Guidelines for Research Article Review Chart



Laura Dickerson_Article Review Chart

Reference |Purpose |Research Questions |Participants |Methods |Data Analysis |Limitations/

Reliability/

Validity |Results/

Findings |Implications | |Insert the reference citation in APA format. |What was the purpose of the study? |What research questions were asked by the authors? |Who participated in the study (e.g., number of participants, age, grade level, race/ethnicity, gender)?

How were the participants selected/

recruited? |Was the study quantitative, qualitative, or mixed method?

If the study was quantitative, what were the independent and dependent variables?

What materials and instruments were used in the study? |How were the data analyzed (e.g., t-tests, correlations, coding strategies, or other data analysis techniques)? |What limitations were reported?

What evidence was reported for reliability and validity? |What results/

findings were reported? |What are the implications for instructional and learning practices?

What suggestions are made for future research?

| |

Akinoglu, O., & Tandogan, R.O. (2007). The effects of problem-based active learning on student’s academic achievement, attitude and concept learning [Electronic version]. Eurasia Journal of Mathematics, Science & Technology Education, 3(1), 71-81. |To determine the effects of problem-based active learning in science education on students’ academic achievement and concept learning. |Does teaching of 7th grade science classes by means of the Problem-Based Active Learning Model bring about significant differences with regard to students’ academic achievement?

Does teaching of 7th grade science classes by means of the Problem-Based Active Learning Model bring about significant differences to students’ attitudes toward science class?

Does teaching of 7th grade science classes by means of the Problem-Based Active Learning Model have any impact on students’ concept learning?

|50 7th grade students in the county of Kadiköy located in the city of Istanbul.

The school was chosen at random, 30 were female and 10 were male. |Quantitative and Qualitative.

The independent variable was the use of Problem-Based Active Learning Model method used in 7th grade science class; the dependent variable was student achievement. Pre/Post test were used to obtain quantitative data while open ended questions and attitude scales were used to obtain qualitative data via surveys. |“T” Tests were carried out regarding the difference in the pre and post test scores as well as in the pre and post attitudes of students of the control and experimental groups. |A reliability coefficient of 0.89 was found for the achievement test.

Limitations of the model included that there may be difficulty changing teaching methods for various reasons such as level of students and classes, time constraints, and available resources. Another limitation is that it can be difficult to assess learning. |Problem-Based Active Learning Model plays a role in regard to increase in academic achievement. The observed experimental group was more successful then the control group which used traditional teaching methods. Conceptual development of the students in the experimental group was affected positively and misconceptions were minimized. |Besides the findings of the success of Problem-Based Active Learning Model, it was also found that the model seems to motivate and increase attention of the students in the class.

Other benefits include the cooperation with each other and positive changes in the students’ social development. | |

Akinsola, M.K., & Animasahun, I. A., The effect of simulation-games environment on students achievement in and attitudes to mathematics in secondary schools. The Turkish Online Journal of Educational Technology,6(3),Article 11. Retrieved June 20, 2008, from |To determine the effect of simulation-games environment on students’ achievement in attitudes to mathematics secondary schools |What ca we use to shape the learning environment? How do we teach mathematics in a way that student can use it, apply it, in general work with it? Which is appropriate didactic approach that will permit students to broaden their conceptions and become aware that mathematics is a dynamic instrument in solving real life problems? |147 11th grade students in two of four secondary schools within Ila-Orangun township of the Local Government Area of Osun State.

|The study was quantitative in that it compared student achievement scores.

The dependent variable was the students’ achievement scores while the independent variable was the introduction of simulation games in the class.

Both the controlled group and the experimental group were taught the same topics for a three week period by the same teacher. The experimental group also used a game-simulation to practice the newly taught skills. |The data was analyzed using analysis of variance. |No limitations were reported.

The result of the co-efficient of reliability was 0.87 for the achievement test using test-retest reliability method. No-significant difference was found during the pretest on achievement and implied that the groups were equivalent in behavior (with a reliability of 0.91 using Cronbach alpha). |Students’ attitude and achievement in mathematics is positively affected by the use of simulation game environment. |That simulation game environment is an important method of teaching which effects students’ achievement in and attitude towards mathematics.

Suggestions for the use of simulation game environment include that idea that the learning environment should change which would include classroom rules and management. Overall mathematic classes should incorporate cooperative learning and role playing. | |

Barker. B., & Ansorge, J. (2007). Robotics as means to increase achievement scores in an informal learning environment [Electronic version]. Journal of Research on Technology in Education, 39,3,229-243. |To examine and compare the pretest and posttest scores of youth in the robotics intervention with youth in a control group. |What is the validity and reliability of the assessment instrument developed for this study?

What is the impact of the robotics instruction in promoting student in learning in science, engineering, and technology (SET) for youth ages 9 to 11 at an after school program? |32 students with an age range of 9-11 from the same Nebraska rural elementary school.

14 students represented the experimental group (participated in afterschool program) while 18 students represented the control group (non participants in afterschool program) |The study was quantitative.

The independent variable was the participation in the robotic afterschool program. The dependent variable was the students’ score on the achievement test.

A pre/post test was used to measure the success of students. |T-tests, Pearson’s correlation coefficient, and Levene’s test for homogeneity of variance were used to see if there was a significant difference in the scores of the control and experimental group and reliability/validity of the tests. |The reliability of the test was 0.87, where the article explained that this indicated an 87% probability that the same score would be achieved again if the student took the test again.

Limitations of the study include time constraints in that the after school program did not complete the robotics curriculum. |The study supports the use of the 4-H robotics program in the afterschool program to teach SET concepts.

The testing instrument used to evaluate is SET concepts is reliable and valid. |The major finding of this study is that the hands on activities help develop a better understanding of SET concepts.

Additional research could be done on if the effects of the robotics program being completed in the home and how the program affects attitudes towards SET in school and possible career. | |

Enomoto, E.K., & Conley, S. (2007). Harnessing technology for school accountability: A case study of implementing a management information system [Electronic version]. Planning and Changing, 38, 3&4,164-180. |To examine the change’s in a California high schools attendance taking procedure and practice |How doe the implementation of an online information system change the procedures of attendance taking? |The participants were all the teachers of a California High School used in this case study. This high school was selected because the current administration was interested in evaluating their attendance taking procedures. |Qualitative

Data was collected by on-site interviews. |Analysis consisted of detailed descriptions of the interview data. |No statement was made on the reliability of validity of this case study. |lines of accountability might be

less clear cut, more intersecting, and ultimately more beneficial for the school |That the implementation of an online information system allowed for schools to make changes necessary for the No Child Left Behind Act (especially in attendance). Further research should be done to see if there are any other positive changes made to daily teacher tasks due to the implementation of the information system. | |

Gonen, S., Kocakaya, S., &Inan, C. (2006). The effect o the computer assisted teaching and 7E model of the constructivist learning methods on the achievement and attitudes of high school students [Electronic version]. The Turkish Online Journal of Educational Technology, 5(4), Article 11, 82-88.

|To determine whether there are any statistical difference in the level of achievements and in the attitudes when students receive computer instruction. |Are there any statistical differences in the level of achievements

and in the attitudes when one group of students received instruction in electrostatics according to the computer

assisted method and the other with 7E model of constructivist learning? |33 first year high school students in a private high school in Diyarbakir.

19 students were in the experiment group (computer assisted instruction) while 14 students were in the control group (only constructivist learning) |Materials: multiple choice question test, Likert type 5 attitude scale, |t-tests were used to analyze the results |Spearman-Brown’s method of division was used to test the reliability of the multiple choice test (0.72)

Cronbach-Alpha internal consistency constant was used to determine the reliability of the attitudes scales (0.81) |Although both the computer assisted instruction and the constructivist learning methods assist in increasing the level of understanding physic concepts, the students belonging to computer assisted instruction are better in the area of knowledge and comprehension. There is no significant difference in the application level of the concepts. |Both models of instruction (computer assisted instruction and constructivist learning methods) benefit the understanding of physics concepts. Students seem to perform better in knowledge and comprehension levels of Blooms taxonomy when taught using the computer assisted instruction method.

Further research should be done on incorporating technology into the constructivist learning method. | |

Kilinc, A. (2007). The opinion of Turkish highschool pupils on inquiry based laboratory activities [Electronic version]. The Turkish Online Journal of Educational Technology, 6(4) Article 6, 56-72. |To determine the effect of inquiry based laboratory activities on photosynthesis by using pupils’ opinions |How does Inquiry Based Laboratory Activities compare with traditional learning? |24 students from Atatürk Anatolian High School |The study was qualitative.

Data was collected using seven inquiry experimental study sheets, the pupils’ opinions survey consisting of six open-ended

question, and two-lesson-hour video records |Answers to the survey were reviewed and categorized. Percentages based on answers were then calculated. |There is no statement about limitations, reliability, or validity made.

|pupils expressed that the inquiry based laboratory activities are more

permanent, enjoyable, and pupil centered than the traditional methods,

students also worked cooperatively more often, even when not asked to

attitudes towards biology also increased positively |The benefits of inquiry based laboratory activities not only include a better understanding of science but also has positive effects on the attitude and other skills (such as cooperative learning) that the students acquire. | |

Li, Q. (2005). Mathematics and at-risk adult learners: Would technology help? [Electronic version]. Journal of Research on Technology Education, 38(2), 143-166. |To examine the effects of computer-assisted instruction (CAI) on adult at-risk learners in mathematics education. |Do adult learners with learning disabilities improve their level of achievement in mathematics studies by engaging with computer-assisted instruction (CAI)?

What benefits and advantages emerged when using CAI with at-risk learners?

What limitations and challenges were identified when using CAI with at-risk learners? |32 learners whose average age was 25 were in two experimental classes.

63% Caucasian, 12% Native Canadians and 25% other ethnic groups and 63% female.

The control group was a class with 16 students.

45% Caucasian, 27% Native Canadians and 28% other ethnic groups and 50% female.

The sample was from an adult high school in Western Canada enrolled in Adult Basic Education (ABE) Program. |The study was both quantitative and qualitative.

The quantitative study was done by academic tests and surveys. The qualitative study was open ended questions during the entry and exit survey.

The dependent variable is the students’ success; the independent variable is the use of CIA.

|Descriptive statistics and t-tests were run for the quantitative analysis.

Qualitative data was triangulated to help answer questions about the benefits and challenges of using technology with at-risk students. |Six correlations were conducted to test for reliability of the testing instruments. They were all found to be statistically significant with the smallest correlation coefficient being 0.58. |Benefits of CIA:

• Increased confidence level

• Increased satisfaction of class and performance

• Transformation of knowledge, skill, and ability

• Online aspect and in class aspect complement each other

• Meets the needs of diverse learners

• Easily allows scaffolding in5 classes

• Visually appealing material

• Reinforces importance of practice in mathematics |There is a positive effect on at-risk adult learners in mathematics.

Concerns of the program include:

• Confusion of terminology

• Confusion of format material is presented

• Possible outside calculations were calculated incorrectly

• Objectives need to be stated clearly

• Test anxiety

• Reading level

| |

Li, Q. (2007). a [Electronic version]. Journal of Research on Technology in Education, 39(4), 377-397. |To critically examine teachers’ and their students’ views about technology integration in schools. |What are students’ perceptions about technology integration in schools? What are teachers’ views about using technology in teaching and learning? What do teachers say about “oversold, underused” phenomenon of technology in schools? |The sample was a convenience sample because the researcher had access to them. The teachers were intentionally selected to reflect a wide range of teaching experience.

15 teachers (from two rural and two urban schools in Canada) and their 450 students were surveyed. |The research was qualitative.

Teachers were interviewed in small groups or individual settings by the researchers, students completed a survey that consisted of questions (statements) that they rated if they disagreed/agreed with in one part, indicated their level of confidence with technology in the second part, and the final part was a free response section with two questions allowing students to put in their own words how technology effected their learning.

|Tallied responses to each question of the survey-the researcher searched for patterns. The researcher then grouped data clips that addressed certain categories (motivation, confidence, beyond school work, pedagogy, efficiency, future preparation, and anti-techno incentive). |No limitations were reported.

Multiple sources from varying perspectives and multiple data-gathering methodologies were used to triangulate date (to insure reliability). The inter-rater reliability was measured as 0.98 for students and 0.85 for teachers. |The difference in the opinion of students and teachers about technology is the major finding of this research. The students listed many reasons that technology should be used and how it benefitted them not only as a learner but preparing them for the future. Teachers seemed to have all the excuses they needed as to why not use technology. The findings show us how teachers are teaching without keeping their students best interest or their own pedagogical views in mind.

|There are many benefits of using technology in the classroom:

• Increased Learning Efficiency

• Diverse approaches to teaching and learning

• Preparing students for the future

• Increased motivation and confidence | |

Martindale, T., Pearson,C., Curda, L.K., & Pilcher, J. (2005). Effects of an online instructional application on reading and mathematics standardized test scores [Electronic version]. Journal of Research on Technology in Education, 37 (4), 349-360. |To examine the impact of FCAT Explorer on student FCAT scores. |Is there a significant effect of online instructional applications on reading and mathematics standardized test scores? |Control schools were matched based on similar characteristics. Schools with the highest program use were selected as the experimental group while schools with no program use were selected as the control group.

Overall, there were 586 fourth graders, 491 fifth graders, 1,370 eighth graders, and 1,505 tenth graders. |This is a quantitative study.

The dependent variable is the standardized test scores of the students while the independent variable is the amount of usage of the program FCAT Explorer.

The mean scores of students from two years of testing were compared to see if there was a significant effect. |Hierarchical analysis of variance and analysis of covariance to compare scores for schools that used FCAT Explorer and schools that did not. |No limitations were reported.

Control schools were matched based on similar characteristics. Schools with the highest program use were selected as the experimental group while schools with no program use were selected as the control group. No statement of reliability was made in this article. |Student scores in elementary schools using FCAT Explorer were significantly higher then schools which did not use FCAT Explorer.

At the high school level, no significant differences were found in student scores between schools that did or did not use FCAT Explorer. |The results were promising in that programs like FCAT Explorer are beneficial but more research and evaluation needs to be done. Things to consider are the amount of time students used FCAT Explorer and in what setting. Also mentioned were preconceived ideas of teachers of how students should score on standardized tests (especially the teachers of older students). | |

Norton, S. (2006). Pedagogies for the engagement of girls in the learning of proportional reasoning through technology practice [Electronic version]. Mathematics Education Research Journal, 18(3), 69-99. |To look at factors that contribute to girls’ disengagement with mathematics and seek pedagogical solutions for this |What are different pedagogic models for integrating mathematics and technology practice? What inferences can be drawn from the data regarding the effect of these models upon student learning and affect?

How can we evaluate the effectiveness of technology practice as a learning environment to teach mathematics? |2 different groups of students were observed during this research.

Year 1 56 Year 7 female students in two public co-ed classes were observed

Year 2 46 Year 6 female students in a private girls’ school were observed

Both schools were in a middle class suburb of Brisbane and were selected by availability and cooperation of the schools. |The study was quantitative and qualitative.

The independent variable is the teaching methods used including technology being brought in to illustrate the mathematics. The dependent variable is the success of the students in mathematics and their attitudes toward mathematics.

Pre and Post test scores were used to evaluate success and surveys were used to evaluate change in attitude. |Basic statistics were used to evaluate the progress of the students. (mean and standard deviation) |No statistical evidence was given about the reliability of this study. |Overall the research showed that bringing in the technology to enhance/illustrate the mathematics had different outcomes. In the first school, it showed no significant difference in the scores. In the all-girls school, it showed a possibility of significance. Both schools showed that a positive change in the female students’ attitude towards mathematics was true.

|4 new concerns were mentioned:

#1 the new methods caused 5 students to change their attitude in a negative

#2 the students did not make the connection of the technology to the math

#3 some students developed negative attitudes towards the activity not the math, due to lack of knowledge of the technology activity

#4 the students felt that they could do more to present their activities such as a make a presentation-to show what they learned but this was not an option | |

Ocak, M. (2008). The relationship between gender and students attitude and experience of using a mathematical software program (MATLAB) [Electronic version}. Turkish Online Journal of Distance Education,7(2). Article 11. Retrieved June 20, 2008, from |To investigate the relationships between gender differences and students’ attitude and experience on MATLAB software. |What kind of models emerge between gender and students’ attitude and experience on software MATLAB? Do gender differences play an important role while students use the MATLAB software program? |70 Calculus I students (3 classes) at three different colleges in Upper State of New York

23 female

37 male

The classes were chosen since they used MATLAB in a class environment. |The research was both qualitative and quantitative.

Surveys were used to find students’ attitudes and prior level of use of MATLAB.

The survey consisted of Likert scaling questions measuring attitude (quantitative) and open ended question about prior use (qualitative). |Pearson Correlation coefficients were used to find the relationship between gender and attitude.

To determine if there is a relationship between attitudes and experience a correlation coefficient was used. |No limitations were reported.

A reliability coefficient of 0.809 was reported were 0.8 or higher is considered as “acceptable” in most Social Science applications. |There is no correlation in gender and attitude towards the MATLAB software.

Students who had a positive attitude toward he software seemed to have high experience on using the program. |For technology to be successful in motivation of students, the students must be familiar with it. The more often a student uses the technology (in this case computer software) the benefits will be seen in their attitudes toward learning (in this case mathematics) and overall achievement. | |

Pucel, D.J., & Stertz, T.F. (2005) Effectiveness of and student satisfaction with web-based compared to traditional in-service teacher education courses. Journal of Industrial Teacher Education, 42, Article 1. Retrieved June 20, 2008 from

|To look at student performance and satisfaction of courses with web-based instruction verses traditional classrooms. |What impact does WBI classes have on student performance and attitude? |44 students in experimental group and 40 students in control group |The study is quantitative and qualitative.

The independent variable is instruction (Web based or traditional) and the dependent variable is student success and attitude.

Material: standardized student course evaluation and different assessments (projects, tests, and final grades) |Two tailed t-test were used to determine significance of WBI. |A limitation of the study is that it is assumed that the students who took the traditional class are similar to the students in the Web Based Instruction class.

“After the courses were developed, the course material was

reviewed by the curriculum coordinator for off-campus offerings,

faculty with expertise and prior experience in teaching the same

courses, representatives from the Minnesota Department of

Education, and the Associate Dean from the College of Education and Human Development, who was responsible for overseeing the development of distance education. Once the courses were approved, each was offered online during a seven-week period between March 2003 and July 2003.” |This study did not find a significant difference in WBI and traditional classes. This means that it did find that WBI classes would be comparable/acceptable as an alternative to traditional classes. |More research may need to be done on WBI courses but that this model used to evaluate WBI courses was very effective and could be used for further research. | |

Sadik, A. (2006). The reality of web-based interaction in an Egyptian distance education course [Electronic version]. The Turkish Online Journal of Educational Technology, 5(1), Article 10, 82-100.

|

Evaluates the reality of interaction in a web-based distance education course.

(Looks at the quantity and quality of the interaction of students) |Does the presence of a tutor/teacher in online discussions affect the quantity and quality of student participation? |The participants were 15-16 year old Egyptian 1st year high school students that were assigned randomly to the experimental group.

24 boys and 8 girls participated in the study. |This study was a quantitative and qualitative analysis of student-peers interaction.

The independent variable was the presence of a tutor in the online class discussions; the dependent variable was the quantity/quality of the students’ participation in the discussions.

Surveys were used to evaluate students’ attitudes. The discussion messages were used to analyze the quantity and quality of the messages. A coding system was constructed based on research in computer conferencing and discussion content.

|Coding strategies were used to analyze the data. |No statement on the reliability was made. |Presence and participation of a tutor in the online discussions had significant effect of the students’ participation in the on-line discussions. There was no significant relationship between the students’ level of participation and the cognitive demands of the discussion. |This study shows that the presence of a tutor/teacher in a discussion group would promote participation of students. This is different from previous research findings so it may be beneficial to examine the settings of the classes and look at the differences in the studies.

The skills that students develop by using the discussion extend to social skills that promote co-operative learning. This is a benefit of the technology that is scene in this study (although not the focus of the research). | |

Tally, B., & Goldenberg. L.B. (2005).Fostering historical thinking with digitized primary sources [Electronic version]. Journal of Research on Technology in Education, 38(1),1-21.

|To examine middle and high school student performance on an online historical thinking assessment task. |How do students describe their current history or social studies class? What historical thinking skills do these students exhibit? |5 middle and high school teachers from private and public schools participated based on invitation for a total of 159 students. They were from both rural and urban schools, various grades of middle and high school and were in both AP and non-AP classes. |This study is qualitative. Researchers evaluated how students performed on digital image analysis tasks which were open ended questions. |Coding strategies were used |No statement was made about reliability or validity. |Students can make historical inferences with prior instruction about the historical era or context.

Students feel more invested in the results of “hands on” learning. |The use of the digital images is a great hands on approach to history similar to the activities used in math and science classes.

Future research should be done if students are practicing true historical thinking behaviors or just repeating a routine in a formulaic way. | |Tezci, E., & Dikici, A. (2006). The effects of digital portfolio assessment process on students’ writing and drawing performance [Electronic version]. The Turkish Online Journal of Educational Technology, 5(2), Article 7,46-55.

|To investigate the effect of digital portfolio assessment process on the drawing and story writing performances |How does the use of digital portfolio assessment effect students performance on the drawing and story writing process? |52 high school students (17 in the experimental group, 35 in the control group) |Quantitative.

A pre and post study evaluation were used to determine the knowledge of the students’ writing performance.

The dependent variable was the students’ writing performance while the independent variable was the use of the digital portfolio rather than traditional methods. |Arithmetical means, standard deviation, t-test, Levene’s Test, andKolmogorov-Smirov Z test |Limitation-the students lack of experience and knowledge of the computer/software/technology they used to create the portfolios.

Correlation among the sub-components of performance rubric were given: (the lowest scores)

Character-0.79

Creativity-.48

Action-.63

Esthetics-.74

Overall the reliability of the drawing performance rubric was 85% with 1 point of difference.

The writing performance rubric was similarly reliable with all results above 70%. |The data of this research show that digital portfolio assessment improves the drawing and writing performances

of the students more. |It is also observed that the live discussion environments made with the students to

determine digital portfolio assessment criteria have improved the cooperative working attitudes of the students.

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