it sanctions the individuals

through collaboration on the changes. Another major advantage is that it allows for new ideas to

be tested. A disadvantage would be with the ethical challenges. The ethical challenge that arises

would be that the researcher and the participant have a close relationship. The data that would be

collected could now be coercive (Creswell, 2015).

To conduct an action design, first the researcher must decide if an action design is the

best method (Creswell, 2015). Second, the researcher needs to identify the challenge to examine.

Third, the resources need to be located to assist with the challenge. Next, the researcher should

find the information he will need and then start the data collecting. Then, the researcher will need

to examine the data presented then the researcher needs to deliver a plan of action. Finally, the

plan is implemented (Creswell, 2015).

IPADS 33

Formal research design is when the researcher learns information to better understand

him or herself, those around them, and the world in general (Creswell, 2015). Formal research is

predictable, highly organized, and question-seeking. The researcher expects to find the correct

answer (Creswell, 2015). There are many differences between action research design and formal

research design. With action design, training is not needed, but with formal design extensive

training is needed (Simon, 2012). In formal design, the researcher reviews previous literature

while in action design the researcher looks at current problems. Another difference would be that

action design is educational based while formal is random sampling. Formal design can be time

consuming while action design has a quick time frame. When measuring data, formal design uses

algebraic tests while action design focuses on the real world. Finally, when it comes to

presenting outcomes, formal design is a published report, while action design is informal sharing

of findings with colleges (Simon, 2012).

IPADS 34

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