RDP: AR PE PRE-MATRIX TABLE EDUC 750
RESEARCH DESIGN PROJECT: ACTION RESEARCH AND PROGRAM EVALUATION PRE-MATRIX TABLE TEMPLATE
Shanay Y. Howard
School of Education, Liberty University
Action Research and Program Evaluation Pre-Matric 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).
Article Type Action Research (AR-QUAN)
RDP: AR PE PRE-MATRIX TABLE EDUC 750
Article Reference Firth-Clark, A., Sutterlin, S., & Lugo, R. G. (2019). Using cognitive behavioural techniques
to improve academic achievement in student-athletes. Education Sciences, 9(2), 89.
https://doi.org/10.3390/educsci9020089
Narrative In-text Citation Firth-Clark et al. (2019)
Parenthetical In-text Citation (Firth-Clark et al., 2019)
Rationale with support from article
for how you know it is basic or
applied research (include
page/paragraph #)
In the article by Firth-Clark et al. (2019), the researchers implemented a six-week
intervention with secondary-level student-athletes using psychological skills training and
heart-rate variability biofeedback to directly improve academic outcomes (p. 1 para 1). The
study reviewed pre and post intervention grade data along with self -efficacy levels to test
practical improvements (Firth-Clark et al., 2019, p. 6, para 1-2). The goal to solve a real
world academic problem with interventions aligns with applied research.
Rationale with support from
textbook for how you know it is
basic or applied research (include
page #)
Kitsantas et al. (2023) explains that applied research addresses real-world educational
problems through data driven interventions created to improve practice (p. 12). This study
focuses on improving student athlete achievement through techniques transferable from
sport to academics, this is research from an authentic educational setting.
Specific quantitative research design
(e.g., Participatory AR, Practical Action Research (Quantitative Quasi-Experimental Pre-Test/ Post-Test)
Practical AR, Operational AR,
Collaboration AR, Critical
Reflection AR.). What is the study
doing quantitatively?
Quantitative
Pre and post intervention academic grades collected by the researchers, quantitative
selfefficacy scores, and heart-rate variability. All this data was collected to help determine
whether the intervention improved academic performance and self-efficacy in
studentathletes.
RDP: AR PE PRE-MATRIX TABLE EDUC 750
Rationale with support from article
for how you know you have
identified the design correctly
(include page/paragraph #)
According to the article by Firth-Clark et al. (2019), 94 student-athletes were randomly
assigned into four groups and measured outcomes across multiple academic subjects using
ANOVA and repeated measures testing (p. 5, para 3). The structured comparison of pre and
post intervention data without random assignment to treat conditions identifies this as a
practical and quasi-experimental action research design. Additionally, the educators
working to solve this pressing issue of their choice makes it practical action research (p. 1,
para 1-2).
Rationale with support from
textbook for how you know you
have identified the design correctly
(include page #)
In the textbook, Kitsantas et al. (2023) describe quasi-experimental designs as those used
when full randomization isn’t possible, but researchers do apply control interventions and
compare measurable outcomes to determine program effectiveness (p. 179). For practical
action research, Kitsantas et al. (2023) states, that through self-reflection and insider
knowledge, the educator decides what the problem needs to be evaluated and then
determine how data will be used which we see directly in this study (p. 378).
Article Type Action Research (AR-QUAL or MM)
Article Reference Shipherd, A. M., Frye, B. M., & Duffy, K. (2025). A gamified intervention to enhance first-
year student-athletes’ academic self-efficacy and well being: A mixed methods
study. Journal of Amateur Sport, 11(1), 1-25.
https://doi.org/10.17161/jas.v11i2.23098
Narrative In-text Citation Shipherd et al. (2025)
Parenthetical In-text Citation (Shipherd et al., 2025)
RDP: AR PE PRE-MATRIX TABLE EDUC 750
Rationale with support from article
for how you know it is basic or
applied research (include
page/paragraph #)
The study demonstrated in this article by Shipherd et al. (2025) was part of an institutional
action project. This study wanted to improve strategies for the student-athletes in the
college, which is aligned with applied research (Shipherd et al., 2025, p. 129, para 1). The
study implemented a gamified academic support program to increase self-efficacy among
first-student athletes. According to Shipherd et al. (2025), the study measured quantitative
outcomes and collecting feedback for improvement (p.143, para 2-3).
Rationale with support from
textbook for how you know it is
basic or applied research (include
page #)
According to Kitsantas et al. (2023), applied research tends to focus on a specific practical
problem and because of this includes action research, research and development, and
program evaluation research studies (p.15). This study by Shipherd et al. (2025) was aimed
at producing practical solutions and improvement strategies within an educational setting
(Texas A& M University-Kingsville).
Specific research design (e.g.,
Participatory AR, Practical AR,
Operational AR, Collaboration AR,
Critical Reflection AR.).
What is the study doing
qualitatively?
OR
What is the study doing that involves
mixed-methods? Identify
Collaboration Action Research (Mixed Methods)
The study uses a mixed methods design by collecting both quantitative and qualitative date
to evaluate the effectiveness of a gamified academic support intervention for first year
students.
Quantitative: pre and post surveys measuring academic self-efficacy, stress and well-being
Qualitative: open-ended reflection questions, participant written responses, and narrative
feedback about their academic experiences. Focus group discussions
what is quantitative and what is
qualitative.
Rationale with support from article
for how you know you have
identified the design correctly
(include page/paragraph #)
The study in Shipherd et al. (2025) was designed collaboratively between academic
advisors and athletic staff. Mainly the research was conducted by the first author Shipherd
(p.139, para 2) The study also incorporated quantitative surveys and qualitative focus
groups to assess effectiveness (p.143, para 2). This aligns with collaborative action research
as it uses the exact elements need for such a study.
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Rationale with support from
textbook for how you know you
have identified the design correctly
(include page #)
Kitsantas et al. (2023) describes collaborative evaluations as reflecting the dual roles of
educators and stakeholders working jointly to identify a problem and implement strategies
using data collection and reflection (p.345).
Article Type Program Evaluation (PE-QUAN)
Article Reference Stamatis, A., Nichols, A. L., Gastinger, N., Augustus, L., & Oates, R. (2025). Program-
level evaluation of one-on-one and team-based mental performance services
among collegiate student-athletes. International Journal of Exercise Science:
Conference Proceedings, 15(6), 45-59.
https://digitalcommons.wku.edu/ijesab/vol15/iss6/7
Narrative In-text Citation Stamatis et al. (2025)
Parenthetical In-text Citation (Stamatis et al., 2025)
Rationale with support from article
for how you know it is basic or
In the study by Stamatis et al. (2025), the focus on the program’s impact and the outcomes
that were measurable align with it being an applied program evaluation. The authors
applied research (include
page/paragraph #) evaluated the effectiveness of a mental- performance program using prep and post
intervention surveys that measured mindset, leadership and well being among NCAA
Division I student-athletes (p. 2, para 3).
Rationale with support from
textbook for how you know it is
basic or applied research (include
page #)
Kitsantas et al. (2023) defines applied quantitative program evaluation as a systematic
assessment of program effectives through measurable indicators (p.342)
RDP: AR PE PRE-MATRIX TABLE EDUC 750
Specific quantitative research design
(e.g., descriptive, comparative,
quasi-experimental pre-test/post-
test, randomized controlled trial,
correlation, predictive correlation,
etc.)
Quasi-experimental Pre-Test/Post-Test Design
Rationale with support from article
for how you know you have
identified the design correctly
(include page/paragraph #)
In the article by Stamatis et al. (2025), we can see the research that was conducted
involved pre-and post-intervention surveys and measurements. There was also analyzed
date using paired-sample t-test to determine program impact which aligns with a quasi-
experimental design (p. 2, para 3).
Rationale with support from
textbook for how you know you
have identified the design correctly
(include page #)
Kitsantas et al. (2023) states that quasi-experimental designs are used in this type of
research when random assignment is not possible but measurable change is examined
through pre and post testing (p. 179).
Article Type Program Evaluation (PE-QUAL or MM)
Article Reference O’Hara, E., Harms, C., Ma’ayah, F., & Speelman, C. (2021). Educational outcomes of
adolescents participating in specialist sport programs in low-SES areas of Western
Australia: A mixed methods study. Frontiers in Psychology, 12, 667628.
https://doi.org/10.3389/fpsyg.2021.667628
Narrative In-text Citation O’Hara et al. (2021)
Parenthetical In-text Citation (O’Hara et al., 2021)
RDP: AR PE PRE-MATRIX TABLE EDUC 750
Rationale with support from article
for how you know it is basic or
applied research (include
page/paragraph #)
O’Hara et al. (2021) studied the effectiveness of the specialist sport programs (SSPs) in low-
SES secondary schools and their students (p. 1, para 1). Because the purpose of the
research was to determine how the existing program was functioning and to identify areas
that need improvement, the study is classified as an applied program evaluation.
Rationale with support from
textbook for how you know it is
basic or applied research (include
page #)
Kitsantas et al. (2023) explains that applied research evaluates programs and or systems to
determine effectiveness and what is needed for improvement ( p. 12). This study directly
aligns with this definition because it evaluated the school-based sport program and used
data to understand the effectiveness of the program.
Specific research design
What is the study doing
qualitatively?
OR
What is the study doing that involves
mixed-methods? Identify what is
quantitative and what is qualitative.
Mixed Methods Program Evaluation (Explanatory Sequential Design)
The study uses this method demonstrated by the researchers first analyzing the
quantitative academic and behavioral data and then collected qualitative data to help
explain those results.
Quantitative : analysis of academic achievement data, attendance records, behavioral
indicators, and engagement metrics from school databases. Statistical analyses to identify
patterns in performance
Qualitative: Semi structure interviews with student athletes, open-ended survey responses
that explored the student perceptions of belonging, academics and motivation
Rationale with support from article
for how you know you have
identified the design correctly
(include page/paragraph #)
O’Hara et al. (2021) combined quantitative data with qualitative data gathered through
interviews and open-ended responses (p. 3, para 5). The quantitative data was used first to
identify academic patterns then the qualitive data was collected to explain the patters more
deeply ( p. 3-4, para 4-6). This methods of research aligns with an explanatory sequential
mixed methods design.
Rationale with support from
textbook for how you know you
have identified the design correctly
(include page #)
Kitsantas et al. (2023) describe explanatory sequential mixed methods as collecting
quantitative data first and then using qualitative data to explain the numerical outcomes
( p. 284). This study follows this exact structure.
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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 3-5 sentences. Be sure to cite in-text and reference.
1. Discuss why it is important to keep good records and evaluate programs on a cyclical basis?
In the scripture Proverbs 27:23 states, “ know well the condition of your flocks, and give attention to your herds”(English
Standard Version, 2001). In any research and especially in education, keeping accurate records and conducting continuous
evaluations and or reviews allows leaders to understand the status of a program and its health, as well. When you review
and evaluate in the field, you are stewarding what the Lord has given you to build. This shows accountability and aligns with
God’s call to manage resources wisely and improve outcomes for anyone we serve.
2. What is the need for coming up with practical solutions to problems?
One of my favorite verses in the bible is James 2:17, which states, “So also faith by itself, if it does not have works, is dead”
(English Standard Version, 2001). As researchers and educators, we are called to understand problems and research them as
well. We can’t just understand the problem, but we must act on it as well. Action research is a good example of this in that it
applies faith through evidence-based solutions that bring meaningful improvements to learners.
3. What do you do when you do not hit the benchmark or solve the problem?
Galatians 6:9 states, “And let us not grow weary of doing good, for in due season we will reap, if we do not give up”(English
Standard Version, 2001). When we fall short or don’t reach the benchmark, we should reflect, adjust, and persist in the mission
at hand. We should not give up. God values perseverance and growth through challenges. He reminds us, in His word, that
improvement is a process requiring faith and patience.
RDP: AR PE PRE-MATRIX TABLE EDUC 750
REFERENCES
Holy Bible, English Standard Version. (2001). Crossway Bibles. (Original work published 1611)
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