ANNOTATION OF A QUANTITATIVE RESEARCH ARTICLE Submit: Annotation of a Quantitative Research Article This week, you will submit the annotation of a quantitative research article on a topic of your interest. Quasi-experimental, casual comparative, correlational, pretestposttest, or true experimental are examples of types of research designs used in quantitative research. An annotation consists of three separate paragraphs that cover three respective components: summary, analysis, and application. These three components convey the relevance and value of the source. As such, an annotation demonstrates your critical thinking about, and authority on, the source. This weeks annotation is a precursor to the annotated bibliography assignment due in Week 10. An annotated bibliography is a document containing selected sources accompanied by a respective annotation of each source. In preparation for your own future research, an annotated bibliography provides a background for understanding a portion of the existing literature on a particular topic. It is also a useful first step in gathering sources in preparation for writing a subsequent literature review as part of a dissertation. Please review the assignment instructions below and click on the underlined words for information about how to craft each component of an annotation. Please use the document "Annotated Bibliography Template with Example" for additional guidance. It is recommended that you use the grading rubric as a self-evaluation tool before submitting your assignment. RESOURCES Be sure to review the Learning Resources before completing this activity. Click the weekly resources link to access the resources. WEEKLY RESOURCES BY DAY 7 Use the Walden library databases to search for one quantitativeLinks to an external site. research article from a peer-reviewedLinks to an external site. journal on a topic of your interest. Before you read the full article and begin your annotation, locate the methodology section in the article to be sure that the article describes a quantitative study. Confirm that one of the types of quantitative designs, such as quasi-experimental, casual comparative, correlational, pretestposttest, or true experimental, was used in the study. Annotate one quantitative research article from a peer-reviewed journal on a topic of your interest. Provide the reference list entryLinks to an external site. for this article in APA Style followed by a three-paragraph annotation that includes: A summaryLinks to an external site. An analysisLinks to an external site. An applicationLinks to an external site. as illustrated in this exampleLinks to an external site. Format your annotation in Times New Roman, 12-point font, double-spaced. A separate References list page is not needed for this assignment. Submit your annotation. SUBMISSION INFORMATION Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the Turnitin Drafts from the Start Here area. To submit your completed assignment, save your Assignment as WK6Assgn_LastName_Firstinitial Then, click on Start Assignment near the top of the page. Next, click on Upload File and select Submit Assignment for review Rubric RSCH_8110_Week6_Assignment_Rubric RSCH_8110_Week6_Assignment_Rubric Criteria Ratings Pts This criterion is linked to a Learning OutcomeSummary 26 to >23.3 pts EXCELLENT Paper provides an excellent overview of all important information from the source, including the topic of the source, the methods they employed, the theoretical or conceptual basis of the study, and the conclusions. 23.3 to >20.7 pts GOOD Paper provides an overview of the important information from the source, although some aspects of the summary (e.g., descriptions of the methods, the theoretical or conceptual framework, the conclusions) are less detailed than others. 20.7 to >18.1 pts FAIR Paper provides only a cursory review of the source. Several important domains are either missing altogether or are insufficiently explained. 18.1 to >0 pts POOR Paper provides little to no information about what the source was about. The sources topic, methods, framework, and/or conclusions are either absent or very unclear. 26 pts This criterion is linked to a Learning OutcomeCritique 26 to >23.3 pts EXCELLENT Paper provides a thorough and dispassionate critique or analysis of the source, addressing both its good and bad qualities. The critique addresses how aligned the research question is to the existing body of knowledge, the appropriateness of the theoretical or conceptual framework to the study, the sufficiency of the methods and design, and the generalizability/transferability of the results in other contexts. The paper also provides a critical analysis of the social change implications of the studys findings. 23.3 to >20.7 pts GOOD Paper provides a critique of the source, addressing both its good and bad qualities, but does not cover all important aspects of the source (e.g., might be missing a critique of the methods, designs, framework, or conclusions). 20.7 to >18.1 pts FAIR Paper provides a critique of the source but is missing several important domains or some of the critiques are emotionally laden, not dispassionate. 18.1 to >0 pts POOR Papers critique is inappropriate. It is either based on a weak understanding of the sources methods, or it is not based on empirical evidence (e.g., it is based on an emotional reaction to the sources content). 26 pts This criterion is linked to a Learning OutcomeApplication 26 to >23.3 pts EXCELLENT Paper provides a clear justification for how the source is applicable to ones research question/research interests. The paper addresses the extent to which the sources topic is similar to ones research interests, how the sources method is applicable to ones research, and how the source helps to guide ones own research. Overall, the application of this source to ones research is very clear. 23.3 to >20.7 pts GOOD Paper provides a justification for how the source is applicable to ones research, but there is some uncertainty about how the source provides a framework for ones research (e.g., the connection between the sources method, framework, or conclusions to ones research is not clear). 20.7 to >18.1 pts FAIR Paper provides some justification for how the source is similar to ones research, but its application is unclear. 18.1 to >0 pts POOR There is very little connection between the source and ones research interests. There is little to no explanation about why the source was chosen or how it will inform ones research plan. 26 pts This criterion is linked to a Learning OutcomeWriting 22 to >19.7 pts EXCELLENT Paper is well organized, uses scholarly tone, follows APA Style, uses original writing and proper paraphrasing, contains very few or no writing and/or spelling errors, and is fully consistent with graduate-level writing style. Paper contains multiple, appropriate, and exemplary sources expected/required for the assignment. 19.7 to >17.5 pts GOOD Paper is mostly consistent with graduate-level writing style. Paper may have some small or infrequent organization, scholarly tone, or APA Style issues, and/or may contain a few writing and spelling errors, and/or somewhat less than the expected number of or type of sources. 17.5 to >15.3 pts FAIR Paper is somewhat below graduate-level writing style, with multiple smaller or a few major problems. Paper may be lacking in organization, scholarly tone, APA Style, and/or contain many writing and/or spelling errors, or shows moderate reliance on quoting versus original writing and paraphrasing. Paper may contain inferior resources (number or quality). 15.3 to >0 pts POOR Paper is well below graduate-level writing style expectations for organization, scholarly tone, APA Style, and writing, or relies excessively on quoting. Paper may contain few or no quality resources. 22 pts Total Points: 100

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A summaryLinks to an external site. An analysisLinks to an external site. An applicationLinks to an external

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Required Readings Babbie, E. (2017) Basics of social research (7th ed.). Boston, MA: Cengage Learning. Chapter 3, The Ethics and Politics of Social Research Burkholder, G. J., Cox, K. A., Crawford, L. M., & Hitchcock, J. H. (Eds.). (2020). Research designs and methods: An applied guide for the scholar-practitioner. Thousand Oaks, CA: Sage. Chapter 12, Quality Considerations Chapter 13, "Ethical Considerations" Document: Threats to Internal Validity (PDF)Download Threats to Internal Validity (PDF) Walden University Office of Research and Doctoral Services. (n.d.-a). Identify a Research ProblemLinks to an external site.. Retrieved from https://academicguides.waldenu.edu/research-center/student-research/identify-problem Download the "Litmus Test for a Doctoral-Level Research Problem" document. Walden University Office of Research and Doctoral Services. (n.d.-b). Tools and guidesLinks to an external site.. Retrieved from https://academicguides.waldenu.edu/research-center/research-ethics/tools-guides Download the "Research Ethics Approval Checklist". Read this document to understand the ethical standards that researchers must address during the research planning process. Walden University. (n.d.). Essential elements for writing annotated bibliographiesLinks to an external site.. Walden University Quick Answers. https://academicanswers.waldenu.edu/faq/358634 Walden University. (2015a). How do I find an article that reports on research that uses a specific methodology?Links to an external site. Retrieved from http://academicanswers.waldenu.edu/faq/72633 Walden University Writing Center. (2015). Common course assignments: Annotated bibliographiesLinks to an external site.. Retrieved from http://academicguides.waldenu.edu/writingcenter/assignments/annotatedbibliographies Document: Annotated Bibliography Template with Example (Word document)

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https://academicguides.waldenu.edu/writingcenter/assignments/annotatedbibliographies/summary

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Summary For each source listed, you will begin with a summary of the information you found in that specific source. The summary section gives your reader an overview of the important information from that source. Remember that you are focusing on a source's method and results, not paraphrasing the article's argument or evidence. The questions below can help you produce an appropriate, scholarly summary: What is the topic of the source? What actions did the author perform within the study and why? What were the methods of the author? What was the theoretical basis for the study? What were the conclusions of the study? Remember, a summary should be similar to an abstract of a source and written in past tense (e.g. "The authors found that" or "The studies showed"), but it should not be the source's abstract. Each summary should be written in your own words.

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https://academicguides.waldenu.edu/writingcenter/assignments/annotatedbibliographies/critique

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Critique/Analysis After each summary, your annotations should include a critique or analysis of each source. In this section, you will want to focus on the strengths of the article or the study (the things that would make your reader want to read this source), but do not be afraid to address any deficiencies or areas that need improvement. The idea of a critique is that you act as a criticaddressing both the good and the bad. In your critique/analysis, you will want to answer some or all of the following questions (taken from the KAM Guidebook): Was the research question well framed and significant? How well did the authors relate the research question to the existing body of knowledge? Did the article make an original contribution to the existing body of knowledge? Was the theoretical framework for the study adequate and appropriate? Has the researcher communicated clearly and fully? Was the research method appropriate? Is there a better way to find answers to the research question? Was the sample size sufficient? Were there adequate controls for researcher bias? Is the research replicable? What were the limitations in this study? How generalizable are the findings? Are the conclusions justified by the results? Did the writer take into account differing social and cultural contexts? Related Resources Webinar Annotated Bibliographies (webinar) Webinar Literature Review and Annotated Bibliography Basics (webinar) Annotated Bibliography Essentials: Analysis Writing (blog post)

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https://academicguides.waldenu.edu/writingcenter/assignments/annotatedbibliographies/application

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Example The example annotation below includes the citation, a summary in the first paragraph, the critique/analysis in the second paragraph, and the application in the third paragraph. Gathman, A. C., & Nessan, C. L. (1997). Fowler's stages of faith development in an honors science-and-religion seminar. Zygon, 32(3), 407414. https://doi.org/10.1111/0591-2385.00099 The authors described the construction and rationale of an honors course in science and religion that was pedagogically based on Lawson's learning cycle model. In Lawson's model, the student writes a short paper on a subject before a presentation of the material and then writes a longer paper reevaluating and supporting his or her views. Using content analysis, the authors compared the students' answers in the first and second essays, evaluating them based on Fowler's stages of development. The authors presented examples of student writing with their analysis of the students' faith stages. The results demonstrated development in stages 2 through 5. The authors made no mention of how to support spiritual development in the course. There was no correlation between grades and level of faith development. Instead, they were interested in the interface between religion and science, teaching material on ways of knowing, creation myths, evolutionary theory, and ethics. They exposed students to Fowler's ideas but did not relate the faith development theory to student work in the classroom. There appears to have been no effort to modify the course content based on the predominant stage of development, and it is probably a credit to their teaching that they were able to conduct the course with such diversity in student faith development. However, since Fowler's work is based largely within a Western Christian setting, some attention to differences in faith among class members would have been a useful addition to the study. Fowler's work would seem to lend itself to research of this sort, but this model is the only example found in recent literature. This study demonstrates the best use of the model, which is assessment. While the theory claimed high predictive ability, the change process that the authors chronicled is so slow and idiosyncratic that it would be difficult to design and implement research that had as its goal measurement of movement in a faith development continuum.