Individual Focused Learning for Better Memory Retention Through

Individual Focused Learning for Better Memory Retention
Through Experience
CONFIDENTIAL
GCU – For Internal Use Only
1
Literature Review: Background to the Problem
10/9/2019
Cognitive theory focuses on experiences in three looping
processes, comprehension, memory, and application
According to Goossens (2020), cognitive theories in learning is
affected by biology, environment, and social constructs
Bottom-up and top-down influences define experience of
learning and thus memory and its retention (Tyng et al., 2017)
Comprehension is interpretative with different people and
methodologies of gaining skills require support for better
retention of knowledge (Ford et al., 2020)
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Objective:
The outline on this slide is used in the Prospectus to develop the
Background of the Study in Chapter 1 and the Background of
the Problem Space in Chapter 2.
Slide Requirements:
Use either a bulleted format or table format
Describe what is already understood about the problem -

Historically, memory retention is dependent on biology, social
determinants, and educational roles (Berger et al., 2012)
Present findings from prior research related to the history of the
problem space – individual are unique by circumstances,
cognition development is different for each person hence
memory retention and its experiences are unique. In education
sector today, curriculum caters to meeting outcomes of the
larger group with less focus on individual pace of learning.
Focus on:
When the problem started – generalization of education and
learning environment through general curriculum tends to
segregate some learners
What has been discovered about the problem - According to
Tyng et al. (2017), “the effects of emotion on learning and
memory are not always univalent” it points to the fact that
progression is a personal journey such that how learning is
understood is directly linked to how it is taught, the
environment it is taught in, and the emotional attachments of
information processing. Therefore, productivity in learning can
only be attained by training and task definition which can be
versatile form one person to another.
The current state of the problem – Development of separate
special classes for students with learning challenge is beneficial
but with poor education systems, the program could be
detrimental for the future especially in self teaching learners.
With guidance for retention of knowledge being a taught skill,
ineffective environments and lack of support could be
detrimental especially to disadvantaged communities
Support information with APA compliant in-text citations in
your slide, and then make sure to include the full reference for
the citation in the List of References slide (last slide of this
presentation)
2
Literature Review: Problem Space

10/9/2019
Perception plays a very important role in motivating learners
It is build on the foundation of the dynamics of instructor -
student relationship hence role based participation
The participation is founded on trust, in the system and its
guiding parameters (Andrews et al., 2020)
Is there the institutional capacity to promote progression,
knowledge retention, and educational implications?
Examination of expectation presents a set of needs that must be
understood within identification of learning mechanisms
(Bernacki et al., 2020)
CONFIDENTIAL
Dropouts making it big in technology fields and platforms like
YouTube providing other opportunities have impacted learning
has seen more formal education reduce. Increasing virtual
communities has provided several chances for self teaching and
instructional learning. However, what they have facilitated the
most is gaining information and skills at the learners pace and
based on discipline and self motivatio n.
Objective:
This slide is used to develop the Problem Space section in
Chapter 2. The outline on this slide is used in the Prospectus to
develop the Background of the Study in Chapter 1 and the
Background of the Problem Space in Chapter 2.
Slide Requirements:
In 3-5 bullets, describe what still needs to be understood related
to the topic from empirical literature or research.
Use empirical literature dated primarily within the past 5 years.
Identify and support what still needs to be understood regarding
the problem space through a combination of arguments:
Professional and/or broader societal need identified in the
literature

Directions for future research based on limitations,
recommendations, and/or conflicting findings
Synthesis of broader topics to study in combination
presentation)
Slide Requirements:
Use the following steps to complete the Table above:
Step 1: Define the Perspectives to be used.
Step 2. Identify what is known (in the literature).
Step 3. Identify what is unknown or needs to be better
understood.
Step 4. Develop a need statement for each perspective.
Step 5. Synthesize the points into a need statement.
Step 6. Develop a problem statement.
3
Literature Review: Theoretical Foundations
10/9/2019
Biology links episodic memories as instrumental in individual
capabilities to comprehend and retain information (Palombo et
al., 2018)
Integral part of the learning process is to explore task
orientation as essential for conscious modulation of individual
differences (van Abswoude et al., 2018)
Therefore, supported cognition development at any level allows
for self-development and actualization necessary for
contextualization of successful education (Andrews et al., 2020)
CONFIDENTIAL

In consideration of theories that may apply to emphasize that
memory retention is a cognitive element to be nurtured
- Cognitive learning theory points to individual mental
influences being affected by supplemental training
- Social cognitive theory emphasizes that environmental
influences provide room for observational learning
Cognitive behavioral theory defines mental processing as led by
interpretation of experience and event
Direct gaining of cognitive skills is implementable in actively
self driven participation, and questioning and memory retention
can only be facilitated by moderation of student relationship
with learning (Loprinzi et al., 2019). As such, classroom
practices and engaging cycles of continuity provides
opportunity for cognition to be balanced through dynamic
structural integration for improvement, and generating
knowledge (Andrews et al., 2020)
Objective:
Identify the laws, theories, models, and/or concept that will be
used to develop the study variables and research
questions/hypothesis, and to guide data collection. In the
Proposal this information is used to develop the research
questions for chapter 1 and 3. It is expanded significantly in
Chapter 2.
Slide Requirements:
There should be one slide on each model or theory in outline
format.
Include a visual of the model or theory if it is available.
Focus on describing the theory and not on discussing how it has
been used in prior studies.
Define study variables based on theory or model, then develop
research questions/hypotheses that align to the theory/model

and variables.
presentation)
Hints:
Two ways to find models or theories for both quantitative and
qualitative research are:
Find studies related to your topic and see what theoretical
foundation theory, model, or concept they used. Then research
it or find a quantitative instrument that is used to collect data on
it.
Look for validated quantitative instruments that measure
variables you are studying from either a quantitative or
qualitative approach; then do a Google or Google Scholar
search that combines the name of the instrument and the term
“validation study” or “validity”. This document will explain the
model behind the instrument, trace it back historically to the
creator of the initial model or theory. For the quantitative
studies, use the instrument article to provide the reliability and
validity statistics for the instrument.
For each theory and or model, provide an explanation of the
theory, one sentence to describe the components/dimensions
within the theory/model, and one sentence to explain how the
theory(s)/model(s) will be used to form your study.
4
Literature Review: Theoretical Foundations
According to Yang et al., (2021) Control condition is the
learning environment are stimulated by a variety of elements
Material provision for competency matching
Corrective feedback centered on constructivism
Repetitive testing
Experimental learning processes

This can only be possible with positive relation of factors that
allow for memory encoding and consolidation based on learner
characteristics (Loprinzi et al., 2019)
CONFIDENTIAL
Based on Yang et al., (2021) quantitative study the theories
accounting for memory retention in classroom setting include
additional exposure, transfer-appropriate processing, and
motivation. They facilitate better remembering of learned
elements and in ways that are unique to the learner hence reli ant
in actual knowledge, concept comprehension, and knowledge
application.
The timing of acute exercise plays an important role in the
exercise-memory interaction. Various exercise- and participant-
related characteristics moderate this temporal relationshi p.
With recognition of these three aspects the problem statement
therefore provides the opportunity to loo at
Acquisition of cognitive skills through learning – Learner and
instructor responsibility (Heavy responsibility on learner if
individual focused learning model is used)
Development of competency skills through instructional
learning – Instructor (heavy responsibility relying on providing
necessary resources)
Stimulation of positivity favors systemic changes in learning –
Learner and Instructor (Learner opens about their comforts and
tutor allows safety and stimulation of motivation)
Objective:
In the Proposal this information is used to develop the research
questions for chapter 1 and 3. It is expanded significantly in
Chapter 2.

Slide Requirements:
There should be one slide on each model or theory in outline
format.
Include a visual of the model or theory if it is available.
Focus on describing the theory and not on discussing how it has
been used in prior studies.
Hints:
Two ways to find models or theories for both quantitative and
qualitative research are
Find studies related to your topic and see what theoretical
foundation theory, model, or concept they used. Then research
it or find a quantitative instrument that is used to coll ect data on
it.
Look for validated quantitative instruments that measure
variables you are studying from either a quantitative or
qualitative approach; then do a Google or Google Scholar
search that combines the name of the instrument and the term
“validation study” or “validity”. This document will explain the
model behind the instrument, trace it back historically to the
creator of the initial model or theory. For the quantitative
studies, use the instrument article to provide the reliability and
validity statistics for the instrument.
Literature Review: Review of LiteratureMajor TopicTopic
DescriptionEmpirical Sources APA Formatted
ReferenceAcquisition of cognitive skills through learning Direct
gaining of cognitive skills is implementable in activel y self
driven participation, and questioningAndrews et al., 2020
Sepp et al., 2019Development of competency skills through
instructional learningDemonstrative capabilities attained
through retained memories requires purposeful awareness for
distinctive supportWake et al., 2020

Apaydin & Hossary, 2017Stimulation of positivity favors
systemic changes in learningPsychological responsive
mechanism are ingrained within recognizing gaps and thus a
necessity for transitional mainstreaming of cognitive element in
instructionsWarsah et al., 2021
Pilotti et al., 2019
Apaydin & Hossary, 2017
CONFIDENTIAL
The three areas that touch on each of the three cognitive aspect
are defined by the major topics. The authors supporting this fact
center their studies on biology, neurophysiology, and
psychological studies when trying to explain response and
behavioral aspect. Within this, they touch on the stimulation of
better learning modalities that can be mainstreamed within
instructive teaching of individuals as a means to facilitate better
information retention. Most importantly, the support the
discussion on transferability of knowledge being linked directly
to both internal and external circumstance hence can be
hindered or supported to grow as experiences to develop skills
hence better recollection in future when needed. With
diversification of education spaces seen with the Internet of
Things in modern day, this is essential to cultivate
nondiscriminatory learning and teaching environments.
Objective:
This slide is used to provide an outline of the topics that will be
included in the Review of Literature section, which is 30+ pages
in Chapter 2.
Slide Requirements:
Column 1: Identify 3-5 major topics in the literature related to

the proposed problem space, perspectives/topics (Use the list
from the Problem Space slide)
Column 2: Write 1-2 sentences defining/describing each topic
Column 3: Provide at least 3 current empirical sources (ideally
within the past 5 years) supporting each topic
Hints:
For quantitative studies, topics could include:
Research describing societal, community, or professional
issues/needs
Research on the broad population and why the topic is relevant
Studies describing and/or relating the topics associated with the
variables
Studies on the instruments used to collect data
Studies defining the need from an organizational perspective
Studies similar to the topic
Studies on related research such as factors associated with the
themes
6
Problem Statement
There is thus a need to understand how individual focused
learning promotes better memory retention through experience
Individual focused learning stimulates self disciplined learning
Individual focused learning self actualization in the scholarly
sector hence innate motivation
Individual focused learning provides experiences that connect
memory to specific scenario at a sentimental level
10/9/2019
CONFIDENTIAL

While literature indicates that success has been attained with in
class theoretical learning, cognitive theory and its progression
has shown that practicality breeds better memory retaining.
There is thus a need to understand how individual focused
learning promotes better memory retention through experience
Thematically, responsiveness of learning are ingrained in
transitional mainstreaming recognized through support
mechanism hence gaps hindering cognitive growth (Warsah et
al., 2021, Pilotti et al., 2019, Apaydin & Hossary, 2017).
Purposeful awareness facilitates retained of memories through
demonstrative capabilities acquired by distinctive support.
Stimulation of learning modalities can be mainstreamed within
instructive teaching and role identification by individuals for
better information retention (Sepp et al., 2019)
Objective:
This slide is used to provide the problem statement, which will
be expanded upon in the Chapter 2: Problem Statement section.
Slide Requirements:
State the specific problem for research with a clear declarative
statement.
Alignment: The problem statement must align with the
established problem space as described on previous slides.
Alignment: The research questions must be based on the
problem statement as well as the theoretical foundation.
Hints:
Some examples of how to phrase a problem statement include:
It is not known how or why…
Based on what is known in the empirical research literature,
_____ is still unknown/what still needs to be understood is…

While the literature indicates ____________, it is not known in
(school/district/organization/c ommunity) how/why __________.
Use this Slide for Quantitative Studies:
Variables
10/9/2019VariableConceptual DefinitionOperational
DefinitionMeasurement LevelInstrument/Data SourceIndividual
focused learningHigher education learnersNumber of students
NominalQuestionnaireMemory retentionHigher education
learnersTest scoresOrdinalQuestionnaire
CONFIDENTIAL
To understand how individual focused learning promotes better
memory retention through experience reaching out to the
learners themselves and collection of data about their
experiences is the best approach. This means collection of data
through questionnaires with focus on why student would chose
research based studies over theoretical class work studies, what
learners remember the most about there studying and why they
can easily remember that over others is an important insight
into individual driven to learning and their facilitators.
Nominal level of measurement - Learners choosing research
based learning/program of study (preference of studying)/Type
of study (curriculum theoretical based study, research based
study)
Ordinal Measurement Level - Category of scores, educational
status(completed doctoral program, still in doctoral program,
dropped out of doctoral program, took longer)
Objective:
State and define each variable in table format. The table is used
in Chapter 3: Research Questions and Hypotheses in the
dissertation template.

Slide Requirements:
Complete the table for each variable.
Included citations as appropriate.
Hints:
The conceptual definition is ‘what does it mean’. For example,
a conceptual level of a variable in a school setting may be
student achievement.
An operational level is how the researcher will measure the
variable to reflect the conceptual definition. The operational
level of the variable for student achievement may be the test
score on a final exam, which ranges from 0 to 100.
The measurement level is whether the variable is nominal,
ordinal, interval, or ratio.
8
Use this Slide for Quantitative Studies:
Research Questions and Hypotheses
RQ1: Individual focused learning promotes better memory
retention in doctoral learners in the long run
H10- Individual learning provides better memory retention
H1A- Individual learning does not provide better memory
retention
RQ2: Does research based learning as individual focused model
promote better retention of memory of the experience and skill
H20- Research based learning promotes retention of memory of
skill and experience
H2A -Research based learning promotes retention of memory of
skill and experience
10/9/2019
CONFIDENTIAL

The first research question looks at the generalization of
individual focused learning by not specifying the model f
learning. On the other hand, research based learning is a self
driven learning with little to no strict curriculum, and supports
hands-on experience in learning hence using it as model of
learning, it can eb understood whether the discipline in the
student or the mode of instruction is instrumental in memory
retention
Objective:
State and define each research question and hypothesis. This
information is expanded upon in Chapter 3: Research Questions
and Hypotheses in the dissertation template.
Slide Requirements:
State the research question(s) and hypotheses guiding the
proposed study.
Define the variables within the RQs and hypotheses.
Alignment: Research questions must align with the problem
statement presented on the previous slide and the theoretical
foundations.
A minimum of two sets of hypotheses is required.
Hints:
Do not introduce new constructs in the research questions that
were not introduced in the problem statement or theoretical
foundation.
One research question may have more than one set of
hypotheses.
9

Methodology Justification
QuantitativeQualitativeSeminal sources describing quantitative
methodology:
Capability and controls are important when it comes to
standardization of competency modulation of learners. As such,
understanding value in the scholarly setting requires a look at
metacognition at a specific population (Pilotti et al., 2019)
An example for a population that have been practicing
individual focused learning contextualizes the response of
facilitates learning through positive reinforcement. Therefore
individual circumstance is an important aspect to consider as
factor that may support or derail learning (Wake, et al.,
2020)Seminal sources describing qualitative methodology:
Tyng et al., (2017) substantiates that emotional connection and
cognitive processes are linked and within that define
modulation of memory and reasoning
Sepp et al. (2019) emphasizes that expansion of learning and
instruction is assessment based and within that facilitation of
interaction and resource creates an chance for opportunistic
control of sensory retention hence memory but it requires
assistive models for assertion of learning.
Justification for quantitative:
The research is based on human behavior and having a simple
size is essential as it can be collected quickly and be easily
replicated (Queirós et al., 2017)Justification against qualitative:
Qualitative research presents a challenge as it cannot be
statistically representative hence can easily be dismissed
Open ended questions can fail to pinpoint exact outcomes and
thus data can easily be lost with lessened accuracy (Rahman,
2020)
CONFIDENTIAL

Recognition that the prediction of performance of an individual
in a scholarly setting can only be achieved by recognizing the
individual input and thus their capability as essential to
improving their state. In this way, the research brings to
attention the fact that metacognition forms memory retention
and can only be done effectively through practice and repetition
with quantifiable data from a specific population
Objectives:
The approach on this slide is used to justify the methodology
using methodology articles and resources
The information presented on this slide is used to develop one
of the three paragraphs comprising the methodology section in
Chapter 3. In addition, a second paragraph is added justifying
why the opposite methodology is not as appropriate. A third
paragraph is developed that uses similar and related empirical
articles to justify the proposed methodology for the study
Slide Requirements:
Present 2-3 seminal sources describing quantitative
methodology (Top Row – Left Box)
Justify why either qualitative or quantitative methodology is
appropriate based on those sources (Bottom Row - Left Box)
Present 2-seminal sources describing qualitative methodology
(Top Row - Right Box)
Justify why either qualitative methodology is not as appropriate
based on those sources (Bottom Row - Right Box)
Hint:
Do not summarize prior research in this slide
First, find citation(s), then, develop argument(s) based on the
research articles.
Justify methodology from methodology articles
Justify methodology from empirical studies. For example,
current empirical studies, foundational studies, government

studies
Justify why the alternative methodology is not suited for your
study. Use empirical evidence.
10
Feasibility - Slide 1
Resources for study:
Permission from head of school - Authorization will be required
form the institution in requesting permission to carry out the
questionnaire and observation in their premises.
Access to program administration records – just the data on
number of learners
Time and access to quantitative data of similar research that
have been done
Ethical Concerns:
The biggest would be in data acquisition. The administration
would likely question need for data of students and would
required commitment to not misuse
Consent is important and thus voluntary participation needs to
be sought for the participants
CONFIDENTIAL
Objectives:
Identify and discuss the feasibility of your proposed study based
on the Feasibility & Benefits Checklist located in the
Dissertation Template appendices.
The information on this slide will be used to inform the Ethical
Considerations section in Ch. 3.
As part of preparation for this slide, you will complete the
Feasibility & Benefits Checklist located in the dissertation

template appendices, a required appendix in your dissertation.
Slide Requirements:
Complete the following bullets in order of presentation:
Resources for Study:
What, if any, authorization(s) are required as well as how you
will obtain authorization? If no authorization is needed, why
not?
What, if any, access to site resources will you need? (i.e.,
building access, computer programs, etc.)
Additional trainings necessary (i.e., instrument certifications,
etc.)
Any other resources you will need to complete this study.
Ethical Concerns/Considerations:
What risks, if any, are present? How will you mitigate these
risks?
What benefits are there to participants?
Study Alignment with Program:
Identify your degree program
Describe how your study aligns with your overall degree
program (i.e. Business Administration, Organizational
Leadership, General Psychology, etc.).
Feasibility Concerns:
What obstacles might you face, and what are your backup
plans?
Based on the information you have learned, is your study
feasible? Why or why not? How can you make your study more
manageable?
Hints:
Visit https://dc.gcu.edu/irb for additional resources and
information
Feasibility – Slide 2
Study Alignment with Program (Identify Program of Study):
Doctor of Philosophy in General Psychology with an emphasis

in Cognition & Instruction
Understanding cognition development as facilitated by
individual focused learning covers both cognition study and
instruction
The obstacles that might be faced include refusal for
participation by sample population, potential financial input,
and time constraints
However, the study is feasible as there is already existing
population
For contextualization, narrowing down the research to only one
location would help manage it
CONFIDENTIAL
The research population would easily be managed by focusing
on only the outcomes of individual focused learning through
research based models of education in our institution only.
Objectives:
Identify and discuss the feasibility of your proposed study based
on the Feasibility & Benefits Checklist located in the
Dissertation Template appendices.
The information on this slide will be used to inform the Ethical
Considerations section in Ch. 3.
As part of preparation for this slide, you will complete the
Feasibility & Benefits Checklist located in the dissertation
template appendices, a required appendix in your dissertation.
Slide Requirements:
Complete the following bullets in order of presentation:

Resources for Study:
What, if any, authorization(s) are required as well as how you
will obtain authorization? If no authorization is needed, why
not?
What, if any, access to site resources will you need? (i.e.,
building access, computer programs, etc.)
Additional trainings necessary (i.e., instrument certifications,
etc.)
Any other resources you will need to complete this study.
Ethical Concerns/Considerations:
What risks, if any, are present? How will you mitigate these
risks?
What benefits are there to participants?
Study Alignment with Program:
Identify your degree program
Describe how your study aligns with your overall degree
program (i.e. Business Administration, Organizational
Leadership, General Psychology, etc.).
What obstacles might you face, and what are your backup
plans?
Based on the information you have learned, is your study
feasible? Why or why not? How can you make your study more
manageable?
Hints:
Visit https://dc.gcu.edu/irb for additional resources and
information
List of References
Andrews, R., Hayes, L., Kilgore, K., MacDonald, M., & D.
Gabbard, C. (2020). Dynamic Structural Integration: A
Metaphor for Creating Conditions to Facilitate Teacher-
Centered Organisational Learning. Professional Development in
Education, 46(4), 622-637.
Apaydin, M., & Hossary, M. (2017). Achieving metacognition

through cognitive strategy instruction. Interna tional journal of
educational management.
Ashman, A. F., & Conway, R. N. (2017). Cognitive strategies
for special education: Process-based instruction. Routledge.
Bernacki, M. L., Greene, J. A., & Crompton, H. (2020). Mobile
technology, learning, and achievement: Advances in
understanding and measuring the role of mobile technology in
education. Contemporary Educational Psychology, 60, 101827.
CONFIDENTIAL
Slide Requirements:
Include a fully APA 7.0 correctly formatted reference for each
citation used in the preceding slides. Add an additional List of
References slide as needed so that ALL citations in your
presentation are listed.
List of References
Berger, J. B., Blanco Ramirez, G. & Lyon, S. (2012). Past to
present: A historical look at retention. In A. Seidman (Ed.),
College Student Retention: Formula for Student Success, 7-34.
Lanham, MD: Rowman & Littlefield
Ford, T. G., Lavigne, A. L., Fiegener, A. M., & Si, S. (2020).
Understanding district support for leader development and
success in the accountability era: A review of the literature
using social-cognitive theories of motivation. Review of
Educational Research, 90(2), 264-307.
Goossens, L. (2020). Theories of adolescence. In Handbook of
adolescent development (pp. 11-29). Psychology Press.
Loprinzi, P. D., Blough, J., Crawford, L., Ryu, S., Zou, L., &
Li, H. (2019). The temporal effects of acute exercise on
episodic memory function: Systematic review with meta-
analysis. Brain sciences, 9(4), 87.
Palombo, D. J., Sheldon, S., & Levine, B. (2018). Individual
differences in autobiographical memory. Trends in Cognitive

Sciences, 22(7), 583-597.
CONFIDENTIAL
Slide Requirements:
List of References
Pilotti, M. A., El Alaoui, K., Mulhem, H., & Al Kuhayli, H. A.
(2019). The illusion of knowing in college: A field study of
students with a teacher-centered educational past. Europe's
Journal of Psychology, 15(4), 789.
Queirós, A., Faria, D., & Almeida, F. (2017). Strengths and
limitations of qualitative and quantitative research methods.
European journal of education studies, 3(9). DOI:
http://dx.doi.org/10.46827/ejes.v0i0.1017
Rahman, M. S. (2020). The advantages and disadvantages of
using qualitative and quantitative approaches and methods in
language “testing and assessment” research: A literature review.
Journal of Education and Learning, 6(1). 102. Canadian Center
of Science and Education
Samuel, R. (2012). Theatres of memory: Past and present in
contemporary culture. Verso Books.
Sepp, S., Howard, S. J., Tindall-Ford, S., Agostinho, S., & Paas,
F. (2019). Cognitive load theory and human movement:
Towards an integrated model of working memory. Educational
Psychology Review, 31(2), 293-317.
CONFIDENTIAL

Slide Requirements:
List of References
Tyng, C. M., Amin, H. U., Saad, M. N., & Malik, A. S. (2017).
The influences of emotion on learning and memory. Frontiers in
psychology, 8, 1454.
van Abswoude, F., Nuijen, N. B., van der Kamp, J., &
Steenbergen, B. (2018). Individual differences influence the
immediate effects of internal and external focus instructi ons on
children’s motor performance. Research quarterly for exercise
and sport, 89(2), 190-199.
Wake, S., van Reekum, C. M., Dodd, H., & Morriss, J. (2020).
The impact of intolerance of uncertainty and cognitive
behavioural instructions on safety learning. Cognitive Therapy
and Research, 44(5), 931-942.
Warsah, I., Morganna, R., Uyun, M., & Afandi, M. (2021). The
Impact of Collaborative Learning on Learners' Critical Thinking
Skills. International Journal of Instruction, 14(2), 443-460.
Yang, C., Luo, L., Vadillo, M. A., Yu, R., & Shanks, D. R.
(2021). Testing (quizzing) boosts classroom learning: A
systematic and meta-analytic review. Psychological Bulletin,
147(4), 399-435. https://doi.org/10.1037/bul0000309
CONFIDENTIAL
Slide Requirements:

In this assignment, you will choose to conduct your potential
dissertation research using a qualitative or quantitative
methodology. You will justify your choice of methodology
based on the problem statement and supported by the extant
literature and the nature of the research questions.
· Doctoral learners are required to use APA style for their
writing assignments. The APA Style Guide is located in the
Student Success Center.
· Refer to the Publication Manual of the American
Psychological Association for specific guidelines related to
doctoral level writing. The Manual contains essential
information on manuscript structure and content, clear and
concise writing, and academic grammar and usage.
· This assignment requires that at least three additional
scholarly research sources related to this topic, and at least one
in-text citation from each source be included.
· You are required to submit this assignment to LopesWrite.
Write a detailed paper (1,250-1,500 words) in which you create
an argument for your chosen methodology. Include the
following in your paper:
1. A refined statement of your potential dissertation topic.
2. A single-sentence problem statement that aligns with your
potential dissertation topic.
3. A cohesive, literature-based argument for your choice of
employing a quantitative or qualitative methodology for your
study. How does this methodology align with your problem
statement?
4. A cohesive argument for not choosing the alternate method to
explore your study. Why does this methodology not align with
your problem statement?

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