RDP: QUAN, MM, PE MATRIX EDUC 750
RESEARCH DESIGN PROJECT: QUANTITATIVE, MIXED METHODS, AND PROGRAM
EVALUATION ANALYSIS MATRIX TEMPLATE
Shanay Y. Howard
School of Education, Liberty University
Quantitative, Mixed Methods, and Program Evaluation Matrix
Complete this matrix using the articles from the Research Design Project Sampling,
Measurement, and Data Collection Type Matrix. 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 Yukhymenko-Lescroart, M. A. (2021). The role of passion for sport in
college student-athletes’ motivation and effort in academics and
athletics. International Journal of Educational Research Open, 2,
100055. https://doi.org/10.1016/j.ijedro.2021.100055
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RDP: QUAN, MM, PE MATRIX EDUC 750
Results Yukhymenko-Lescroart (2021) found, at the end of their study, that
harmonious passion for sport supported student-athletes’ basic
psychological needs, autonomous motivation, and effort in athletics and
academics. Academic value was positively correlated with athletic
choice and vica versa (p. 5). Additionally, athletic effort was positively
correlated with academic choice, relatedness, and value
(YukhymenkoLescroart, 2021, p. 5).
Limitations The study only used a single Division 1 university sample, because of
that there are limits across the other divisions and types of institutions.
Recall bias was possible based on the self-reported data from the
surveys (Yukhymenko-Lescroart, 2021). Another limitation of this survey
was seen in the sample, where women were overrepresented and some
racial groups, which did not give a full picture of demographics at all
NCAA schools/ institutions. The study was cross sectional, the
relationships correlational so no causal conclusions could be made
(YukhymenkoLescroart, 2021, p. 11).
Implications The implications from this study show that programs that help
studentathletes create harmonious passion and also balanced identity
will lead to protecting academic effort. Encouraging students’ identity is
necessary. Additionally, student-athletes should have strong
relationships with nonathlete classmates and understanding on the
value of their coursework which could led to increased academic effort
without undermining their sport (Yukhymenko-Lescroart, 2021, p. 10).
Another implication is that
post college opportunity and preparation for the work force should be
discussed in the first semester as the college facilitates academic
emphasis. The study showed that gradually student athletes should
internalize the value of academics for their future careers and this will
strengthen their academic motivation and effort (YukhymenkoLescroart,
2021, p. 10).
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RDP: QUAN, MM, PE MATRIX EDUC 750
Other than
researchers, who
can use the
information from
the findings and
how? (school
districts,
principals,
teachers, parents,
etc.)
The individuals who will benefit from this research in addition to the
researchers are, academic advisors, counselors, coaches, athletic
departments and faculty (Yukhymenko-Lescroart, 2021, p. 10).
Academic advisors and counselors can use the results to design specific
workshops to help student-athletes choose the majors that fit them, not
based on convenience in their sport. Coaches and the athletic
departments can change the culture and messaging around how
academics are framed and not as a threat but a part of their academic
success. Lastly, the faculty can use this information to understand why
student-athletes may seem disengaged academically and look for ways
to engage them and increase value and their identity growth around
course work.
Ideas for Future
Research Not
Already Listed
Future studies could test interventions that could intentionally build
harmonious passion and track whether that changes their academic
effort over time. Research also could compare multiple divisions instead
of Division 1. They could compare over Division I, II, III, NAIA and JUCO
college contexts. Another new idea would be to look into how NIL and
social media branding influence obsessive vs. harmonious passion and
academic identity.
Your connection or
experience
(previous or
present) with
topic/issue in
study (not that you
will be researching
it)
As an educational consultant and academic eligibility specialist working
with student-athletes and their families, I often see the tension between
student-athlete identity and academic engagement. I have with
studentathletes that light up in class and in their course work once their
major actually reflects who they are or want to be and not what just fits
around their practice/game schedule. I also see obsessive passion when
students sacrifice grades, sleep and even eligibility just to stay on the
court or field. There must be a balance and when a student -athlete
understands who they are in academic identity it positively affects their
athletic performance as well.
How you will be
able to use this
This study gives me initial background on my work surrounding academic
planning and reclassification. I can use its constructs
article in your
future research (harmonious vs. obsessive passion, academic identify, perceived value)
to help me create survey items and interview protocols as I study
nontraditional schooling pathways for student-athletes. This study also
helps me in framing research questions around the dual career aspects
of sport and school.
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RDP: QUAN, MM, PE MATRIX EDUC 750
Biblical
connections you
can make with the
findings of the
study (Must
integrate at least
one Bible verse in
your answer)
When I reflect on the finding of this study, I think of Matthew 6:24 which
states, “No one can serve two masters “(English Standard
Version, 2001). When a student-athlete’s identity becomes a “master,” in
their lives, academic efforts suffer. A balanced, harmonious passion
approach reminds me of my favorite scripture Colossians 3:23, which
states “whatever you do, work with all your heart, as working unto the
Lord” (English Standard Version, 2001). With a Christ-centered identity, a
student-athlete can guard against one role overshadowing the other and
keeps the effort in both areas aligned with God’s purpose.
Article Type QUANtitative Applied (QUAN-A)
Article Reference Daum, H. T., Daum, L. t., & Scholten, S. D. (2024). Academic
achievement among NCAA Divison II student-athletes and
nonathletes. Youth, 4(3), 1260-1270.
https://doi.org/10.3390/youth4030079
Results Daum et al. (2024) surveyed a total of 170 students at NCAA Division II
school. Of the 170 participants, 92 were student-athletes and 78 were
non-athletes. The study found no significant differences between the
groups in GPA, study hours, academic motivation, major choice,
expected graduations, or career aspirations (Daum et al., 2024). In this
study, most of the student-athletes did not expect a professional sports
career and emphasized the centrality of academics in their future plans.
Limitations The study used convenience sampling at one Division II school which
limited generalizability to other schools or divisions. The data was
reported rather than verified from records. Another limitation was that
the design was cross-sectional, so it could not show how the academic
outcomes changed over time or how it responded to policy changes. The
measures of the study focused on broad academic variables and did not
dig into NCAA key specific risks such as core course patterns or major
clustering which presented another limitation to the study.
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RDP: QUAN, MM, PE MATRIX EDUC 750
Implications The myth and stereotype that student-athletes are weaker students
than other students is not supported in this study. For Division II
students, student-athletes are keeping pace academically with non-
athletes. This suggests that the right support systems, structure and
accountability around athletics may actually help students (Daum et al.,
2024). It should not be assumed because the GPA of student-athletes
are up and match the general population, counselors and advisors still
must track eligibility details that this study did not measure.
Other than
researchers, who
can use the
information from
the findings and
how? (school
districts,
principals,
teachers, parents,
etc.)
Other than researchers this information can be used by athletic
directors, presidents, parents, and high school counselors and coaches.
Athletic directors and presidents can use the results of this research, to
push back against the negative narratives and advocate from the
continued investment for their student athletes’ academic support and
academics in general. Parents can use this information by being
informed that pursing college athletics does not automatically mean
their student-athlete would be sacrificing academics, especially in the
Division II setting. High school counselors and coaches should use this
information to encourage students to see Division II pathways as not just
athletic opportunity but, academically solid options as well.
Ideas for Future
Research Not
Already Listed
I believe some future research should track the longitudinal academic
trajectories from recruitment of the student-athletes through
graduation for DII athletes and compare them with non-athletes.
Another idea would be to study which specific structures, through a
mixed-methods approach, is best to support the academic success of
student athletes in DII environments.
Your connection or
experience
(previous or
present) with
topic/issue in
study (not that you
will be researching
it)
In much of my work with student-athletes and families, many of them
assume D2 or D3 means less academic rigor or few opportunities
compared to D1. I also see high-major schools framed as the only path
to
“real” success. Studies like this help me provide my families and student-
athletes with the correct information on the next level. It also helps me
to show that a healthy balance is possible in all levels of sport.
How you will be
able to use this
article in your
I can use this article in my own research for reference for
studentathletes, academic rigor and balance. When you look at the
outcomes of
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RDP: QUAN, MM, PE MATRIX EDUC 750
future research a student-athlete attending homeschool, online academy or a sports
academy, I can contrast those results with the kind of baseline this study
provides regarding student athletes in D2 contexts. This study also offers
survey constructs I can adapt for future quantitative work.
Biblical
connections you
can make with the
findings of the
study (Must
integrate at least
one Bible verse in
your answer)
I connect this study to Colossians 3:17 which states, “ And whatever you
do, whether in word or deed, do it all in the name of the Lord Jesus,
giving thanks to God the Father through him” (English Standard Version,
2001). From this study, we can see that the collegiate athletes are
chasing excellence in academics and athletics but not just for fame alone
but to compete to the best of their ability. Most collegiate athletes are
dedicated beyond just winning events; they demonstrate faithful
stewardship over their gifts and responsibilities. While I cannot confirm
each student-athlete is a Christian, we can assume they have something
that drives them in motivation and faith and this scripture connects to
this scripture.
Article Type Mixed Methods Basic (MM-B)
Article Reference Thompson, F., Rongen, F., Cowburn, I., & Till, K. (2023). What is it
like to be a sport school student athlete? A mixed-method
evaluation of holistic impacts and experiences. PLOS ONE,
18(11), e0289265. https://doi.org/10.1371/journal.pone.0289265
Results Thompson et al. (2023) used a triangulation mixed-methods design
combining academic records, fitness data, questionnaires, interviews
and diary logs (p. 3). For the quantitative results, they found that sport
school participation was associated with enhanced physical fitness and
the student-athletes showed slight improvement in academic
performance compared to comparison groups (Thompson et al., 2023).
For the qualitative results, students described both benefits, costs and
stress associated with their lives as student-athletes in a sport school.
Overall, the results show the program had holistic impact that was
positive but demanding, with risks for burnout and identity issues.
Limitations The study only focused on sport schools within one national system, so
results may not generalize to U.S. academies or online programs. Some
of the data were based on student narratives and self -reports, which
can
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RDP: QUAN, MM, PE MATRIX EDUC 750
be biased or like the authors mentioned, a risk of social desirability
affecting the answers. Not all student-athletes contributed equally to
the diary log entries or interviews, so some of the voices may be
underrepresented (Thompson et al., 2023).
Implications The study reinforces the hypothesis that intense sport-school models
shape the whole student, not just performance metrics. School leaders
should build intentional academic, psychological and social-emotional
supports, not just athletic training and conditioning. The findings also
caution against assuming that good grades automatically mean the
experience is healthy and good for the student-athlete.
Other than
researchers, who
can use the
information from
the findings and
how? (school
districts,
principals,
teachers, parents,
etc.)
This information is useful for school and academy leaders, parents and
policy makers. School and academy leaders can use this information to
design schedules, staffing and supports the academic and athletic load
of student-athletes. Parents can use themes from the information to
help formulate the best questions to ask before enrolling their child into
a sport school or academy. Policy makers can use the information to
help set guidelines for youth sport specialization and school
partnerships.
Ideas for Future
Research Not
Already Listed
Some future ideas for research could be to compare sport – school
experiences of student-athletes to those of non-athlete peers or to
student-athletes in regular schools but who participate in high level club
or elite environments. Researchers could also follow student-athletes
after graduation to see long term effects on career paths, well-being
and belief.
Your connection or
experience
(previous or
present) with
topic/issue in
study (not that
you will be
researching it)
A part of my everyday work in consulting with families of
studentathletes is them considering sports academies, prep schools,
homeschools or reclass options. Many families are drawn to the
promise of better competition and exposure but do not what entails
around academics and emotional stability. The information retained
from this article mirror the conversations I’ve heard from student-
athletes who thrive in these non-traditional environments as well from
those who feel overwhelmed or stuck.
How you will be
able to use this
This study provides a model I can adapt when evaluating sports schools
and academies. The combination of grades, athletics, and narrative data
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RDP: QUAN, MM, PE MATRIX EDUC 750
article in your
future research aligns with how I want to study non-traditional school settings for
student-athletes.
Biblical
connections you
can make with the
findings of the
study (Must
integrate at least
one Bible verse in
your answer)
When I think of student athletes that are only focused on one area of
excellence, it makes me think of Mark 8:36. Athletes will focus on
everything for their sport and often at the expense of their academics,
socioemotional health and integrity. This is not what should happen at
all. Mark 8:36 states, “What good is it for someone to gain the whole
world, yet forfeit their soul? “(English Standard Version, 2001). It will not
profit a student-athlete to gain excellence in sport and not also in other
aspects of their life such as spiritual growth, academics, relationships
and mental health. Everything must be taken into consideration, and the
student-athlete must take a holistic approach to growth always.
Article Type Mixed Methods Applied (MM-A)
Article Reference Chadler, G.E., Kalmakis, K.A., Chiodo, L.M., & Helling, J. (2020). The
efficacy of a resilience intervention among diverse, at-risk,
college athletes: A mixed-methods study. Journal of the American
Psychiatric Nurses Association, 26(3), 269-281.
https://doi.org/10.1177/1078390319886923
Results Quantitative results showed significant gains in resilience and coping
and a decrease/ reduction in perceived stress for participants after the
intervention (Chandler et al., 2020, p. 272). Qualitative results and
reflections highlighted the themes of increases self-awareness,
emotional regulation, sense of belonging, and hope (Chandler et al.,
2020, p. 272). In all, the data suggested that a structured, strengths-
based course can improve psychological well-being for at risk students.
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RDP: QUAN, MM, PE MATRIX EDUC 750
Limitations The self-report measures are a limitation in this study due to the fact it
may influence the reliability of the data and this was a significant
concern of this particular study (Chandler et al., 2020). The participants
of the study were self-selected or selected by staff, so the most at-risk or
disengaged students may have not even enrolled in the study. The
validity of pretest answers was also a concern and limitation. No matter
how hard the researchers work to ensure the participants were
comfortable the risk for non-valid data was high especially concerning
honest responses.
Implications This study points to the importance and value of mental health and
resilience programming inside athletic programs. The research
implicates, that rather than waiting for crisis to strike, schools can be
proactive by equipping the athletes with coping skills, emotional literacy
and community.
Other than
researchers, who
can use the
information from
the findings and
how? (school
districts,
principals,
teachers, parents,
etc.)
Athletic departments, counseling and wellness centers, faculty teaching
first year seminars are all other key stakeholders that would benefit
from the information in this research. Athletic departments could use
the model for designing credit-bearing workshops or courses around
resilience for first year programming. Counseling and wellness centers
could partner with athletic departments to create content and provide
training for coaches around stress, resilience and other mental health
topics. Lastly faculty teaching first year students could integrate
resilience models that address student-athletes’ unique pressures.
Ideas for Future
Research Not
Already Listed
Future studies could collect longitudinal data following the intervention
at 3 months, 6 months and yearly intervals (Chandler et al., 2020).
Additionally, a larger sample size and a randomly assigned design along
with a gender comparable control group should be included in future
research. Lastly, researchers could explore how resilience training
intersects with academic persistence, eligibility and transfer patterns.
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RDP: QUAN, MM, PE MATRIX EDUC 750
Your connection or
experience
(previous or
present) with
topic/issue in
study (not that
you will be
researching it)
I often work with student-athletes who are extremely talented but, also
mentally and physically exhausted, anxious and even sometimes
grieving who push themselves to perform anyways. I also know how
supports such as mentoring, mental health coaching and community
can change their whole experience for the better. This study confirms
what I witness in my counseling and consulting work. Resilience is
needed at all levels and without it, it can lead to negative outcomes.
How you will be
able to use this
article in your
future research
I can use this article to help explain that resilience is not just a mental
health topic but as a major and core component of academic and
athletic success in my future research. I can use the similar structure in
mixed methods to when I evaluate faith based or school-based
resilience
programs for student-athletes or for those in nontraditional school
settings.
Biblical
connections you
can make with the
findings of the
study (Must
integrate at least
one Bible verse in
your answer)
When you look at the intervention’s focus of this study and how it was
focused on perseverance and hope it made me think of Romans 5:3
which states, “ we also glory in our sufferings, because we know that
suffering produces perseverance, perseverance, character and character,
hope” ( English Standard Version, 2001). Ideally, I would want to help
create and show a biblically based resilience program would help
student-athletes deal with adversity without running from it but facing it
and pointing them to growth and hope in Christ! I tell my athletes daily
the true “secret sauce” to dealing with any adversities or the unique
pressures as a student athlete, is Jesus.
Article Type Program Evaluation Qualitative or Mixed Methods (PE-QUAL or
PE-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
Results The results quantitatively, from this study, compared SSP(specialist sport
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RDP: QUAN, MM, PE MATRIX EDUC 750
programs) students’ attendance, behavior and academic outcomes to
non-SSP peers and found similar or slightly better engagement and
retention for SSP students, especially in attendance and school
connectedness (O’Hara et al., 2021). For qualitative results, interviews
with students, parents and staff revealed that SSPs fostered belonging,
motivation to attend school, and pride in representing the program,
while also highlighting concerns about academic rigor and time
demands. Overall, the study showed that programs that support
engagement but did not automatically guarantee high academic
performance.
Limitations One of the limitations seen in this study is that there is a lack of a
comparison group of students. Additionally, despite the researchers’
best efforts to get a high number of both specialist and non-specialist
students, there were not enough non specialist students who
participated
in the study causing there to be difficulty to confirm the influence of SSP
on the specialist students’ academic achievement and school
engagement (O’Hara et al., 2021). Another limitation was that
assignment to SSPs was not random and more motivated or supported
students may have been more likely to enroll, creating a selection bias.
Implications The study shows that specialist sport school programs can be a strategic
engagement tool for teens in the low-SES communities, particularly
around attendance and school connectedness. Academics must still be
structures and should be intentional in any specialist school and not just
take classes to fit the athletic schedule. For anyone considering a similar
model, they should treat SSPs as an educational program with athletic
components , not just teams with classes attached.
Other than
researchers, who
can use the
information from
the findings and
how? (school
districts, principals,
teachers, parents,
etc.)
District and school leaders, community organizations and club programs,
and parents are others who could use the information of this study.
School leaders can use this information when deciding whether to
launch or expand sport based academic programs in high need areas.
Community organizations and club programs can learn how schoolbased
programs influence attendance and well-being as well as belonging.
Parents and or guardians can use the findings to understand what the
real sacrifice is of joining an SSP program especially concerning
academics.
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RDP: QUAN, MM, PE MATRIX EDUC 750
Ideas for Future
Research Not
Already Listed
Future research should follow students in SSP programs longitudinally
into post-secondary and post grad destinations such as university,
employments and trades to see whether engagement benefits translate
into long-term opportunity. Also, comparative studies across different
schools, sports, and socio-economic status would clarify what features of
SSPs matters most and could be great future research.
Your connection or
experience
(previous or
present) with
topic/issue in
study (not that you
will be researching
it)
The work I do daily in my roles, is essentially program evaluation of
school, academy, homeschool and hybrid models for student-athletes. I
also routinely support families in low- and middle-income communities
who face the decision of whether a sports academy or non-traditional
school is worth the risk. This study mirrors what I see and I know while
sports can be the carrot that gets the students into the school or
program, academics must be guarded or eligibility and long-term
opportunity will suffer.
How you will be
able to use this
article in your
future research
This research gives me a great example of a sport-based program in a
low SES community. I can use the findings from this study, in certain
categories (attendance, behavior, academic results, and sense of
belonging) to help me evaluate US based sports academies, homeschool
pods and hybrid models I help design and create. It will also give me the
information needed to explain that any non-traditional pathway must be
evaluated like a program, not just focused on wins and scholarships but
on measurable academic and life outcomes.
Biblical
connections you
can make with the
findings of the
study (Must
integrate at least
one Bible verse in
your answer)
I would connect this study with Micah 6:8 which states, “ to act justly
and to love mercy and to walk humbly with your God” (English Standard
Version, 2001). When we decide to work with students, especially in a
sport school capacity, we must justly work with them regardless of
where they are from and we need to make sure academics are just as
important as sport. We would be doing them a disservice if we did not
hold them accountable for academics and athletics focus. A biblically
focused or integrated evaluation should ask are we acting justly toward
these students in how we structure academics, access and support or
are we only extracting talent for wins? This study’s findings point out
that any person thinking of creating a program like studied, should
consider these very thoughts.
References
Holy Bible, English Standard Version. (2001). Crossway Bibles. (Original work published 1611)
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