EDUC 750 LIBERTY UNIVERSITY Quantitative Pre-Matrix Table 2025.docx

RDP: QUAN PRE-MATRIX TABLE EDUC 750

RESEARCH DESIGN PROJECT: QUANTITATIVE PRE-MATRIX TABLE TEMPLATE

Quantitative Pre-Matrix Table

The tables are set up with specific spacing in each block. Please do not change. The reference block is already set up in APA with

double-spacing and hanging indent. You do not need to include your article references in the reference section; only the Bible

reference(s). NOTE: Delete the two tables you do not use.

Article Type Basic Research Article: Non-Experimental Research Design (QUAN-B

Article Reference Andrews-Dickert, R., Nagaraj, R., Zhan, L., Knittig, L., & Zhao, Y. (2024). Improving

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Rationale with support from article On page 1, in the abstract section, Andrews-Dickert et al. (2024) state that the goal of the

for how you know it is basic or

applied research (include

page/paragraph #)

study was to better understand how students perceived the benefits of Team Based

Learning (TBL) before and after they participated in the TBL activities. The research team

also surveyed faculty to identify how often the TBL framework was utilized in the semester.

The research team sought to explore the effectiveness of the TBL instructional tool rather

than looking at the TBL as a problem to address within the confines of medical school

education.

Rationale with support from

textbook for how you know it is

Basis research is conducted when there is an event that can be observed and controlled,

such as Team Based Learning, where faculty design the learning activities, and researchers

correlation, predictive correlation,

etc.)

Rationale with support from article

for how you know you have

identified the design correctly

(include page/paragraph #)

The research design is non-experimental and descriptive as identified in the last sentence

of the methods section (Andrews-Dickert et al., 2024, p. 1). Andrews-Dickert et al. (2024)

used surveys to determine how often the teaching faculty used Team-Based Learning (TBL)

activities in the classroom during the course of a semester. Surveys were also administered

Kitsantas et al. (2023) define a non-experimental, descriptive research design as one that

frequently incorporates surveys in the overall design of the study that will be conducted (p.

111). They also discuss that a study design that includes surveys can also be considered a

descriptive research design as the surveys usually have a particular theme or focus (p. 111).

Article Type

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Applied Research Article: Non-Experimental Research Design (QUAN-A)

Article Reference Hegde, S., V., Shetty, P. P., Senthilkumar, M., Kandimalla, R., Bernhardt, G. V., Pinto, J.

R. T., Mahadevan, R., Kotian, S. M., & Rashmi, K. S. (2024). Bridging knowledge gaps:

impact of remedial classes on first-year medical students in biochemistry – a cross-

sectional study. BMC Medical Education, 24, Article 1375, 1-11.

https://doi.org/10.1186/s12909-024-06243-y

their formative assessments, were offered remedial assistance to improve their

performance. The researchers placed an emphasis on using remedial strategies to see if the

student’s assessment scores increased, which is indicative of a study with an applied

research focus.

Rationale with support from

textbook for how you know it is

basic or applied (include page #)

Applied research is focused on finding a solution to a problem that has been identified,

such as students underperforming in a science course, which can then be used for the

benefit of others experiencing the same problem in a similar situation (Kitsantas et al.,

2023, p. 12).

Specific quantitative research design

(e.g., descriptive, comparative,

Non-experimental cross-sectional design

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Rationale with support from article

The researchers sampled the total population of the first-year medical students in the

Department of Biochemistry who did not perform well on their assessments (Kitsantas et

al., 2023). The research design was identified in the last paragraph of the methods section

and described by the researchers as a “single-group pre-post study design” (p. 3, para. 1).

Rationale with support from

textbook for how you know the

design is correct (include page #)

Kitsantas et al. (2023) define a cross-sectional research design as a research approach

where data is collected from a defined group of individuals during a specified date range (p.

97).

Article Type

Basic Research Article: Quasi-Experimental Research Design (QUAN-B)

Article Reference Modi, S. B., Bindulatha, N. R., & Kanakamma, L. G. (2021). Effect of remedial teaching on

for how you know it is basic or

applied (include page/paragraph #)

note that the students were put into one of two groups after being identified as

underperforming. The support that each group received differed, with one group receiving

academic help only and the other group receiving multiple instructional and study strategy

support (p. 961).

Rationale with support from

textbook for how you know it is

basic or applied (include page #)

Basic research is conducted when the researcher wishes to understand why an event has

occurred (Kitsantas et al., 2023, p.12). In the case of their research study, Modi et al. (2021)

sought to understand why medical students were underperforming academically and

wanted to understand the student’s difficulty in their learning process (Modi et al., 2021, p.

961).

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Specific quantitative research design

test, randomized controlled trial,

Quasi-experimental randomized research design

(p. 1).

Rationale with support from

textbook for how you know the

design is correct (include page #)

Kitsantas et al. (2023) note that a quasi-experimental research design can closely resemble

a research design that is experimental (p. 179). Modi et al. (2021) note that the students in

their study were broken into two groups using a “random number table” (p. 2). While Modi

et al. (2021) used a way to randomly place the students into one of two groups, their study

research design as the students came from pre-selected group of students who scored

below the 50%

mark (p. 962). Students who scored below 50% were identified as being academically at risk

for the purposes of the study. The students were placed into one of two groups, rather than

the researchers randomly selecting participants from the entire population of second year

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of comprehensive examinations for a time-efficient remediation method. Advances

in Medical Education and Practice, 13, 1417-1422.

https://doi.org/10.2147/AMEP.S376808

Narrative In-text Citation Gonzalez et al. (2022)

Parenthetical In-text Citation (Gonzalez et al., 2022)

Rationale with support from article

for how you know it is basic or

applied (include page/paragraph #)

On page 1417 in the first and third paragraphs Gonzalez et al. (2022) point out a common

challenge in medical education and discuss how administering a comprehensive final exam

to underperforming students can be an effective remediation strategy that improves

student outcomes while reducing the amount of time faculty spend on the remediation

process.

the same problem in their medical school educational system (Kitsantas et al., 2023, p. 12).

Specific quantitative research design

(e.g., descriptive, comparative,

quasi-experimental pre-test/post-

test, randomized controlled trial,

correlation, predictive correlation,

etc.)

Quasi-experimental comparative research design

Rationale with support from article

for how you know the design is

correct (include page/paragraph #)

The research design is quasi-experimental as described in the materials and methods

section (Gonzalez et al., 2022, p. 1418). There was no random assignment of students with

the researchers instead comparing student performance from the graduating classes of

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