Part 1: Identifying Qualitative and Quantitative Research CharacteristicsUniversity of PhoenixRES/709: Research Conceptualization and DesignPart 1: Identifying Qualitative and Quantitative Research CharacteristicsSergi et al., (2023) investigated how primary school children used metacognitive self-...
Part 1: Identifying Qualitative and Quantitative Research Characteristics
University of Phoenix
RES/709: Research Conceptualization and Design
Part 1: Identifying Qualitative and Quantitative Research Characteristics
Sergi et al., (2023) investigated how primary school children used metacognitive self-
regulated learning processes while completing reading assignments on computers and paper.
Participants from two after-school programs were selected from a public school district in the
southern United States. There were 52 primary kids in Grades 2-5 that participated. Observations
and semi-structured interviews were carried out. Students had a higher tendency to use
metacognitive self-regulated learning abilities while reading from a physical paper compared to
reading from a computer. Computer-based reading across all grades showed a higher prevalence
of control mechanisms such as retrying and graphical representation than paper-based reading.
Students used their scores on a reading assignment to evaluate their success in computer-based
and paper-based reading conditions. The results indicated that students' self-regulated learning
decision-making was impacted by their use of past knowledge, incorporation of multimedia and
verbal cues, and familiarity with the reading platform (Sergi et al., 2023).
The researchers used the epistemology of constructivism to provide insight and
significance into the actuality of computer technology utilization in elementary education (Sergi
et al., 2023). They performed observations and semi-structured interviews in a naturalistic
educational environment to document behaviors and statements. By building rapport with each
participant, they aimed to achieve a more comprehensive level of detail and prevent any
overpowering or disruptive influences, thereby facilitating the emergence of diverse perspectives
,and ideas. Observations and semi-structured interviews were done simultaneously. The
researchers used triangulation of procedures and data to prevent researcher bias. The researchers
used the Junior Metacognitive Awareness Inventory items to perform observations and semi-
structured interviews. Researchers conducted observations to document participants' SRL
, metacognitive actions, queries, notes, and memoranda. The researchers inquired about
participants' self-regulated learning metacognitive practices and cognitive processes using
prompts and follow-up questions throughout the interview (Sergi et al., 2023).
Bilici & Subasi, 2022 used a quantitative approach since data was gathered via closed-
ended sources, including questionnaires and comprehension tests. The investigators in this study
formulated specific questions, designed tools to collect data, and then analyzed the data using
statistical methods. The researchers analyzed the data based on previous projections and research
findings. The final report conventionally demonstrated the researcher's objectivity and absence of
prejudice (Bilici & Subasi, 2022).
The researchers sought to investigate how strategy training, implemented via reciprocal
teaching, impacted EFL learners' reported use and metacognitive awareness of global reading
methods and L2 reading comprehension (Bilici & Subasi, 2022). The researchers aimed to assess
the effectiveness of joint instruction in improving overall reading methods and second language
reading comprehension. Concurrently, an inventory was conducted twice, and the participants
completed three reading comprehension assessments. The gathered data were The gathered data
were analyzed using statistical methods and interpreted in light of relevant literature, following
the guidance of Creswell (2015) and Creswell and Creswell (2018).
The participants of the research were selected in two ways. Initially, 80 students from the
Department of English Language Teaching at a public university participated in a reading
competence exam (Bilici & Subasi, 2022). The results were assessed on a scale of 40 and then
categorized based on the IELTS General Training Reading Band results. The findings showed a
concentration around Bands 4 and 4.5. In the second step of participant selection, individuals
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