Description
Prepare an 8-10 page literature review of six peer-reviewed research studies that address a problem of practice retention in community colleges. For the annotated bibliography, you will summarize and evaluate the six peer-reviewed research studies that address a problem of practice related to retention in Community Colleges in Assessment 1, and that might be improved in your organization or profession. These six articles will include two quantitative, two qualitative, and two action research studies. In addition to evaluating the findings of the studies, you will also compare the quantitative and qualitative research methodologies employed in four articles to the action research methodology used in the two action research studies. Develop the annotated bibliography using the Annotated Template With Instructions for u05a1 [DOCX] Download Annotated Template With Instructions for u05a1 [DOCX]. Complete and submit the Annotated Bibliography assessment using the Assessment Template for u05a1 [DOCX] Download Assessment Template for u05a1 [DOCX]. Begin with including the reference citation for the first quantitative study. Ensure your reference citation is in the hanging indent format. Complete the next section—Purpose and Main Results. Summarize the purpose of the study, the research questions, and the main results. Attempt to summarize or paraphrase as much as possible (see APA, 2020, p. 269). Complete the Evaluation section. Evaluate the study in terms of: Its overall quality and strengths.Any biases and/or limitations in its theoretical framework, literature review, sampling procedures, presentation of the results, and the study’s implications. Its applicability or usefulness to your potential action research proposal you will submit in Week 9 and your potential Applied Improvement Project. Repeat the process for the next five studies in which you first list the reference citation for the next study, followed by completing the purpose and main results or findings, followed by completing the evaluation section. Conclude the annotated bibliography with two sections: Methodological comparison in which you compare your two quantitative studies and two qualitative studies to your two action research studies for striking methodological similarities and differences.
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Annotated Bibliography
Insert your Name Here
School of Public Service and Education, Capella University
EDD8040: Research Design for Practitioners
Insert the Instructor’s Name Here
Insert the Due Date Here (Month, Day, Year)
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Important Writing Instructions
[This assignment needs be written in the third person voice. Do not write in the firstperson voice (I . . .). There should be none of you and your voice in this assignment or the course
project. Do not use awkward language such as The researcher . . . or The learner when referring
to yourself. Do not refer to yourself. Do not write in the second person voice (writing that uses
or implies the language you or your).]
[Always present studies and other literature with past tense verbs (APA 7th ed. section
4.12 pp. 117-118); for example: Smith (2020) conducted . . . Scholarly writing is meant to be
read and interpreted literally. Therefore, please avoid slang, colloquialisms, anthropomorphisms,
and conversational writing (refer to APA 7th ed. pp. 113-125). Instead, be clear, precise, and
accurate in your writing.]
[At the doctoral level, most of your writing should involve summarizing or paraphrasing
the literature. However, for an assignment like this one in which you are asked for the research
questions, you can use direct quotes but use them sparingly. For direct quotes with fewer than 40
words, put quotation marks around the quoted text and include within the in-text citation, the
author’s name, year, and page or para. number from which the quote came. For direct quotes
with 40 or more words, put in block format (See APA 7th ed. pp. 272-273 for guidance and
examples) and include within the in-text citation, the author’s name, year, and page or para.
number from which the quote came.]
[Do not write with bullet points. Instead write in complete sentences developed within
coherent paragraphs. Write clearly and concisely. Use transitional language to smoothly move
the flow of the thought along throughout.]
[Apply APA formatting rules and adhere to APA writing style guidelines.
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Here are two important self-assessment final steps to help ensure you do as well as you can with
the assignment: When you complete your draft, read it aloud to yourself. This step can catch
typos, grammar errors, awkward writing, etc. For a final step – self-assess your assignment by
reviewing the corresponding scoring guide and compare the proficient and distinguished
columns criteria to your draft and revise as necessary.]
Annotated Template with Instructions for Annotated Bibliography for u08a1
Quantitative Study 1
[Include the reference citation for your first quantitative study here. Ensure your reference
citation is in the proper hanging indent format and aligned to APA publication manual 7th
edition formatting rules (refer to Chapters 9 and 10).]
Purpose and Main Results
[Summarize the purpose of the study, the research questions, and the main results.
Attempt to summarize or paraphrase as much as possible (see APA p. 269). When using a direct
quote, ensure you provide complete and correct attributions. Refer to APA 7th ed. pp. 270-274.
This section will typically contain 150 to 250 words.]
Evaluation
[Evaluate the study in terms of (a) its overall quality and strengths, (b) any biases and or
limitations in its theoretical framework, literature review, sampling procedures, presentation of
the results, and the study’s implications, and (c) its applicability or usefulness to your potential
action research proposal you will submit in Week 9 and your potential Applied Improvement
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Project. Support your evaluation with examples and support from the literature. This section will
typically contain 250 to 450 words.]
Quantitative Study 2
[Include the reference citation for your second quantitative study here. Ensure your reference
citation is in the proper hanging indent format and aligned to APA publication manual 7th
edition formatting rules (refer to Chapters 9 and 10).]
Purpose and Main Results
[Summarize the purpose of the study, the research questions, and the main results.
Attempt to summarize or paraphrase as much as possible (see APA p. 269). When using a direct
quote, ensure you provide complete and correct attributions. Refer to APA 7th ed. pp. 270-274.
This section will typically contain 150 to 250 words.]
Evaluation
[Evaluate the study in terms of (a) its overall quality and strengths, (b) any biases and
limitations in its theoretical framework, literature review, sampling procedures, presentation of
the results, and the study’s implications, and (c) its applicability or usefulness to your potential
action research proposal you will submit in Week 9 and your potential Applied Improvement
Project. Support your evaluation with examples and support from the literature. This section will
typically contain 250 to 450 words.]
Qualitative Study 1
[Include the reference citation for your first qualitative study here. Ensure your reference
citation is in the proper hanging indent format and aligned to APA publication manual 7th
edition formatting rules (refer to Chapters 9 and 10).]
Purpose and Main Findings
[Summarize the purpose of the study, the research questions, and the main findings.
Attempt to summarize or paraphrase as much as possible (see APA p. 269). When using a direct
quote, ensure you provide complete and correct attributions. Refer to APA 7th ed. pp. 270-274.
This section will typically contain 150 to 250 words.]
Evaluation
[Evaluate the study in terms of (a) its overall quality and strengths, (b) any biases and
limitations in its theoretical framework, literature review, sampling procedures, presentation of
the findings, and the study’s implications, and (c) its applicability or usefulness to your potential
action research proposal you will submit in Week 9 and your potential Applied Improvement
Project. Support your evaluation with examples and support from the literature. This section will
typically contain 250 to 450 words.]
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Qualitative Study 2
[Include the reference citation for your second qualitative study here. Ensure your reference
citation is in the proper hanging indent format and aligned to APA publication manual 7th
edition formatting rules (refer to Chapters 9 and 10).]
Purpose and Main Findings
[Summarize the purpose of the study, the research questions, and the main findings.
Attempt to summarize or paraphrase as much as possible (see APA p. 269). When using a direct
quote, ensure you provide complete and correct attributions. Refer to APA 7th ed. pp. 270-274.
This section will typically contain 150 to 250 words.]
Evaluation
[Evaluate the study in terms of (a) its overall quality and strengths, (b) any biases and
limitations in its theoretical framework, literature review, sampling procedures, presentation of
the findings, and the study’s implications, and (c) its applicability or usefulness to your potential
action research proposal you will submit in Week 9 and your potential Applied Improvement
Project. Support your evaluation with examples and support from the literature. This section will
typically contain 250 to 450 words.]
Action Research Study 1
[Include the reference citation for your first qualitative study here. Ensure your reference
citation is in the proper hanging indent format and aligned to APA publication manual 7th
edition formatting rules (refer to Chapters 9 and 10).]
Purpose and Main Findings
[Summarize the purpose of the study, the research questions, and the main findings.
Attempt to summarize or paraphrase as much as possible (see APA p. 269). When using a direct
quote, ensure you provide complete and correct attributions. Refer to APA 7th ed. pp. 270-274.
This section will typically contain 150 to 250 words.]
Evaluation
[Evaluate the study in terms of (a) its overall quality and strengths, (b) any biases and
limitations in its theoretical framework, literature review, sampling procedures, presentation of
the findings, and the study’s implications, and (c) its applicability or usefulness to your potential
action research proposal you will submit in Week 9 and your potential Applied Improvement
Project. Support your evaluation with examples and support from the literature. This section will
typically contain 250 to 450 words.]
Action Research Study 2
[Include the reference citation for your second qualitative study here. Ensure your reference
citation is in the proper hanging indent format and aligned to APA publication manual 7th
edition formatting rules (refer to Chapters 9 and 10).]
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Purpose and Main Findings
[Summarize the purpose of the study, the research questions, and the main findings.
Attempt to summarize or paraphrase as much as possible (see APA p. 269). When using a direct
quote, ensure you provide complete and correct attributions. Refer to APA 7th ed. pp. 270-274.
This section will typically contain 150 to 250 words.]
Evaluation
[Evaluate the study in terms of (a) its overall quality and strengths, (b) any biases and
limitations in its theoretical framework, literature review, sampling procedures, presentation of
the findings, and the study’s implications, and (c) its applicability or usefulness to your potential
action research proposal you will submit in Week 9 and your potential Applied Improvement
Project. Support your evaluation with examples and support from the literature. This section will
typically contain 250 to 450 words.]
Methodological Comparison
[Analyze and describe the most striking methodological similarities between your two
quantitative studies and your two action research studies. Analyze and describe the most striking
methodological similarities between your two qualitative studies and your two action research
studies. Analyze and describe the most striking methodological differences between your two
quantitative studies and your two action research studies. Analyze and describe the most striking
methodological differences between your two qualitative studies and your two action research
studies. Support your evaluation with examples and support from the literature. This section will
typical contain 250 to 450 words.]
Practical Application
[Briefly describe how what you learned from the studies can be applied to your action
research proposal. Describe how you will incorporate or synthesize what you learned from the
studies into your action research intervention or other aspects of the action research proposal.]
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School of Public Service and Education, Capella University
EDD-FPX8040: Research Design for Practitioners
Assessment 1
1/1/24
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Area of Interest
The area of interest chosen for analyzing the organizational process and needs
improvement is the declining retention rate at Community Colleges at Santa Rosa Junior
College. The issue of declining student retention at SRJC involves a complex interplay of
various system components. These parts include structural and human factors within the
educational establishment. Bases of decline include program efficacy competitiveness,
demographic shifts, and support services. These institutional infrastructure and policies shape
students ‘educational experiences (Barrett et al., 2019). In these entities, human elements are
connected to these stakeholders, like faculty members, students, and admissions officers, who
directly or indirectly impact the retention of students. This complex interplay between these
structural and human components makes for a complicated system in which changes in one
aspect quickly ripple to other parts of the organizational arena. Low retention rates affect the
morale of institutions. Despite motivation to better themselves, the students have competing
familial and job obligations to prioritize over attending classes. As a result, students drop out of
the program. Retention rates at SRJC represent a crucial metric for evaluating the institution’s
effectiveness in supporting students through their academic journeys. The persistently high
dropout rates signal a systemic issue that requires careful examination. The importance of
community colleges as vehicles for upward mobility and workforce development heightens the
urgency to address this challenge.
GAP Analysis
Gap analysis can be a powerful tool for designing a research project on declining student
retention rates at community colleges.
Here’s how it can be used:
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1. Identify the Retention Gap:
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Defining the desired target retention rate for SRJC. This is based on national
benchmarks, regional data, or historical averages.
•
Comparing this target rate with the current retention rate to identify the “gap” in
student retention. Looking at specific student groups, academic programs, or
demographics to determine if the gap is distributed evenly or concentrated in certain
areas.
2. Analyze Contributing Factors:
•
Researching existing literature on factors influencing student retention in community
colleges. This will include academic challenges, financial difficulties, lack of
engagement, career uncertainty, and personal issues.
•
Conducting interviews or surveys with students who have dropped out or are at risk
of leaving to understand their reasons for departure. This qualitative data offers
valuable insights into the factors contributing to the gap.
•
Reviewing institutional data on academic performance, financial aid usage, student
support services utilization, and demographics to identify potential correlations with
retention rates.
3. Prioritize Potential Interventions:
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Based on the research and data analysis, identifying potential interventions that could
address the key factors contributing to the gap. This could involve academic support
programs, financial aid adjustments, mentoring initiatives, career guidance services,
improved advising, or changes to the learning environment.
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•
Evaluate each intervention’s feasibility and potential impact using cost-benefit
analysis, existing research on similar programs, and stakeholder input.
•
Prioritize interventions based on their potential to close the gap, feasibility, and costeffectiveness.
4. Designing the Research Project:
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Focusing research questions on the specific intervention(s) that need to be evaluated.
Considering questions like: “Does implementing X intervention improve student
retention in Y program?” or “What are the cost-effectiveness and long-term outcomes
of Z intervention on student persistence?”
•
Developing a research methodology that measures the impact of the chosen
intervention(s) on student retention. This could involve quantitative methods like preand post-intervention surveys, statistical analysis of student data, or qualitative
methods like in-depth interviews with participants.
•
Ensure the research design is rigorous and ethical, addressing potential biases,
obtaining informed consent from participants, and protecting their privacy.
A research project that makes a real difference in addressing the issue of declining
student retention rates at SRJC can be established by applying gap analysis. The key is to use
data and evidence to guide decisions and focus research on interventions with the highest
potential for success.
Should a Gap Analysis be developed?
Although developing the problem of practice without conducting a GAP analysis may be
possible, it is viewed as a crucial step in research and problem-solving processes and, therefore,
not recommended. Let’s explore both perspectives.
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Possible without Gap Analysis:
1. Innovative Ideas: Sometimes groundbreaking ideas or innovative solutions arise from a
fresh perspective without relying on existing gaps.
2. Exploratory Research: Researchers may explore novel ideas with unclear gaps in
certain experimental studies.
Crucial Role of Gap Analysis:
1. Identifying Needs: Gap Analysis helps identify gaps or deficiencies in existing
knowledge practices, highlighting the need for further investigation.
2. Targeted Research: Conducting the Gap Analysis ensures that research efforts are
targeted and address specific gaps in current understanding or practices.
3. Literature Review Support: Scholarly sources emphasize the importance of a thorough
literature review to identify gaps in existing knowledge.
4. Evidence-Based Decision Making: Gap Analysis provides an evidence-based
foundation for decision-making and problem formulation. (Pan, 2008)
The benefits of performing the gap analysis before tackling this research far outweigh the
alternatives.
How Gap Analysis Illuminates Community College Research
Declining student retention rates at SRJC pose a significant challenge, demanding
strategic research to identify effective interventions. Gap analysis emerges as a potent tool,
guiding the design of a research project that bridges the chasm between current reality and
desired outcomes.
Pinpointing the Retention Divide:
The journey begins with defining the target: the ideal retention rate, which is the goal for
SRJC. Benchmarking against national averages, regional data, or our historical performance
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informs this goal. Then, a stark but crucial step – quantifying the gap. Comparing the target rate
to the current reality clearly shows the underperformance. Further delving into specific student
groups, academic programs, or demographics reveals whether the gap is uniform or
concentrated, highlighting areas demanding focused attention.
Unveiling the Factors Behind the Gap:
No solution thrives in a vacuum. Thus, delving into the determinants of student departure
proves essential. A rich tapestry of existing research on community college retention offers a
starting point. This tapestry threads academic challenges, financial burdens, disengagement,
career uncertainty, and personal struggles, providing a glimpse into potential culprits. But paper
research isn’t enough. Listening to the firsthand accounts of those who left or are at risk of going
becomes vital. Structured interviews or surveys with such students unveil their reasons for
departure, offering invaluable qualitative data that existing research might miss. This data
illuminates the lived experiences driving the gap, ensuring interventions address real-world
concerns. Finally, the whispers within the organization cannot be ignored. Analyzing internal
data on academic performance, financial aid usage, student support services utilization, and
demographics can reveal hidden correlations with retention rates. Perhaps low grades in a
specific course disproportionately impact a particular student group, or underutilized support
services hold untapped potential for boosting their success.
Prioritizing Potential Solutions:
With a comprehensive understanding of the gap and its contributing factors, the time
comes to identify potential interventions that can bridge the divide. Armed with research and
data analysis, you can tailor solutions to address the specific challenges identified. Consider
academic support programs for struggling students, financial aid adjustments to ease the burden,
mentoring initiatives that foster a sense of belonging, career guidance services that illuminate
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future pathways, improved advising for personalized support, or even modifications to the
learning environment.
According to Tinto, 1993, not all interventions are created equal. The cost-benefit
analysis becomes crucial as each option’s feasibility and potential impact are evaluated. Existing
research on similar programs can offer valuable insights into expected outcomes. At the same
time, input from stakeholders like faculty, administrators, and student government
representatives can provide additional perspectives on practicality and potential roadblocks.
Ultimately, prioritization based on the gap’s size, intervention feasibility, and cost-effectiveness
ensures research focuses on solutions with the highest potential for tangible change.
Building a Research Bridge:
Now, a research project honed to evaluate the effectiveness of chosen interventions can
be created. This involves focusing research questions on the specific solution that will be studied.
Will implementing the targeted academic support program in X program improve student
retention rates? Does Z intervention lead to better long-term outcomes for at-risk students,
justifying its cost (Anthony, 2002)
The methodological bridge across the research gap lies in the chosen study design.
Quantitative methods like pre- and post-intervention surveys or statistically analyzing student
data can offer compelling evidence of the intervention’s impact. Conversely, qualitative methods
like in-depth interviews with program participants provide deeper insights into their experiences
and how the intervention affects their journey. A rigorous and ethical research design that
addresses potential biases obtains informed consent, and protects participant privacy is
paramount.
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References
Anthony, L. P., & Astin, A. W. (2002). Reducing the gaps in student retention: What institutions
do that matter? The Journal of Higher Education, 73(4), 663-6
Barrett, P., Treves, A., Shmis, T., & Ambasz, D. (2019). The impact of school infrastructure on
learning: A synthesis of the evidence.
Pan, M. L. (2008). Toward evidence-based information systems doctoral programs. Journal of
Information Systems Education, 19(4), 431–440.
Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition (2nd ed.).
University of Chicago PressBraxton, J. M., & Hirschy, A. S. (2005). Understanding and
reducing college student departure. Jossey-Bass.
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