For this assignment, create 2 or more guiding research questions, at least one of which should be qualitative, for your evaluation. Research questions should be related to the objective(s) and outcomes of the program you are evaluating and written following the scripts provided in your Creswell & Guetterman text used in your research courses (i.e., The purpose of....describe/difference/relationship...IV, DV, participants, research site).

1. Provide the program name and/or activity and its purpose in relation to the program objective. 2. Provide a SMART program outcome for which your research question is focused. 3. Following each research question, provide a brief narrative of an appropriate research design for answering the research questions that include the following information: a. Research design. b. Sample information (i.e., sampling frame, sampling method, size sample size determination method). c. Data collection process in chronological order. d. Method of analysis.

Cite sources that are guiding you in how you build out your plan

**Your narrative should provide sufficient details so that it is clear to your professor of record what you are doing and why.*

QUANTITATIVE EXAMPLE

EXAMPLE:

AoC 3: Research Questions & Evaluation Design Examples The information provided in this document is intended to provide examples of formatting and the types of information to be contained in each section of your assignment. Student submissions should reflect application of readings from all research courses and any needed self-directed learning, as well as include appropriate citations from sources that support information provided. QUANTITATIVE EXAMPLE Program or Activity (Use the heading option that best describes content) The activity being evaluated is a required one-day professional development for campus leaders providing them time management strategies that would allow them more time in instructional leadership. Program or Activity (Use the heading option that best describes content) Outcome and Research Question Increase the amount of time leaders spend on instructional leadership (Specific, Achievable, & Relevant) by 20% (Measurable) by the end of the academic year (Time-Bound). The evaluation is guided by the following research question(s): RQ. What difference does professional development on time management make on the instructional leadership time for campus leaders in B.B. King school district? Design A single system research design (A-B-A) will be used to investigate if the professional development provided to campus leaders increases the amount of time they spend on instructional leadership tasks. This design allows for a baseline, followed by the intervention, followed by a second baseline period (Royse et al., 2016, p. 161). Sample The entire population of campus leaders in the school district will be used for this evaluation because the professional development is a requirement of the position. Data Collection During the first two weeks of the 2024-2025 school year, campus principals will track their daily tasks in a provided software program designed by the consultants offering the professional development. The app is installed on their school computer and is also available for download on a smart device. A reminder every hour prompts the campus leader to input the types of pre-categorized tasks in which they participated in the previous hour. The tracking of the tasks serves as the baseline for the data collection process. In week 3, the leaders will attend a required day long professional development on time management. The day before the professional development, campus leaders will be provided a graphic that shows a breakdown of how they spent their time during the baseline period. The professional development program uses the baseline measures to provide research-based strategies for campus leaders to increase their time on tasks associated with instructional leadership. After the professional development, leaders will track their daily tasks for two weeks beginning the week after the professional development, 3 months out, and at the end of the year. Data will be imported into a spreadsheet for analysis. Analysis All the data will be plotted on line graphs and percent change will be calculated for each campus leader. Additionally, group statistics will be calculated and analyzed using paired samples t-tests (NOTE: A repeated measures analysis would be better, but we do not cover that in your quantitative research course) to see is there was a significant difference between the baseline and post-intervention time points