RDP: SMDC MATRIX EDUC 750
RESEARCH DESIGN PROJECT: SAMPLING, MEASUREMENT, AND DATA COLLECTION TYPE MATRIX TEMPLATE
School of Education, Liberty University
Author Note
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to
Sampling, Measurement, and Data Collection Type Matrix
Complete this matrix using the articles approved from your pre-matrix tables (Modules 2-4). The matrices 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).
Article Type QUANtitative Basic (QUAN-B)
Article Reference DeAngelis, C. A., & Barnard, C. (2020). Effects of charter school competition on district school budgeting
decisions: Experimental evidence from Texas. Social Science Quarterly, 102(1), 523–546.
https://doi.org/10.1111/ssqu.12877
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RDP: SMDC MATRIX EDUC 750
Sampling Procedure DeAngelis and Bernard (2020) describe this study in the first paragraph of page 525 as a survey
experiment where the Texas school leaders were randomly assigned to a treatment or control version of a
survey.
Participants (who,
how many,
demographics)
The article states that they were able to get a response from 155 schools out of 2,047 schools which
made their response rate of the entire study 7.6% (DeAngelis & Bernard, 2020, pp. 526-527).
Intervention
Description (if
applicable; if not,
write NA)
NA
Measurements or
Instruments Used There was a survey used in this study sent to different schools and they were assigned to either the
control or the treatment group (DeAngelis & Bernard, 2020, pp. 526)..
Data Collection (who,
how, when)
Data was collected through surveys that were either mailed or sent through email to school leaders in
Texas. The data was collected after the responses to the survey were received (DeAngelis & Bernard,
2020, pp. 526-529).
Data Analysis (what
statistical analyses
were used?)
DeAngelis and Bernard (2020) analyze the data and used a statistical analysis between the treatment and
control groups and discovered that the two groups differ in unobservable characteristics (pp. 544). The
survey mentions intentions and these actions were not necessarily taken because they were hopes (pp.
544). They analyze the likelihood of wanting more auntonomy on expected spending based on experience
level and budget categories (pp. 539).
Article Type QUANtitative Applied (QUAN-A)
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RDP: SMDC MATRIX EDUC 750
Article Reference Haber, J. R. (2021). Sorting Schools: A Computational Analysis of Charter School Identities and
Stratification. Sociology of Education., 94(1), 43–64. https://doi.org/10.1177/0038040720953218
Sampling Procedure Systematic random sampling because on page 48, Haber (2021) discusess how he uses the websites of
the many charter schools open during the 2015-2016 school year from a WebCrawler application.
Systematic random sampling is when the researcher obtains a list of participants that are within a certain
population, according to Kitsantas et al., (2023, p. 403).
Participants (who,
how many,
demographics)
5,806 charter schools with varying demographics, test scores, poverty levels, and number of enrolled
students based on district reports (Haber, 2021, pp. 94-95).
Intervention
Description (if
applicable; if not,
write NA)
NA
Measurements or
Instruments Used On pages 49 – 52, Haber (2021) discusses how they use text analysis of school websites using dictionary
terms that represent inquirey-based learning (IBL). Haber (2021) also discusses how he uses school and
district performance levels and academic metrics (p. 49).
Data Collection (who,
how, when) Data was collected by webcrawling school websites for demographic variables and school performance
(Haber, 2021, p. 53-54).
Data Analysis (what
statistical analyses
were used?)
There was a text analysis and mixed effects model used to analyze the results and data (Haber, 2021, pp.
53-60).
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RDP: SMDC MATRIX EDUC 750
Article Type QUALitative Basic (QUAL-B)
Article Reference Williams, K. M., & Anne, C. (2021). Beyond Bricks and Mortar: The efficacy of online learning and
community-building at College Park Academy during the COVID-19 pandemic. Education and
Information Technologies, 26(5), 5055-5076. https://doi.org/10.1007/s10639-021-10516-0
Sampling Procedure Critical case sampling was used where researchers deliberately studied one charter school that was
uniquely positioned to provide insights into online learning and community building during COVID
(Williams & Corwith, 2021, pp. 5061).
Participants (who,
how many,
demographics)
Stakeholders connected to College Park Academy (CPA) and diverse public charter school students from
schools in Marlyand. Demographics are diverse (Williams & Corwith, 2021, pp. 5061).
Intervention
Description (if
applicable; if not,
NA
write NA)
Measurements or
Instruments Used Surveys and interviews with students, parents, and teachers; school records on student engagement and
performncac and documentation of community building practices and digital platforms used (Williams &
Corwith, 2021, pp. 5062).
Data Collection (who,
how, when) Data was collected during the COVID pandemic and surveys were issued remotely (Williams & Corwith,
2021, pp. 5062).
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RDP: SMDC MATRIX EDUC 750
Data Analysis (how
was data analyzed?) Descriptive statistical analysis of survey results and interview responses (Williams & Corwith, 2021, pp.
5063).
Article Type QUALitative Applied (QUAL-A)
Article Reference Smith, J., Porter, L., Harrison, B. J., & Wohlstetter Priscilla. (2023). Barriers to Increasing Teacher
Diversity: The Need to Move Beyond Aspirational Legislation. Education and Urban Society.,
55(4), 395–417. https://doi.org/10.1177/00131245221076086
Sampling Procedure Purposive sampling based on selecting schools that fit the diverse-by-design charter school design with 28
schools across 12 different districts (Smith et al., 2023, pp. 399).
Participants (who,
how many,
demographics)
Administrators and staff from 28 charter schools in multiple states of the US where demographics vary
and are diverse with 40 focus groups (Smith et al., 2023, pp. 399).
Intervention NA
Description (if
applicable; if not,
write NA)
Measurements or
Instruments Used Interviews and qualitative instruments that explored practices, barriers, legislation, and recruitment
efforts. There was also a document review of school policy, mission statements, and hiring practices
(Smith et al., 2023).
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RDP: SMDC MATRIX EDUC 750
Data Collection (who,
how, when) Data was collected through interviews with school leaders, recruiters and through document reviews. It
was also done within the last few years before the study was conducted (Smith et al., 2023, pp. 399).
Data Analysis (how
was data analyzed?) Qualitative thematic analysis of interview transcripts and documents, identification of barriers, patterns
across schools and comparison of other local districts (Smith et al., 2023, pp. 400-407).
Article Type Mixed Methods Basic (MM-B)
Article Reference Eisenlohr, A., Kennedy, K., Bulkley, K. E., & Marsh, J. A. (2024). A Tale of Two Systems: Choice and
Equity in the District of Columbia’s Charter Schools. Educational Policy, 38(6), 1346–1385.
https://doi.org/10.1177/08959048231198816
Sampling Procedure The authors use a critical case criterion sampling to examine results and identify and help predict how
other cases could serve the needs of marginalized students (Eisenlohr et al., 2024, pp. 1350).
Participants (who,
how many,
demographics; if
Eisenlohr et al. (2024) interviewed key stakeholders and students in Washington DC at charter schools and
had two different groups, assigned and enrolled, for students (pp. 1355).
different participants
were in quantitative
and qualitative
portions, please
indicate the
differences)
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RDP: SMDC MATRIX EDUC 750
Intervention
Description (if
applicable; if not,
write NA)
NA
Measurements or
Instruments Used
(what was used for
quantitative portion?
Qualitative portion?)
Qualitative interview protocols with stakeholders, mapping of student residential locations, administrative
data, and enrollment numbers were all used as instruments of measuremt in this study (Eisenlohr et al.,
2024, pp. 1351-1357).
Data Collection (who,
how, when for
quantitative and
qualitative portions)
Qualitative interviews with policymakers, administrators, and other school officials in between the years
of 2019-2022 and quantitative administrative and geographic data that was collected to capture the effect
of the charter system and policies (Eisenlohr et al., 2024, pp. 1357-1358).
Data Analysis (how
was data analyzed
quantitatively and
qualitatively)
Data was analyzed through a mixed-methods sequential approach with a qualitative analysis done first.
There was a synthesis of both qualitative and quantitative findings contrasting stakeholders definitions of
equity vs the true disparities across the region (Eisenlohr et al., 2024, pp. 1358)..
Article Type Mixed Methods Applied (MM-A)
Article Reference Kim, E., Smith, J., Cordes, S., & Wohlstetter, P. (2023). “Positive Discipline Doesn’t Sound Like
Discipline”: Experiences with Restorative Justice Implementation. Leadership and Policy in
Schools, 23(3), 530–549. https://doi.org/10.1080/15700763.2023.2174143
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RDP: SMDC MATRIX EDUC 750
Sampling Procedure There was a mix of purposive and convenience sampling with schools being selected based on variation in
restorative discipline practices (Kim et al., 2023, pp. 534-535).
Participants (who,
how many,
demographics; if
different participants
were in quantitative
and qualitative
portions, please
indicate the
differences)
28 intentionally diverse charter schools compared to 1500 other comparison schools (Kim et al., 2023, pp.
535).
Intervention
Description (if
applicable; if not,
write NA)
The intervention is the schools’ implementation of restorative discipline practices.
Measurements or
Instruments Used
(what was used for
quantitative portion?
Qualitative portion?)
The qualitative instruments that were used were the interviews with school staff about buy-in, perception,
and interpretation of restorative justice (Kim et al., 2023, pp. 539-542).
Data Collection (who,
how, when for
quantitative and
qualitative portions)
Data was collected from 28 schools using interviews, administrative records of suspension data, and
ethnicity and race of students disciplined. Data was cross sectional but included comparisons over time
and across jurisdictions to see the effects of restorative justice (Kim et al., 2023, pp. 546)
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RDP: SMDC MATRIX EDUC 750
Data Analysis (how
was data analyzed
quantitatively and
qualitatively)
Data analysis included qualitative thematic analysis that identifies key themes related to restorative
practices and quantitative comparisons that examine discipline data across jurisdictions pre and post
restorative practices (Kim et al., 2023, 544-546).
Article Type Action Research (AR- QUAN)
Article Reference Misra, S., & Wilson, D. (2024). The impact of scaffolding and reflection during problem scoping in
Capstone Design. IEEE Transactions on Education, 67(4), 582–591.
https://doi.org/10.1109/te.2024.3380413
Sampling Procedure Convenience sampling based on the naturally available groups used based on the methods section on
page 584 (Misra & Wilson, 2024).
Participants (who,
how many,
demographics)
Students who are in the capstone design engineering program on the undergraduate level (Misra &
Wilson, 2024, pp. 585).
Intervention
Description (if
applicable; if not,
write NA)
The intervention comprises scaffolding and reflection-in-action supports to assist students during the
problem-scoping stage of their capstone project. The study uses modifications triggered by the pandemic
to increase reflective opportunities (Misra & Wilson, 2024, pp. 585).
Measurements or
Instruments Used Scoping etrics from final projects, reflection, comparisons of scores, and rubrics for scoring (Misra &
Wilson, 2024, pp. 586).
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RDP: SMDC MATRIX EDUC 750
Data Collection (who,
how, when) Data was collected across three cohorts on their final project reports including the reflective components
from 2019-2021. There was a total of 31, 26, and 42 reports screened in the first phase, with removals of
reports in each phase (Misra & Wilson, 2024, pp. 586).
Data Analysis (what
statistical analyses
were used?)
There was a comparison of metrics across cohorts using nonparametric statistical tests. There was a
comparison of differences in performance evaluated pre and post pandemic motivated interventions
(Misra & Wilson, 2024, pp. 587-590).
Article Type Action Research (AR- QUAL or MM)
Article Reference Hawkins, L., & Palmer, M. (2025). Youth-Led Participatory Action Research: Creating Space and Youth
Resistance. English Journal, 114(5), 23-30. https://go.openathens.net/redirector/liberty.edu?
url=https://www.proquest.com/scholarly-journals/youth-led-participatory-action-
research creating/docview/3231925108/se-2
Sampling Procedure Criterion Sampling based on information on pages 23 and 24 regarding the surveys reviewed (Hawkins &
Palmer, 2025).
Participants (who,
how many,
demographics)
Trans students that were in a YPAR based English class, specifically focued on the history of one individual
youth in a North Carolina public high school (Hawkins & Palmer, 2025, pp. 25).
Intervention
Description (if The YPAR intervention project that was part of the class curriculum (Hawkins & Palmer, 2025, pp. 25-
applicable; if not,
write NA)
26).
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RDP: SMDC MATRIX EDUC 750
Measurements or
Instruments Used (if
using MM, indicate
which were
qualitative and which
were quantitative)
Reflections of youth writings and narratives that were produced during the course. There were also
discussions and participatory activities (Hawkins & Palmer, 2025, pp. 25-28).
Data Collection (who,
how, when; if using
MM, indicate which
were qualitative and
which were
quantitative)
Data was collected and generated through the YPAR class. Students did research and collected data
through stories, reflections, and classroom products. The teacher collaborated with the student to
analyze the data and write about the experience and this was all done during a high school YPAR class.
Data Analysis (how
was data analyzed
qualitatively or if
mixed methods,
quantitatively and
qualitatively)
Data was analyzed collaboratively by students and the teacher through qualitative and narrative analysis.
The article highlights the equity, identity, and resistance that trans students face and their experiences
(Hawkins & Palmer, 2025, pp. 28).
Article Type Program Evaluation (PE-QUAN)
Article Reference Daley, S., Hebditch, M., Jones, C., Bremner, S., Feeney, Y., Towson, G., Wright, J., & Banerjee, S.
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(2023). Time for dementia: Quantitative evaluation of a dementia education programme for
healthcare students. International Journal of Geriatric Psychiatry, 38(5).
https://doi.org/10.1002/gps.5922
Sampling Procedure Criterion sampling based on the article and the students already being apart of a program that is being
evaluated (Daley et al., 2023, pp. 3).
Participants (who,
how many,
demographics)
2,700 undergraduate healthcare students in the intervention group and 52 in the control group. The
demographics of students varied and were listed in the chart o page 4 (Daley et al., 2023).
Intervention
Description (if
applicable; if not,
write NA)
The Time for Dementia programme is the intervention that was used to match students with families
affected by dementia over the years (Daley et al., 2023, pp. 6-7).
Measurements or
Instruments Used The study used the Dementia Attitude Scale (DAS), Alzheimer’s Disease Knowledge Scale (ADKS),
Confidence in Dementia Scale (CODE), and course evaluation surveys (Daley et al., 2023, pp. 3).
Data Collection (who,
how, when) Data was collected through online surveys that were administered at the baseline and after participation
in the programme. Researchers coordinated with universities to distribute the surveys to students (Daley
et al., 2023, pp. 2).
Data Analysis (what
statistical analyses
were used?)
Quantitative analysis through statistics and repeated measures to compare the intervention to the
changes over tome (Daley et al., 2023, pp. 7-8).
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RDP: SMDC MATRIX EDUC 750
Article Type Program Evaluation (PE-QUAL or MM)
Article Reference Begeske, J., Lory, C., David, M., & Rispoli, M. (2021). Teacher education and students with disabilities in
art class: a program evaluation. Arts Education Policy Review, 124(1), 48–60.
https://doi.org/10.1080/10632913.2021.1937762
Sampling Procedure Purposive sampling because the researchers deliberately selected 6 institutions for a specific purpose
(Begeske et al., 2021, p. 48).
Participants (who,
how many,
demographics)
Faculty and instructors at six art institutions at Midwestern universities (Begeske et al., 2021, pp. 51-52).
Intervention
Description (if
applicable; if not,
write NA)
NA
Measurements or
Instruments Used (if
using MM, indicate
which were
qualitative and which
were quantitative)
Semi structured nterviews focused on the special education program and accommodations (Begeske et
al., 2021, pp. 51).
Data Collection (who,
how, when; if using
MM, indicate
Semi structured nterviews focused on the special education program and accommodations (Begeske et
al., 2021, pp. 51).
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RDP: SMDC MATRIX EDUC 750
which were
qualitative and which
were quantitative)
Data Analysis (how
was data analyzed
qualitatively or if
mixed methods,
quantitatively and
qualitatively)
Qualitative thematic analysis of interviews and program documents. Coding included categories related to
program structure, disability inclusion, and faculty perspectives. Data was synthesized into themes with
no quantitative statistical tests (Begeske et al., 2021, pp. 52).
Biblical Integration
For the following questions, you will take a biblical worldview connecting research and the Bible. Each question must be supported
with a different Bible verse. Answer each question with 5-7 sentences. Be sure to cite in-text and reference.
1. The use of artificial intelligence (AI) in research critique and design has come under fire due to people’s unethical use of the
tool. In and of itself, it is not bad; however, using it to do your because you do not understand what you need to do, you ran
out of time, or you want to make it look pretty is the same thing as cheating/plagiarism (the modern version of having
another human do your work or copying someone else’s work). What does the Bible say about its unethical use and how can
you use it responsibly?
The Bible teaches us that honesty and integrity are essential to the life of a true believer in Christ. Leviticus 19:11 tells us that one
should not steal or lie to one another (English Standard Bible, 2001/2016). When people use AI to pass off work as their own, it is a
form of dishonesty and aligns with stealing. Instead of misusing AI for deception, Christians are called to use technology wisely and
as a resource and not as a crutch to do things that they are unable or unwilling to do. Responsible AI usage employs AI for guidance,
clarification, and organizational help. Ethical use of AI is using it as an aid and walking in integrity with work that reflects diligence
and faithfulness. “Whatever you do, work heartly, as for the Lord and not for men” (English Standard Bible, 2001/2016, Colossians
3:23).
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References
English Standard Bible. (2016). Literal Word. https://esv.literalword.com/ (Original work published 2001)
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