Community Presentation By Your Name Introduction • Whenever doing a research, the researcher has to decide on the best design research for testing the hypothesis. • The research design chosen will be determined by the variables obtained and the research objectives. • The purpose of the research design in a research is to guide the researcher on how to collect data, analyze it and interpret the observations made. • Therefore, there are different research design that one can adopt when doing a research. • Research designs can be broadly categorized as experimental, quasi-experimental correlational and pre-experimental[Raf10]. Experimental Research Design • In experimental research, one or more independent variables are changed and then applied to one or more dependent variables in order to identify the effect of the former on the former. • To establish a convincing conclusion regarding the relationship between these two distinct types of variables, researchers often investigate and record the impacts of the independent factors on the dependent variables over a period of time. • The experimental research approach is used extensively in the physical and social sciences, psychology, and education, among other fields. • A straightforward logic is utilized to compare two or more groups, despite the fact that it may be difficult to put into practice. Strengths of Experimental Research Design • Since independent variables may be introduced by the researcher, this indicates the researcher has control over the variables. • In other words, this suggests that extraneous variables may be omitted from the equation. • As a result, the researcher has more control over the factors that are not directly related to the study question. • Cause-and-effect relationships may be easily established using this study design • Due to the greater level of internal validity, experimental research is more likely to have than non-experimental designs. • Improved results Quasi-Experimental Research design • Quasi-experiment is a pragmatic study that is used to estimate the impact of an intervention on a given experimental population. • The only difference between quasi-experimental research design and the traditional experimental design described above is that the latter lacks randomization to control. • The experimenter has control over the assignment treatment non-random assignment. • Quasi experiment is subject to internal validity as the two groups of data may not be comparable at the start. Correlational Research Design • Correlation research design is the one that uses the relationship between two different variables to come up with a conclusion. • The purpose of using correlation is a research is to determine what variables are related through calculation of a correlation coefficient. • Correlation coefficient defined as a numerical value that represent the strength and the direction between related variables. Similarities Between Research Designs • A treatment or condition is imposed on study participants. • The measurement of a specific result of interest • The researchers examine if the therapy has an effect on this result. Differences Between Research Designs • Participants in a real experiment are randomized to either the treatment or control group, but participants in a quasi-experiment are not assigned randomly. • Control and treatment groups vary not simply in the experimental treatments they receive, but in additional, often unknown or unknowable, differences. These disparities must thus be statistically controlled for by the researcher. • Because quasi-experiments lack control, numerous competing "rival hypotheses" might account for the observed outcomes in place of the experimental manipulation. • As the researcher passively observes and analyses any correlations between occurrences, correlational research is used. Although in experimental research, the researcher actively examines events after a change in the behavior of variables has been triggered by the experiment. Field of Special Education • Not every situation can be managed effectively. In certain cases, it may even be unethical (especially in educational and therapeutic settings). • An early childhood classroom may, for example, be difficult to divide into two groups, one experimental and the other non-experimental. • That's why quasi-experimental designs are so popular in educational studies. • In a quasi-experimental study, a random assignment to groups is not used, and the experimenter might choose to manipulate or not manipulate the independent variable. • In an early intervention study, for example, the researcher may opt to alter the educational or therapeutic techniques or circumstances. Suitable Research Method • A quantitative research plan is a formal systematic procedure of getting quantifiable data from a research plan to validate the hypothesis. • • • • It involves coming up with statistical evidence to answer the research questions. The conclusions made out of a research depends on the quantitative research conducted. The design chosen in a research depends on whether the hypothesis is known or not. Experimental study becomes appropriate when a hypothesis have already been decided upon. • In a study as this where the hypothesis is to be derived from the research question, quasiexperimental research is the best option. Validity Threat • Every time a study is undertaken, the results of the study's dependent variable are scrutinized. • The results of this investigation might verify or reject a theory or uncover new information. • As a result, no direct influence should be exerted on the dependent variable. It's important to let the experiment run its course. • There are internal validity tests to assess whether a study's findings are due to manipulating the independent rather than the dependent variables. • The researcher's role is to keep track of how the dependent variable responds to various stimuli and record those observations. Validity Threat • The final threat to our internal validity comes from the fact that our accuracy model has different weightings for false positives and false negatives. • True positives and false negatives are weighted differently in this situation because we believe false positives are more relevant. • For more accurate accuracy numbers, maybe the false positives should be taken into consideration. References • Annette. (2011, November 8). Format for a quantitative research proposal. Retrieved from www.epiresult.com: http://www.epiresult.com/methods/format-for-a-quantitativeresearchproposal-2/ • Bayat, M. (2016). Teaching exceptional children: Foundations and best practices in inclusive early childhood education classrooms. Taylor & Francis. • Campbell, D. T., Stanley, J. C., & Gage, N. L. (2000). Experimental and quasi-experimental designs for research. Chicago, Ill. : R. McNally. • Engel, R. J., & Schutt, R. K. (2010). Fundamentals of social work research. Los Angeles: SAGE. • Thyer, B. A. (2012). Quasi-experimental research designs. New York: Oxford University Press. • Yin, R. K. (2003). Case study research : design and methods. Thousand Oaks, Calif. : Sage Publications. Research Topic Denise Allen Walden University DDD 8072 EDSD 7072 Dr. DeSoto December 05, 2021 Research Topic When it comes to the present state of the American educational system, the topic of social-emotional learning (SEL) is relevant. Social and emotional learning (SEL) processes help people develop skills in five areas: self-awareness and self-management, social awareness and awareness of others, interpersonal skills, and the ability to make responsible decisions. The coronavirus outbreak has created additional challenges for students with disabilities, notably those with autism spectrum disorders, who are enrolled in virtual reality courses. Many social deficits are present in children with autism spectrum disorder, including problems creating and sustaining peer bonds, a lack of shared joy in other people's interests and triumphs, and a general lack of social-emotional reciprocity. Policies, programs, and practices that assist students in understanding and regulating their emotions, setting and achieving goals, expressing empathy for others, forming healthy relationships, and making responsible decisions all contribute to the development of social-emotional learning (SEL) skills (Dusenbury & Weissberg, 2017). According to Kamei & Harriott (2021), academic learning is intricately intertwined with cognitive control, emotional competence, and social abilities, to name a few factors. The authors came to the conclusion that when each of these three characteristics is appropriately supported, academic learning is most beneficial for the students. Student learning and academic outcomes are improved when students have cognitive control, emotional development, and social skills to manage their emotions, motivation, focus, and grit. They also have the ability to negotiate relationships with others and overcome obstacles, according to the authors. Specifically, the issue is that middle school students with autism spectrum disorder (ASD) are not acquiring social-emotional learning (SEL) skills that will allow them to survive in a virtual learning environment in a local school system in Georgia. Students with autism will improve their capacity to manage in a virtual world by including social-emotional learning (SEL) education via journaling, along with rewards or incentives that are tailored to the individual's interests. Reference Kamei, A., & Harriott, W. (2021). Social emotional learning in virtual settings: Intervention strategies. International Electronic Journal of Elementary Education, 13(3). Dusenbury, L., & Weissberg, R. P. (2017). Social emotional learning in elementary school: Preparation for success. The Education Digest, 83(1), 36. 1 Problem Statement Denise Allen Walden University DDD 8072 EDSD 7072 Dr. DeSoto December 17, 2021 2 The problem of the Study Over the last several decades, educational researchers have published just a few studies on the achievement gap between whites and blacks in educational achievements (Crawford et al., 2020). A need exists for research that examines the impact of double pandemic racial tension on both white and black pupils, even though many of these studies have demonstrated similar variations in race, status, educational outcomes, and socioeconomic level. Transgenerational traumatized and racially motivated black teenagers from low-income homes are among the most terrible tragedies in contemporary American history. 400 years of systematic and unremitting brutality have gone unabated (Jardine, 2018). Compared to any other social group in the United States, the lives of African American students are complicated to the greatest degree imaginable by the oppressive racial approach adopted in the United States. Teaching children how to develop their social and emotional intelligence (SEL) is becoming an increasingly common practice in schools throughout the country. Academic performance and health outcomes, as well as equitable employment and general well-being may be improved via the use of Social Emotional Learning (SEL). Socialemotional learning skills are impacted by a student's race, culture, gender, and socioeconomic status, which all play a part in their development and expression (Jagers et al., 2019). A broad variety of mental and physical health conditions may emerge from these inequities, such as poverty, disabilities, or prejudice, over a student's whole school career. Students' capacity to focus in class is hindered by real trauma and stress, which results in poor academic achievement. Apart from that, the COVID-19 outbreak that swept across America and other countries early last year posed significant challenges to educational systems throughout the world (DeBruin et al., 2020). As a result of this, students in the United States have forced to entirely 3 adapt to the online learning approach if they want to continue their studies. For one thing, this kind of schooling has led to a widening of the social class gap. In spite of this, the COVID 19 epidemic's disparity in the representation of African Americans in the classroom causes pupils to be frustrated. This disappointment has left both parents and students feeling let down (Bozkurt et al., 2020). They are less capable of meeting the demands of the children they are raising when they are anxious. In the event that a student is unable to afford the costs associated with contemporary technology, they may be traumatized by the experience. The stress caused by the theft of the African American image has a harmful effect on the cognitive function of the children (Engzell et al., 2021). As a consequence of the COVID-19 pandemic, many black Americans find it impossible to avoid learning. When compared to white Americans, this is much more so. There were 45 percent of black Americans in the United States who had laptops and desktop computers in 2015. According to experts, relying only on an online education system would result in certain African American pupils being discriminated against because of their lack of technological advancement (Allen et al., 2020). Black parents have a harder time educating their children since they don't have easy access to computers, which are essential for virtual online learning. To compensate for black kids' difficulties in learning in the face of epidemic conditions, an educational system must be devised that is tailored specifically for the needs of the black population. As a result, research on the impact of Social Emotional Learning (SEL) on black and white students in the United States, as well as racism, trauma, and technology, is urgently needed. References Allen, J., Mahamed, F., & Williams, K. (2020). Disparities in Education: E-Learning and 4 COVID-19, Who Matters?. Child & Youth Services, 41(3), 208-210. Bozkurt, A., Jung, I., Xiao, J., Vladimirschi, V., Schuwer, R., Egorov, G., ... & Paskevicius, M. (2020). A global outlook to the interruption of education due to COVID-19 pandemic: Navigating in a time of uncertainty and crisis. Asian Journal of Distance Education, 15(1), 1-126. Crawford, B. F., Snyder, K. E., & Adelson, J. L. (2020). Exploring obstacles faced by gifted minority students through Bronfenbrenner’s bioecological systems theory. High Ability Studies, 31(1), 43-74. De Bruin, Y. B., Lequarre, A. S., McCourt, J., Clevestig, P., Pigazzani, F., Jeddi, M. Z., ... & Goulart, M. (2020). Initial impacts of global risk mitigation measures taken during the combatting of the COVID-19 pandemic. Safety Science, 128, 104773. Engzell, P., Frey, A., & Verhagen, M. D. (2021). Learning loss due to school closures during the COVID-19 pandemic. Proceedings of the National Academy of Sciences, 118(17). Jagers, R. J., Rivas-Drake, D., & Williams, B. (2019). Transformative social and emotional learning (SEL): Toward SEL in service of educational equity and excellence. Educational Psychologist, 54(3), 162-184. Jardine, R. R. J. (2018). Unearthing a Reflection of Who We Are in Relation to Each Other and the Mutual Influences of Historical Narratives: A Critical Ethnographic Study Examining Native Southern Black and White Families' Intergenerational Perspectives on Race Relationships. University of Louisiana at Monroe. 5 Saint-Louis, N. (2020). Teacher Perceptions of Social Emotional Learning Supports in Freshman Academy.
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