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Research Critique: Quantitative
Whitney Young-Magee
School of Education, Liberty University
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Research Critique: Quantitative
This article reveals a genuine examination of a research paper written by Thurston
Domina, Linda Renzulli, Brittany Murray, Alma Garza, and Lysandra Perez titled "Remote or
Removed: Predicting Successful Engagement with Online Learning during COVID-19". It
displays a comprehensive look into and analysis of the research study’s findings. The closing
paragraph of this paper will provide insight into my current thoughts concerning the topic.
Summary
Purpose
Again, the objective at hand was to break down the accumulated data with the intent to
find the primary causes impacting the efficacy of digital learning at the peak of the Coronavirus
pandemic. The authors compiled an assortment of potential determinants including household
and school resources, technological access, teaching approaches, and their socioeconomic
standing can significantly affect the student’s involvement in their digital learning experience.
In order to delve into these potential determinants, the authors steered an evaluation through the
use of parent data collected from a parent survey given during the year 2020.
Participants/Sample
As aforementioned, the survey garnered responses from 9,741 parents or guardians, and
supplementary door-to-door campaigns were undertaken in communities with low response
rates to enhance participation (Domina et al., 2021). The analysis used poststratification
nonresponse survey weights to alleviate potential biases from incomplete survey data.
Research Design
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The research design in this particular study is grounded in quantitative methods that
look to examine the predictors of engagement during the Coronavirus pandemic-influenced
digital learning phase. The quantitative research design is provided through a numerical survey
questionnaire where questions are answered in Likert scale style.
Method of Data Collection
The primary means of data collection was through the delivery of surveys and completion
of surveys. It was requested that each contributor respond to a sequence of questions associated
with their observations, experiences, and perceptions concerning digital learning during the
Coronavirus pandemic. The format of the survey provided means for a large amount of
responses from a diverse range of people. This provided a significant amount of information
relating to the potential determinants of student remote engagement with digital learning. To
add, the method of collection was convenient and efficient for analyzing trends amongst a
diverse group. Overall, the use of surveys facilitated an inclusive evaluation of the research
inquiries and objectives drawn in the study.
Method of Analysis
The analytical method used in this research study included multiple steps to holistically
evaluate the compiled data. Originally, the researchers completed a summary of the
demographic characteristics held by the survey respondents and the primary variables
correlated with student engagement with virtual learning. Next, inferential statistics were used
to evaluate the relationship between each probable factor that influences positive or negative
student engagement outcomes. Again, these predictor variables include home and school
resources, accessibility to technology, instructional methods, and student socioeconomic status.
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The analysis aimed to discover the significant correlation and trends within the compiled data
set. Furthermore, those who aided in the research instituted the postratification nonresponse
survey in order to limit bias. Overall, the blend of both inferential as well as descriptive
statistical analysis led to a healthy framework for examining the variables that heavily influence
successful engagement with digital and online learning during the Coronavirus pandemic.
Results
The findings of this specific critique would likely have been a bit more divers itself, had
the multitude of demographics in more United States school districts been evaluated. Instead,
these surveys focused particularly on one single but large school district in the southestern
region. This may have limited the extensiveness of the research results. In order to make the
findings more inclusive, districts with larger inner city and urban populations should have been
involved as that would have provided a more comprehensive idea of the variables impacting
student engagement in virtual learning. White and relatively affluent families who did not enroll
in the free and reduced-price lunch program were substantially overrepresented among
respondents who did provide race information, while black and Latinx families were
underrepresented among survey respondents (Domina.et al. 2021). This being said, researchers
and practitioners can employ this research as their groundwork and further develop on it by
examining further into additional districts throughout the United States. This broadened work
could offer extended insight into the struggles experienced by schools, students, and
educational organizations during Covid-19 and what could potentially aid in improving student
engagement during the post-pandemic era, moreover, as digital and online learning options
continue to be offered.
Critical Analysis
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The study delves deeper into the factors that predict the engagement of elementary school
students during heightening of virtual learning due to the Coronavirus pandemic. The research
pulls from information collected by the surveys of close to 10,000 parents/guardians within a
rather large public school district. The authors postulate that a wide array of elements could
potentially shape the level of student engagement in digital learning settings.
Implications of Findings
The results emphasize the significant role of resources both technological and
socioeconomic, as well as instructional methods used as it relates to student engagement in
remote learning. Educators, political officials, and families can use the information synthesized
from this data to produce specific interventions developed to enhance the engagement of students
and lessen the negative influences on remote instruction, particularly among economically
disadvantaged and marginalized communities.
Further Research:
As the research continues, future researchers should focus on the efficiency of intentional
and targeted interventions that address the challenges that cause lower student engagement as it
relates to remote learning. It should also delve deeper into the impact of socioeconomic learning
opportunities on student engagement. To add, integrating longitudinal studies could improve
insight into the long-term effects of virtual instruction on educational achievement and academic
inequalities.
Original Insights/Criticisms
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The article places emphasis on the multitude of struggles that are posed to the students,
parents, and educators during the height of the digital learning period caused by the Coronavirus
pandemic. It highlights the significance of a student's access to technology, varied learning
experiences, and social connections in developing student engagement. Though this study takes
note of the efforts of schools to bridge the “digital divide”, it misses the opportunity to provide a
deeper analysis of targeted strategies used as well as the efficiency those strategies show in
ratifying the issues at hand.
Implications of Findings
The results emphasize the significant role of resources both technological and
socioeconomic, as well as instructional methods used as it relates to student engagement in
remote learning. Educators, political officials, and families can use the information synthesized
from this data to produce specific interventions developed to enhance the engagement of students
and lessen the negative influences on remote instruction, particularly among economically
disadvantaged and marginalized communities.
Further Research
As the research continues, future researchers should focus on the efficiency of intentional
and targeted interventions that address the challenges that cause lower student engagement as it
relates to remote learning. It should also delve deeper into the impact of socioeconomic learning
opportunities on student engagement. To add, integrating longitudinal studies could improve
insight into the long-term effects of virtual instruction on educational achievement and academic
inequalities.
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Threats to Validity
The first potential threat to validity is the survey samples' underrepresentation of specific
demographics, which could potentially allow for bias in the results. Additionally, the reliance on
self-reported information from parents and guardians also brings about the accuracy and
dependability of the results. However, the anonymity format of the survey provides a relief of
pressure among survey takers to deliver favorable responses about themselves or their school
(Domina.Et al. 2021). However, the focal point on the one school district creates space for
generalization, as that sample portion is not representative of the masses. Although the text
provides insights on factors that impact student engagement in correlation with remote learning,
more research would need to happen in order to improve the limitations due to the sampling and
methodology used and to delve deeper into the efficiency of the interventions created to enhance
student outcomes in the framework of Coronavirus bred remote instruction.
Discussion
The provided survey included participants from a large school district located in
southeastern United States, comprising 125 schools and over 73,000 students (Domina et al.,
2021). Their research approach required the disbursement of a survey that emphasized evaluating
student engagement and analyzing the associations between the assortment of predictors that
may correlate with satisfactory student engagement. The significance on engagement is grounded
in its importance concerning the nurturing of positive academic results in students. Subsequently,
the authors intended to determine causes beneficial to positive student engagement as well as,
those contributive to its decline. The provided survey investigated the possible impact of access
to resources, teaching methods, student socioeconomic status, and school initiatives on projected
positive student engagement.
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The compilation of data for the particular survey included the task of disbursing the
survey in electronic form to all parents located in the district. This was the most adaptable and
cost-efficient. The survey was made available in both English and Spanish to ensure inclusivity.
A total of 9,741 parents or guardians responded to the survey, with supplementary efforts made
to enhance participation rates in communities where survey completion was low (Domina et al.,
2021). In order to alleviate bias or potential bias that may come from incomplete survey replies,
the breakdown combined post-ratification nonresponse survey weights. These were created to
allow count for discrepancies in the response rates across varied socioeconomic backgrounds,
racial/ethnic groups, and diverse schools. This significantly limited the risk of bias. The results
demonstrated slight racial inconsistencies in engagement with digital instruction but showed a
significant relationship between the parental level of education and student engagement
(Domina. Et. Al 2021). It was determined that homes with parents or guardians who have higher
education displayed higher levels of student engagement in digital learning. Furthermore, the
survey highlighted the constructive effect of technological resources and efficient instructional
approaches on student engagement.
Being an educator in a public-school setting, nurturing student engagement is an essential
part of academic achievement. Expanding my comprehension through deeper study of strategies
that improve student engagement in virtual learning and as a whole can drive forward academic
success. Exposure to this article provided genuine information about the multitude of variables
impacting student engagement and the obstacles educational institutions, parents, educators, and
students face due to the pandemic. However, Several issues faced as stated in the article, directly
resonate with experiences I’ve experienced with student engagement in my own virtual
classrooms. Students are most engaged when they clearly comprehend the teacher’s
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expectations and when they have the opportunity to take part in decision-making (Delfino,
2019). The article places emphasis on the fact that student engagement goes further than racial
and ethical challenges, but also accentuates the importance of parental expectations, instructional
methods, and student access to technology. Understanding their specific needs helps us to engage
them in the classroom setting whether that be virtually or in-person.
While exploring the complex features of these studies it can be natural to feel that it is
unnerving. However, the biblical scripture in James 1:12 calls us to remember that persistence in
the face of adversity provides the greatest of rewards, reiterating the fact that those who
persevere will consequently reap the benefit. Being educators, it is expected that we reach for
greatness, God holds high expectations for us as well. Thus, it is essential for educators to
approach these difficulties directly to ensure that students of all creeds, colors, learning types and
backgrounds receive meaningful educational experiences.
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References
Delfino, A. P. (2019). Student engagement and academic performance of students of Partido
State University.JAsian Journal of University Education,J15(1), n1.
Domina, T., Renzulli, L., Murray, B., Garza, A. N., & Perez, L. (2021). Remote or
removed:Predicting successful engagement with online learning during COVID-
19.Socius:Sociological Research for a Dynamic World,7,
237802312098820.https://doi.org/10.1177/2378023120988200
Holy Bible, New International Version®, NIV® Copyright ©1973, 1978, 1984, 2011 by Biblica,
https://www.biblegateway.com/passage/?search=James%201%3A12&version=NIV
