The document discusses the increasing graduation rates in American high schools, which, while positive, contribute to overcrowded classrooms and a shortage of educators, posing threats to academic quality. The study aims to address the effects of overcrowded classrooms on the performance of educators, students, and administrators, advocating for innovative strategies and the use of technology to enhance resilience and educational outcomes. Through qualitative research, the study seeks to gather insights on experiences with overcrowding to develop effective management strategies that can improve the educational environment.

1. 1
CHAPTER 1. INTRODUCTION
Introduction to the Problem
In America, increasingly students are graduating from high
school than ever before.
According to the Insider (2019), last yeast about 85% of the
country's graduating class walked
across the stage and received their high school. As the
graduation rate increases nationwide, we
are also witnessing a surge in schools' enrollment around the
country. The vast graduation rate is
generally a positive development for our country's educational
system, but it does provide some
consequences, particularly overcrowded classrooms and a
shortage of educators. Due to the
congestion in classrooms, the future of academic excellence is
endangered as the focus shifts to
the number of graduates from a class rather than the quality of
education. In a report from
Learning Policy Institute, the educator shortage crisis is

2. present, and it will get worst, and the
educator occupation is at its lowest point in 20years (Floyd,
2019). With the predicted lousy
situation, it is crucial to assess this overcrowded class issue to
provide solutions and
recommendations to the government on ways to enhance
resilience and resolving the issue in the
long-term plans. Overcrowding in schools has become major
fretfulness in our educational
system, compelling most states to take legislative action to limit
the number of students per
classroom.
Notably, the Florida citizens approved an amendment to the
Titled Chapter 2003-391,
Laws of Florida, requiring a reduction in the number of students
by at least two students per year
beginning in the 2003-04 school year until the maximum
number of students per classroom did
not exceed the requirements in law (Class Size, n.d.). A
qualitative survey will be an essential
tool for this study to collect data and insights on the
experiences with the crowded classrooms to
understand the crisis deeply. Besides, a qualitative survey will
help account for the educators'

3. Orlando Maria F.
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open ended questionnaire
Orlando Maria F.
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This is a run on sentence
Orlando Maria F.
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This needs to be supported with a citation
Orlando Maria F.
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Number 3 on the rubric under the introduction needs to be more
clearly written
Orlando Maria F.
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opinion-leave out
Orlando Maria F.
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proof-read
Orlando Maria F.
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This needs to be reworked.
Orlando Maria F.
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increasingly more students are...
Orlando Maria F.

4. 106850000000007526
A qualitative methodology
Orlando Maria F.
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2
and students' opinions and experiences about the overcrowded
school environment. Therefore,
the researcher can attain insights on what would have been
different if the congestion issue was
absent or well addressed. Thus, to acquire knowledge about
congestion challenges in the
classrooms, this study poses a guiding qualitative question on
the impacts of the overcrowded
classroom on the educators, school, and learners' performance.
The previous studies focused on reducing congestion rather than
focusing on educators
and students' performance in the classroom. Therefore, this
study will aid educators, students,
and education administrators increase performance in
overcrowded classrooms across the nation
using innovative technology. Notably, this study contributes
significantly to the existing body of
knowledge by focusing on areas or strategies for attaining top-

5. level resilience within the
congested environment. The data collected from this qualitative
survey can assist educators,
students, and administrators improve their performance in an
overcrowded classroom
environment using technological advancements, rather than
focusing on reducing overcrowded
classroom sizes only as the previous studies had before.
The data collected from this study will provide educators,
students, and administrators
dealing with overcrowded classrooms and improve performance
and decision-making. Thus, the
research will address the previously studied approaches for
decreasing congestion in schools
while building the resilience of the stakeholders to thrive in the
challenging environment to
enhance performance. Therefore, this study will attempt to
heighten educators and students'
performance and administrators' decision-making in a congested
education environment.
Background, Context and Theoretical Framework of the Study.
Studies confirm that the rise in the overcrowding in the
American classrooms originates from the

6. rising size of the population, shortage of teachers or educators,
and reduction in funding, causing
Orlando Maria F.
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You said this in the previous paragraph
Orlando Maria F.
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Reread
Orlando Maria F.
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over crowded
Orlando Maria F.
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Reread
Orlando Maria F.
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questionnaire
Orlando Maria F.
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over crowded
Orlando Maria F.
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you can't use students
Orlando Maria F.
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I'm not sure what you are saying here.

7. 3
the class sizes to rise (Hachem, 2019). Therefore, this study
proposes strategies for enhancing the
overall performance of the educators, school, and students by
tolerating the escalating population
and limited resources. Overcapacity is one of the essential
matters confronting educators and
students in America today. This issue is a blend of growth in
population, a lack of educators, and
a reduction in financing which has caused class sizes to ascend.
The ideal class sizes should be
topped at 15 to 20 students in a perfect educational environment
(Hachem, 2019). Unfortunately,
countless classrooms typically surpass the 20-student mark, and
even in certain circumstances,
schools exceed more than 30 students in one class.
It is presently a typical thing to have overcrowded classrooms
in schools if the population
increase persists and the human and financial resources remain
scarce. A significant body of
evidence explores the class overcrowding issue accounting as it
impacts the overall performance.
An empirical study by Tayeg (2015) confirms that classroom

8. congestion or overcrowding
negatively affects the student-educator interactions leading to
poor performances. The
hindrances to identified teacher-student interactions include
limited opportunities to speak,
attention to individual learners, focus on action, and less
exciting lessons. In any case, this issue
is not probably going to be resolved soon, so educators and
school administration must think of
plans and answers to minimize the negative effect of
overcrowded classrooms in schools across
America. In the words of Benjamin Franklin, "An investment in
knowledge pays the best
interest." History has shown us that the exchange of past
knowledge, abilities, and ethical values
of cultures from age to age has aided individuals in providing
positive contributions to
themselves, society and help guide others to develop their
potentialities. It is the communication
of stored knowledge and the value of community. The
prominence of education made the
school's foundation essential; a school is dedicated to learning;
it serves as a focal point where all

9. Orlando Maria F.
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Just say it is typical to have....
Orlando Maria F.
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Cite
Orlando Maria F.
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reread
Orlando Maria F.
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not sure what you are saying here.
Orlando Maria F.
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4
forms of education are provided. An environment produces
educated women and men.
Therefore, with the incapability to manage the resources and
learning environment, the
classroom overcrowding issue affects all main stakeholders at
school, including the teachers and
students in terms of performance and administrators concerning
decision-making.
This study is guided by the tenets of Social Cognitive Theory
(SCT) as a learning theory

10. holding that people learn by observing others. Thus,
interactions with others are critical
motivations for pursuing goal-directed activities (Schunk &
DiBenedetto, 2020). With its
substantial usefulness in psychology, communication, and
education, SCT holds a robust portion
on knowledge acquisition directed to observing others through
interactions and experiences.
Considering the significance of the school environment, the
condition of schools in America,
especially public schools in low-income areas, is inappropriate
for salient academic competition.
As the population increase in America, it has increased the
population of school enrollment in
children and adolescents. Most government-funded schools are
overcrowded and accordingly
exist with natural and classroom issues like performance,
learning curve, commotions, and
fighting among students. Therefore, the arising elements in the
crowded classrooms relate to
poor interactions, limited participation, poor class assessment,
and competition over the
resources hindering the vicarious learning for self-efficacy.

11. Because of these issues, this research materialized utilizing a
qualitative study and the
phenomenological research design to analyze the impact of
overcrowding classrooms and its
impact on the performance of educators, students, and
administrators. The phenomenological
research design provides a significant opportunity to explore
stakeholders' accounts of their
experience with overcrowded classrooms. Studies confirm that
phenomenological studies are
essential to account experiences of the affected persons (Flick,
2018). Therefore, accounting for
Orlando Maria F.
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why this design?
Orlando Maria F.
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I would look at possible leadership theories.This is more of a
leadership issue than a social cognitive theory.
Orlando Maria F.
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Is this the best theory for this study?
Orlando Maria F.
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You will not be able to get students' perception unless they are
18 or older.

12. 5
the individuals' experiences with the overcrowded classes would
help provide a deeper look into
the condition of public schools and the deteriorating level of
education provided to students by
accounting for diverse perceptions regarding the issue.
Statement of the Problem.
It is unknown how and to what degree the negative impact an
overcrowded classroom can have
on the productivity of educators, administrators, and students'
self-confidence be exaggerated in
crowded classrooms. Trying to keep students focused can be
difficult when the students to
educator ratio start to increase. When a classroom has reached
its capacity, the educator's role
turns from educator to crowd control and becomes a stressful
environment for all parties.
Students may not feel it easy to ask questions or seek additional
assistance with larger classroom
sizes, so quieter or less confident students are at risk of staying
under the radar. Educators are
confronted with the tasks that surface in overcrowded

13. classrooms as they are accountable for
educating and students in a learning environment. Educator's
concerns are being addressed as
they are left to deal with oversize classrooms and all the issues
that come with them.
According to Lanny and Hall (2010), learner–educator relations
depend directly on the
quality of education. These issues significantly impact an
educator's quality of education and
diminish the learning experience in an overcrowded classroom.
Educators can become very
frustrated when dealing with problems that prevent them from
providing quality education in a
learning environment. In any learning environment, you have
diversity and students with
different needs. Students learn at different rates, and students
may need individual assistance
because of learning barriers. Prior studies indicated issues
related to overcrowded classrooms
have negative impacts on learning and overall outcomes in
academics.
Orlando Maria F.
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cite

14. Orlando Maria F.
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How does this affect the administrators?
Orlando Maria F.
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This is quantitative language. Check the rubric directions
6
There is a rising need to study the overcrowded class issue to
enhance overall
performance and promote quality teaching and learning
approaches. This study focuses on the
performance of educators, students, and administrators in a
congested learning environment.
Discovering the perfect strategies for cultivating resilience in a
crowded school environment to
attain quality performance is an essential need to fix with this
study. It is unknown the effective
classroom management strategies when focusing on
performance in overcrowded classrooms.
Thus, there is a need for more research to resolve the
congestion issue in the classrooms by
attaining effective classroom management strategies. It is
essential to manage, focus and enhance

15. the performance through effective engagement and
communication practices.
Purpose of the Study
This purpose of this study aims to analyze the impact of
overcrowded classrooms in
America on the performance of educators, students, and
administrators. This research must focus
on exploring the productivity of the educators, administrators,
and learners in enhancing
confidence in the overcrowded classroom. Besides, accounting
for the mental and social impacts
of the overcrowded classrooms is a salient approach to initiate
measures for improving the social
and psychological capabilities in the congested school
environment to improve interactions. The
current study presents inadequate solutions for reducing the size
of congestion in the class.
However, a critical challenge with this suggested solution is
that it disregards the elements of
rising population size and scarcity of the resources related to
educators and finances to the
schools. However, this study focuses on tailoring effective
strategies such as using technological
tools for the schools to enhance performance while coping with

16. the inadequacy problem. A
qualitative research method is preferable for this study to
uncover thoughts, opinions, and trends
regarding the phenomenon to derive in-depth insights into the
motivations to the underlying
Orlando Maria F.
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Over crowded in America? How will you collect data on this?
How are administrators affected?
7
challenge. Besides, the qualitative or unstructured surveys will
be essential for the study to
account for the affected persons' perceptions about the studied
phenomenon. Essentially few key
aspects will be targeted in this study specifically, decrease in
educators' performance, the
learning environment, decrease in student performance, and the
psychological growth of the
student and educator will be evaluated through unstructured
surveys. This study will bear how
and to what degree overcrowded classrooms can impact
students' academic success and how
educators can effectively control the learning environment.

17. Overcrowding a classroom can have
a direct a severe impact on learning. Educators prefer to educate
in smaller classroom sizes
because they are less stressful and easier to handle. This study
will provide data that can be
useful to educators, students, administrators, and even the
government to consider the
overcrowding of classrooms as a salient issue and devise
programs to improve the education
system in America.
Research Questions or Hypotheses.
Qualitative Studies
This research will answer the following questions:
1. Is there a level difficulty that administrators, teachers, and
students face in overcrowded
classrooms in teaching-learning performance?
2. Is there a solution to the complications administrators,
teachers, and students face due to
overcrowded classrooms on teacher and student's dealings in the
teaching and learning process?
3. Is there a level of influence that overcrowded classrooms
have on teacher and students'

18. interactions in teaching and learning performance?
Significance of the Study
Orlando Maria F.
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questions have to be open ended, not yes or no questions.
8
This study examines the performance of educators, students, and
administrators in an
overcrowded learning environment. The data generated from
this study will enable educational
leaders to think about offering workshops, support structures,
and training that prepare educators
with the necessary skillset to overcome the challenges of an
overcrowded classroom. This study
furthermore provides educational leaders with information that
can aid them to develop new
strategies and reallocate capital to assist educators to manage
overcrowded classrooms. The
allocated capital can be utilized to aid schools to hire more
educators and provide better
resources to the students. This study also produces data for
education policymakers to take into

19. consideration of overcrowded classrooms when developing of
educational policy that is not
intended or modified for overcrowded classrooms. As research,
I have noticed that numerous
researches have been conducted on overcrowded classrooms but
none of these researches have
given ample focus on the performance educators, students, and
administrators.
Rationale for the Proposed Study
This study aimed to analyze the impact of congestion on the
performance of educators,
students, and administrators. The No Child Left Behind Act of
2001 (NCLB, 2002) provides all
children with a fair, equal, and significant opportunity to obtain
a high-quality education. A
quality-learning environment that provides educational support
for some student's crowd is not
necessarily the most incredible answer for entire student
crowds. This study evaluates the
performance of educators, students, and decision-making of
administrators, who deal with the
difficulties of classroom sizes daily – they have a firsthand
outlook on how classroom sizes can

20. affect the quality of education in a learning environment.
9
This study is imperative for enhancing the learning environment
by pursuing
transformational strategies to establish quality-based
approaches for performance enhancement.
It is crucial to note that administrators, as the key decision-
makers in the learning institutions,
this research will help them devise resilience programs to cope
with stressful environments,
focusing on the quality of education for enhancing performance.
By linking educators, students,
and administrator decisions to an overcapacity-learning climate,
this study may offer firm data
indicating a necessity for change in our educational policy to
address the delivery of quality of
education in a learning environment for all students – the
present and future learners.
Relevance of the Study
This study examines the performance of educators, students, and
administrators in an
overcrowded learning environment. The data generated from

21. this study will enable educational
leaders to think about offering workshops, support structures,
and training that prepare educators
with the necessary skillset to overcome the challenges of an
overcrowded classroom. Therefore,
the research will broaden the educational leader's options for
enhancing performance in crowded
classes. Thus, educational leaders attain information that can
aid them in developing new
strategies and reallocate capital to assist educators in managing
overcrowded classrooms. The
allocated capital can help schools hire more educators and
provide better resources to the
students.
This study also produces data for education policymakers to
consider overcrowded
classrooms when developing an educational policy that is not
modified for crowded classrooms.
Therefore, this study reveals a significant opportunity to engage
policymakers in an advocacy
program to promote new initiatives focusing on enhancing
performance through enhanced
Orlando Maria F.

22. 106850000000007526
10
creativity and creative problem solving. This research is a
salient avenue for engaging diverse
stakeholders such as the community comprised of the parents in
decision-making that enhances
their children's performance. I have noticed that numerous
researches have been conducted on
overcrowded classrooms, but none of these researches have
focused on the performance of
educators, students, and administrators.
Nature of the Study.
This study will embrace the qualitative method, specifically a
phenomenological research design,
focusing on exploring overcrowding classrooms issues based on
individuals' experiences and
accounts regarding the challenge. A qualitative approach
contains composed information in the
form of verbal or written. This study method is chosen to gain
insight into the performance of
educators, students, and administrators' decision-making in an
overcrowded classroom

23. environment. This method will allow all participants to fully
express their concerns and produce
valuable data, so the study is a performance using a qualitative
approach.
This study is guided by a qualitative approach that methodical
inquiry into the social
atmosphere in a natural setting. These settings can be included
but are not regulated to
professional experiences, how individuals and groups act, how
institutes operate, how
interactions lead to better performances. In a qualitative
approach, the researcher is the primary
instrument of data collection. This research accounts for the
experiences of affected persons,
meaning it is crucial to document their perceptions regarding
the issue and recommended
solutions they believe could address the performance challenge
in overcrowded classes.
Therefore, qualitative research provides a salient opportunity to
reveal the respondents' opinions,
thoughts, and feelings regarding the effects of a specific
phenomenon. As the researcher, I will
11

24. examine all events that occur concerning all subject's
performance in an overcapacity classroom
in a learning environment.
This study will be conducted in phenomenological research
design using a qualitative
survey to address every insight. A qualitative survey is an open
questionnaire or a sequence of
questions directed to selected individuals who respond to the
questionnaire that would provide
insight into the context of the issue and exemplify the critical
point of this study. The survey is
being used because of numerous individuals in learning
institutions. Therefore,
phenomenological research design fits this study since it will
investigate and define the
performance of educators, students, and administrators in an
overcapacity-learning environment
based on the individual experiences with the class congestion.
This allows any individual insight
into all parties affected by an overcrowded learning
environment.
The Definition of Terms.
There are several terms important to this study. As such, the

25. following terms defined include:
Administrators. They are persons who ensure that an
organization operates efficiently.
Their specific duties depend on the type of company,
organization, or entity where they work.
Above all, administrators must be highly organized and have
excellent communication skills
(MBN, 2019).
Classroom. A classroom in which all students in a particular
grade (or in a division of a
grade) meet at certain times under the supervision of a teacher
who takes attendance and does
other administrative business (n.d.)
Classroom Management. Refers to the wide variety of skills and
techniques teachers use
to ensure that their classroom runs smoothly, without disruptive
behavior from students.
(Mulvahill, 2018).
12
Educator. An educator stands shoulder to shoulder with the
learner and shares a vision of

26. what can be done or making the past better. Exploration of facts
can lead to deep questioning that
instills marvel and astonishment. This can assist the learner in
journeying through the joys and
frustrations of trying out something new. The educator is there
to support, encourage, and lend a
guiding hand to what can be, at times, the "painful" experience
of learning deeply (Schmidt,
2019).
Overcrowded Classroom. The number of students exceeds the
optimum level, such that it
causes hindrance in the teaching-learning process (Akech,
2016).
Performance. The accomplishment of a given task is measured
against preset known
standards of accuracy, completeness, cost, and speed. In a
contract, performance is deemed as
the fulfillment of an obligation, releasing the performer fr om all
liabilities under the contract
(n.d.).
Interactions. Interactions refer to the events occurring between
the learners and the
educators that affect their participation in the learning
activities.

27. Assumptions, Limitations and Delimitations.
Assumptions
The following assumptions will be present in this study:
1. Overcrowded classrooms are harmful to educators and
student's performance.
2. Innovative technology will positively impact educators' and
students' performance in a
crowded classroom.
3. This study will aid leaders in making better decisions at the
administration level in the
educational system.
13
Limitations
The following limitation will be present in this study:
1. The sample size and sampling method used will make it
difficult to generalize the results
of the whole population of administration, educators, and
students via surveys.
2. The school authorities may decline to participate in the study
or responding to the

28. change-driven surveys.
3. Some of the study respondents may not provide accurate
information.
Delimitations
The following delimitations will be present in this study:
1. The survey for this study will only be done in the United
States
2. Only an educational administrator, educator, or student at the
K-12 level can only
complete the survey.
Chapter 1 Summary
The chapter presented a summary and background to educator
familiarities with
overcrowded classrooms. The trials such as discipline,
management, lack of space, emotional
and psychological issues, and increased workload faced by
educators in overcrowded classrooms
were identified, and the problem's statement was outlined.
Educators have had negative
experiences with crowded classrooms that make them abandon
the teaching profession and are
affected by the overwhelming demand for congested classes.

29. The importance of this study was
also outlined. This chapter will present the rationale for the
research and the objectives and
critical questions guiding the research. This study accounts for
the various assertions discussed
14
by Hachem (2019), recognizing the significant causes of
overcrowding in the classroom are the
combination of increasing population size, reduced number of
educators, and scarcity of
finances. Thus, integrating Social Cognitive Theory (SCT)
elements in learning, as advocated by
Schunk & DiBenedetto (2020), create a salient trajectory to
motivate learners into creative
interactions that steer mental and social development. This
chapter acknowledges the primary
interest is building school capabilities to attain optimal
performance in the learning environment.
The phenomenological research design and methodology were
also presented. The next chapter
will review literature related to the impacts of overcrowded
classes on the performance of

30. educators, students, and administrators.
15
References
Akech, 2. E. (2016). The impact of over-crowded classrooms to
teachers and students. Retrieved
from https://www.grin.com/document/374513
Articulate - Dictionary Definition. (n.d.). Retrieved from
https://www.vocabulary.com/dictionary/articulate
Class Size. (n.d.). Retrieved from
http://www.fldoe.org/finance/budget/class-size/
Flick, U. (2018). An introduction to qualitative research. SAGE.
Floyd, D. (2019, September 17). Teacher Shortage in Schools –
a National Crisis Looming.
Retrieved from https://www.nfhs.org/articles/teacher-shortage-
in-schools-a-national-crisis-
looming/
Hachem, H. (2019, October 04). Overcrowding in Schools: Why
is it a Huge Issue? Retrieved
from https://patch.com/michigan/dearborn/overcrowding-
schools-why-it-huge-issue

31. How has this term impacted your life? (n.d.). Retrieved July 19,
2020, from
http://www.businessdictionary.com/definition/performance.html
Krause, A. (2020, July 20). High-school graduates are taking a
new kind of gap year as the
coronavirus upends their college plans. Retrieved from
https://www.insider.com/high-
school-graduates-taking-gap-years-coronavirus-2020-7
Lannoy, A., & Hall, K. (2010). Statistics on children in South
Africa. Cape Town: Cape Town
University Press.
MBN. (2019, June 30). What does an administrator do? Duties
and examples. Retrieved from
https://marketbusinessnews.com/financial-
glossary/administrator-definition-meaning/
https://www.grin.com/document/374513
https://www.vocabulary.com/dictionary/articulate
https://www.nfhs.org/articles/teacher-shortage-in-schools-a-
national-crisis-looming/
https://www.nfhs.org/articles/teacher-shortage-in-schools-a-
national-crisis-looming/
https://patch.com/michigan/dearborn/overcrowding-schools-
why-it-huge-issue
http://www.businessdictionary.com/definition/performance.html
https://www.insider.com/high-school-graduates-taking-gap-
years-coronavirus-2020-7
https://www.insider.com/high-school-graduates-taking-gap-

32. years-coronavirus-2020-7
https://marketbusinessnews.com/financial-
glossary/administrator-definition-meaning/
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Mulvahill, E. (2018, February 27). What is Classroom
Management? Retrieved from
https://www.weareteachers.com/what-is-classroom-
management/
NCLB. (2002, December 19). Title I - Improving The Academic
Achievement Of The
Disadvantaged. Retrieved August, from
https://www2.ed.gov/policy/elsec/leg/esea02/pg1.html
Reporter, T. (2011, July 08). Overcrowded schools lower
quality of education. Retrieved from
https://www.newtimes.co.rw/section/read/97865
Schmidt, G., Sr. (2019, April 27). I'm an Educator. What Are
You? Retrieved from
https://plpnetwork.com/author/geralyn/
Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and
social cognitive
theory. Contemporary Educational Psychology, 60,
101832. https://doi.org/10.1016/j.cedpsych.2019.101832

33. Tayeg, A. (2015). Effects of Overcrowded Classrooms on
Teacher-Student Interactions Case
Study EFL Students at Biskra University [Master's thesis].
http://archives.univ-
biskra.dz/bitstream/123456789/5846/1/Tayeg%20Asma%20.pdf
https://www.weareteachers.com/what-is-classroom-
management/
https://www2.ed.gov/policy/elsec/leg/esea02/pg1.html
https://www.newtimes.co.rw/section/read/97865
https://plpnetwork.com/author/geralyn/
https://doi.org/10.1016/j.cedpsych.2019.101832
http://archives.univ-
biskra.dz/bitstream/123456789/5846/1/Tayeg%20Asma%20.pdf
http://archives.univ-
biskra.dz/bitstream/123456789/5846/1/Tayeg%20Asma%20.pdf
Chapter 1. INTRODUCTION
Introduction to the Problem
In America increasingly students are graduating from high
school than ever before. According to the Insider (2019), last
yeast about 85% of the country's graduating class walked across
the stage and receive their high school. As the graduating rate
increase nationwide, we as a country are also witnessing a surge
in schools’ enrollment around the country. This generally a
positive development for our country's educational system but it
does provide some consequence, in particular, is overcrowded
classrooms and a shortage of educators. In a report from
Learning Policy Institute, the educator shortage crisis is
present, and it will get worst and the educator occupation is at
its lowest point in 20years (Floyd, 2019). Overcrowding in
schools has become major fretfulness in our educational system

34. that most states are compelled to take legislative action to limit
the number of students per classroom.
In 2002, the state of Florida citizens approved an amendment to
the Florida Constitution Titled Chapter 2003-391, Laws of
Florida. Which implemented the amendment by requiring the
number of students in each classroom to be reduced by at least
two students per year beginning in the 2003-04 school year,
until the maximum number of students per classroom did not
exceed the requirements in law (Class Size, n.d.). To get a
better understanding of the crisis at hand that our educational
system is facing a survey will be conducted collecting data from
educators, students, and education administrators. This study
will aid educators, students, and education administration to
increase performance in an overcrowded classroom across the
nation with the use of innovative technology. The data
collected from this survey can aid educators, students and
administrators improve their performance in an overcrowded
classroom environment. This study will attempt to address the
performance of educators, students, and decision making of
education administration of overcrowded classroom school s
with the use of technology; were as studies before had only
address reducing overcrowded classroom sizes. Previous studies
were focused on reducing the size of overcrowded and not focus
on the performance of educators and students in the classroom.
The data collected from this study will provide educators,
students, and administrators dealing with overcrowded
classrooms and improve performance and decision making. This
study will attempt to improve educators, students’ performance,
and administrator’s decision making in an overcrowded
education environment.
Background, Context and Theoretical Framework of the Study
Overcapacity is one of the most noteworthy matters
confronting educators and students in America today. This issue
is a blend of growth in population, a lack of educators, and a
reduction in financing which has caused class sizes to ascend.

35. The ideal class sizes should be topped at 15 to 20 students in a
perfect educational environment (Hachem, 2019).
Unfortunately, countless classrooms are normally exceedingly
surpassing the 20-student mark, and even in certain
circumstances, schools surpass more than 30 students in one
class. It is presently a typical thing to have overcrowding
classrooms in schools. In any case, this issue isn't probably
going to be resolved soon, so educators and school
administration must think of plans and answers to minimize the
negative effect of overcrowded classrooms in schools across
America. In the words of Benjamin Franklin “An investment in
knowledge pays the best interest.” History has shown us the
exchange of past knowledge, abilities, and ethical values of
cultures from age to age has aide individuals in providing
positive contributions to one’s self, society, and help guide
others to develop their potentialities. It is the communication of
stored knowledge and the value of society. The prominence of
education made the foundation of the school essential; a school
is an environment dedicated to learning; it serves as a focal
point where all forms of education are provided. It is an
environment that produces educated women and men.
Considering the significance of the school environment, the
condition of schools in America especially public schools in
low-income areas. As the population increase in America, it has
resulted in an increase in the population of school enrollment in
children and adolescents. Most governments funded schools are
overcrowded and accordingly exist with natural and classroom
issues like performance, learning curve, commotions, and
fighting among students. Because of these issues, this research
materialized utilizing a qualitative study to analyze the impact
of overcrowding classrooms and the impact it has on the
performance of educators, students, and administrators. It is
anticipated that this study will provide a deeper look into the
condition of public schools and the deteriorating level of
education that being provided to students.
Statement of the Problem

36. It is not known how and to what degree the negative
impact and an overcrowded classroom can have on the
productivity of educators, administrators, and the self-
confidence of students be exaggerated in overcrowded
classrooms. Trying to keep students focus can be a difficult task
when the students to educator ratio start to increase, and w hen a
classroom has reached its capacity, the educator’s role turns
from educator to crowd control and becomes a stressful
environment for all parties. With larger classroom sizes,
students may not feel a sense of easy to ask questions or seek
additional assistance, so quieter or less confident students are at
risk of staying under the radar. Educators are confronted with
the tasks that surface in overcrowded classrooms as they are
accountable for educating and students in a learning
environment. Educator's concerns are being addressed as they
left to deal with oversize classrooms and all the issues that
come with it.
According to Lanny and Hall (2010) educating to educator
relation ties directly to the quality of education. These issues
greatly impact an educator’s quality of education and diminish
the learning experience in an overcrowded classroom. Educators
can become very frustrated when dealing with issues that
prevent them from providing quality education in a learning
environment. In any learning environment, you have diversity
and students with different needs. Students learn at different
rates and students may need individual assistance because of
learning barriers. Prior studies indicated issues related to
overcrowded classrooms. This study focuses on the performance
of educators, students, and administrators in an overcrowded
learning environment.
Purpose of the Study
The purpose of this study was to analyze the impact of
overcapacity classrooms in America and the performance of
educators, students, and administrators. How can the productive
of educators, administrators, and the self-confidence of students
be exaggerated in overcrowded classrooms? How students are

37. effective to grow mentally and socially in an overcapacity
classroom? And the correlation between educator and student
performance in an overcapacity classroom? Questions such as
these stimulate the cause of this study. This study will be a
survey based. Therefore, the data collected will be organized
and presented in charts and percentages. For this reason, a
geometric approach will be utilized to conclude. Essentially
few key aspects will be targeted in this study specifically,
decrease in educators’ performance, the learning environment,
decrease in student performance, and the mental growth of both
student and educator will be evaluated through the aid of
interviews, survey s. This study will bare how and to what
degree overcrowded classrooms can impact students’ academic
success and how educators can effectively control the learning
environment. Overcrowding a classroom can have a direct a
serious impact on learning. Educators prefer to educate in
smaller classroom sizes because they are less stressful and
easier to handle. This study will provide data that can be useful
to educators, students, administrators, and even the government
to consider the issue and act on the issue to improve the
education system in America.
Research Questions or Hypotheses
Qualitative Studies
This research will attempt to answer the following questions:
1. What are the difficulties administrators, teachers, and
students face in over-crowded classrooms in teaching-learning
performance?
2. What are the solutions to the complications'
administrators, teachers, and students face due to overcrowded
classrooms on teacher and student's dealings in the teaching and
learning process?
3. What is the influence of overcrowded classrooms have on
teacher and students’ interactions in teaching and learning
performance?
Rationale for the Proposed Study

38. The purpose of this study was to analyze the impact of
overcapacity classrooms in America and the performance of
educators, students, and administrators. With the No Child Left
Behind Act of 2001 (NCLB, 2002), providing all children with a
fair, equal, and significant opportunity to obtain a high-quality
education. A quality learning environment that provides
educational support for some student’s crowd isn’t necessarily
the greatest answer for entire student crowds. I want to study
the performance of educators, students, and decision making of
administrators who deal with the difficulties of classroom sizes
daily; who see firsthand how classroom sizes can affect the
quality of education in a learning environment. By linking
educators, students, and administrator decision to an
overcapacity learning environment, this study may offer firm
data indicating a necessity for change in our educational policy
to address the delivery of quality of education in a learning
environment for all students present and future students.
Relevance of the Study
As an educator myself and as an individual seeking a
leadership degree to utilized in the education system, I believe
this study will aid educators, students, and administrators in
producing positive results in an overcrowded classroom
circumstance. In an article written by a reporter of The New
Times (2011), crowded schools deliver various adverse impacts
that influence students' and educator's performance. The higher
the number of students in a classroom, the lower the results.
With such a large number of students pressed into a single
class, an educator probably won't have the option to provide
quality education to students who need extra help. As a result,
this will lead to a negative impact on the performance of both
educators and students in the classroom. Which can stem from
students being clumped together and misbehaving in the
classroom behind the educator back, thus affecting other
students learning experience?
Significance of the Study
This study examines the performance of educators,

39. students, and administrators in an overcrowded learning
environment. The data generated from this study will enable
educational leaders to think about offering workshops, support
structures, and training that prepare educators with the
necessary skillset to overcome the challenges of an overcrowded
classroom. This study furthermore provides educational leaders
with information that can aid them to develop new strategies
and reallocate capital to assist educators to manage
overcrowded classrooms. The allocated capital can be utilized
to aid schools to hire more educators and provide better
resources to the students. This study also produces data for
education policymakers to take into consideration of
overcrowded classrooms when developing of educational policy
that is not intended or modified for overcrowded classrooms. As
research, I have noticed that numerous researches have been
conducted on overcrowded classrooms but none of these
researches have given ample focus on the performance
educators, students, and administrators.
Nature of the Study
This study will embrace the qualitative method. A
qualitative approach contains composed information in the form
of verbal or written. This study method is chosen to gain insight
into the performance of educators, students, and the decision
making of administrators in an overcrowded classroom
environment. This method will allow all participants to fully
express their concerns and produce valuable data which is why
the study is a performance using a qualitative approach.
This study is guided by a qualitative approach that
methodical inquiry into the social atmosphere in a natural
setting. These type settings can be included, but are not
regulated to professional experiences, how individuals and/or
groups act, how institutes operate, how interactions lead to
better performances. In a qualitative approach, the researcher is
the primary instrument of data collection. As the researcher, I
will examine all events that occur concerning all subject’s
performance in an overcapacity classroom in a learning

40. environment.
This research will be conducted in the form of a survey
study. A survey is a questionnaire or a sequence of questions
that are directed to selected individuals who respond to the
questionnaire that would provide insight into the context of the
issue as well as exemplifying the key point of this study. The
survey study is being used because of numerous individuals in
learning institutions. Therefore, the survey study is a design fit
for this study since it will be investigating and defining the
performance of educators, students, and administrators in an
overcapacity learning environment. This allows any individual
insight into all parties affected by an overcrowded learning
environment.
The Definition of Terms
There are a number of terms that are important to this study. As
such, the following terms are operationally defined:
Administrators. Is a person who ensures that an organization
operates efficiently. Their specific duties depend on the type of
company, organization, or entity where they work. Above all,
administrators need to be highly organized and have excellent
communication skills (MBN, 2019).
Classroom. a classroom in which all students in a particular
grade (or in a division of a grade) meet at certain times under
the supervision of a teacher who takes attendance and does
other administrative business (n.d.)
Classroom Management. refers to the wide variety of skills and
techniques that teachers use to ensure that their classroom runs
smoothly, without disruptive behavior from students.
(Mulvahill, 2018).
Educator. An educator stands shoulder to shoulder with the
learner and shares a vision of what can be or how to make the
past better. Exploration of facts can lead to deep questioning
that instills marvel and astonishment. This can assist the learner
in journeying through the joys and frustrations of trying out
something new. The educator is there to support, encourage, and
lend a guiding hand to what can be, at times, the "painful"

41. experience of learning deeply (Schmidt, 2019).
Overcrowded Classroom. The number of students exceeds the
optimum level such that it causes hindrance in the teaching-
learning process (Akech, 2016).
Performance. The accomplishment of a given task measured
against preset known standards of accuracy, completeness, cost,
and speed. In a contract, performance is deemed to be the
fulfillment of an obligation, releasing the performer from all
liabilities under the contract (n.d.).
Assumptions, Limitations, and Delimitations
Assumptions
The following assumptions will be present in this Study:
1. Overcrowded classrooms can be harmful to educators and
student's performance.
2. The use of innovative technology will positively impact
educators' and students' performance in an overcrowded
classroom at the K-12 level.
3. This Study will aid leaders to make better decisions at the
administration level in the educational system.
Limitations
The following limitations will be present in this Study:
1. The sample size and sampling method used will make it
difficult to generalize the results of the whole population of
administration, educators, and students via surveys.
2. The acceptance of the survey by administrators, educators,
and students.
3. Determining the data collected from the survey is accurate.
Delimitations
The following delimitations will be present in this Study:
1. The survey for this Study will only be done in the United
States
2. The survey can only be completed by an educational
administrator, educators, or student at the K-12 level.
Chapter 1 Summary
The chapter presented a summary and background to educator
familiarities with overcrowded classrooms. The trials such as

42. discipline, management, lack of space, emotional and
psychological issues, and increased workload faced by
educators in overcrowded classrooms were identified, and the
problem's statement was outlined. Educators have had negative
experiences with crowded classrooms that caused them to
abandon the education profession and become deeply affected
by this situation. The importance of this Study was also
outlined. This chapter will present the rationale for the Study as
well as the objectives and critical questions guiding the
research. The research design and methodology were also
presented. The next chapter will review literature about
educators, students and administration experiences with
overcrowded classrooms.
Reference
Krause, A. (2020, July 20). High-school graduates are taking a
new kind of gap year as the coronavirus upends their college
plans. Retrieved from https://www.insider.com/high-school-
graduates-taking-gap-years-coronavirus-2020-7
Floyd, D. (2019, September 17). Teacher Shortage in Schools –
a National Crisis Looming. Retrieved from
https://www.nfhs.org/articles/teacher-shortage-in-schools-a-
national-crisis-looming/
Class Size. (n.d.). Retrieved from
http://www.fldoe.org/finance/budget/class-size/
Hachem, H. (2019, October 04). Overcrowding in Schools: Why
is it a Huge Issue? Retrieved from
https://patch.com/michigan/dearborn/overcrowding-schools-
why-it-huge-issue
Lannoy, A.,& Hall, K. (2010). Statistics on children in South
Africa. Cape Town: Cape Town University Press.
NCLB. (2002, December 19). Title I - Improving The Academic
Achievement Of The Disadvantaged. Retrieved August, from
https://www2.ed.gov/policy/elsec/leg/esea02/pg1.html
Reporter, T. (2011, July 08). Overcrowded schools lower
quality of education. Retrieved from

43. https://www.newtimes.co.rw/section/read/97865
MBN. (2019, June 30). What does an administrator do? Duties
and examples. Retrieved from
https://marketbusinessnews.com/financial-
glossary/administrator-definition-meaning/
Akech, 2. E. (2016). The impact of over-crowded classrooms to
teachers and students. Retrieved from
https://www.grin.com/document/374513
Articulate - Dictionary Definition. (n.d.). Retrieved from
https://www.vocabulary.com/dictionary/articulate
Mulvahill, E. (2018, February 27). What is Classroom
Management? Retrieved from
https://www.weareteachers.com/what-is-classroom-
management/
Schmidt, G., Sr. (2019, April 27). I'm an Educator. What Are
You? Retrieved from https://plpnetwork.com/author/geralyn/
How has this term impacted your life? (n.d.). Retrieved July 19,
2020, from
http://www.businessdictionary.com/definition/performance.html
Refer to St. Thomas University Dissertation Publication Manual
throughout the writing
process.
Model Title Page

44. Title of the Quantitative/Qualitative Dissertation
By: Author’s Name
Date of the Defense
Submitted in Partial Fulfillment of the Requireme nts for the
Doctor of Education degree
St. Thomas University
Miami Gardens, Florida
Approved:
__________________________
(name of chair, highest earned degree, title, and affiliation)
Committee Chair

45. __________________________
(name of chair, highest earned degree, title, and affiliation)
Committee Member
__________________________
(name of chair, highest earned degree, title, and affiliation)
Committee Member
Commented [Dr. KM1]: This dissertation Rubric should
be used to help you draft your dissertation using the
qualitative or quantitative dissertation templates separately
provided . Do not draft your chapters on this rubric but use
the templates.
Commented [Dr. KM2]:
The title page is not numbered
There is no running header in dissertation documents
There should be no additional chapter sections unless your
chair approves.
Commented [Dr. KM3]: Title should reflect method or
design and some sense of geographic scope of the study
along with key study variables and/or constructs] no more

46. than 12-15 words
Copyright 2020 by Jane Doe
All Rights Reserved
Copyright Acknowledgement Form

47. St. Thomas University
I, the writer’s full name, understand that I am solely responsible
for the content of this
dissertation and its use of copyrighted materials. All copyright
infringements and issues
are solely the responsibly of myself as the author of this
dissertation and not St. Thomas
University, its programs, or libraries.
______________________________
_______________________
Signature of Author Date
______________________________
_______________________
Witness (Type Name Here) Date

48. St. Thomas University Library Release Form
Title of Dissertation
Author’s Name
I understand that US Copyright Law protects this dissertation
against unauthorized use.
By my signature below, I am giving permission to St. Thomas
University Library to place
this dissertation in its collections in both print and digital forms
for open access to the
wider academic community. I am also allowing the Library to
photocopy and provide a
copy of this dissertation for the purpose of interlibrary loans for
scholarly purposes and to
migrate it to other forms of media for archival purposes.
________________________
_____________________
Signature of Author Date

49. ________________________
_____________________
Witness (Type Name Here) Date
Abstract
The target length of the abstract in St. Thomas University
doctoral dissertations is 250
words formatted in one double-spaced paragraph (do not create
a justified right margin).
Guidelines for development of the abstract can be found in the
APA Publication Manual
Edition currently used by the university. Note that the Abstract
page has no page number
and “Abstract” does not appear in the Table of Contents.
Delete this text but do not delete the section break that follows
this paragraph; it is
necessary for correct pagination—if you can’t see it, click on
the ¶Show/Hide button on

50. the formatting toolbar.
Additions to abstract?
Commented [Dr. KM4]: Abstract is one page, double
spaced with no indentation and no paragraph breaks.
iii
Acknowledgments
This page is typically included in a dissertation. Refer to the
Dissertation
Publication Manual regarding who should be acknowledged on
this page. The
“Acknowledgments” entry does appear in the Table of Contents.

51. Commented [Dr. KM5]: Acknowledgment does not
exceed 1 page in length and is drafted after Ch 5 is complete
iv
Dedication
Refer to the Dissertation Publication Manual regarding who
should be
acknowledged in a dedication (this page is often included,
although not required, in a
dissertation). The Dedication page is numbered, but
“Dedication” does not appear in the
Table of Contents.

52. v
Table of Contents
Acknowledgments iv
List of Tables
List of Charts or Graphs
CHAPTER 1. INTRODUCTION
Introduction to the Problem (Hit Tab to add page numbers)
Background, Context, and Theoretical Framework
Statement of the Problem

53. Purpose of the Study
Research Questions
Rationale, Relevance, and Significance of the Study
Nature of the Study
Definition of Terms
Assumptions, Limitations, and Delimitations
Chapter 1 Summary
(Format Note: These entries are not connected to the text via the
“Index and Tables”
feature of Microsoft Word.)
vi

54. CHAPTER 2. LITERATURE REVIEW
Introduction to the Literature Review
Theoretical Framework
Review of Research Literature and Methodological Literature
Chapter 2 Summary
CHAPTER 3. METHODOLOGY
Introduction to Chapter 3
Research Design
Target Population, Sampling Method, and Related Procedures
Instrumentation
Data Collection
Field Test
Pilot Test
Operationalization of Variables
Data Analysis Procedures
Limitations of the Research Design
Internal Validity
External Validity

55. Expected Findings
Ethical Issues
Chapter 3 Summary
vii
CHAPTER 4. DATA ANALYSIS AND RESULTS
Introduction
Description of the Sample
Summary of the Results
Detailed Analysis
Chapter 4 Summary
CHAPTER 5. CONCLUSIONS AND DISCUSSION
Introduction
Summary of the Results
Discussion of the Results
Discussion of the Results in Relation to the Literature
Limitations

56. Implication of the Results for Practice
Recommendations for Further Research
Conclusion
APPENDICES
REFERENCES
viii
List of Tables
Table 1. Add title (single-space table titles; double-space
between entries) xx
ix
List of Figures
Figure 1. Add title (single-space figure titles; double-space
between entries) xx

57. (Note: Do not remove the section break that follows this
paragraph.)
1
CHAPTER 1. INTRODUCTION
Introduction to the Problem
The introduction to the problem section of Chapter 1 presents
the problem to be
addressed by the dissertation research that is worthy of further
investigation. The
introduction should present the problem or research focus for
the study, briefly describe
the nature and purpose of the study, present the guiding
research questions, and explain
the significance of and justification for conducting the study. It
should also explain how
this study will contribute to the existing knowledge about the
problem or research focus.

58. The introduction to the problem must introduce the reader to the
problem in a concise yet
complete manner and establish why the problem is worthy of
further investigation.
1. Provide the reader with a clear understanding of the problem
in a concise yet
complete manner
2. Demonstrate that the problem is worthy of further
investigation
3. Briefly describe how the study will be done
4. Present the guiding research question or hypothesis for the
study
5. Explain how this study can contribute to the existing
knowledge about the
problem or research focus
6. Describe how the study will address something that is not
already known or
has not been studied before
7. Describe how the study is new or different from other
studies in some way
8. Describe how the study extends prior research on the topic in
some way
9. Describe how the study will fill a gap in existing literature

59. or research
Background, Context and Theoretical Framework of the Study.
The background, context, and theoretical framework of the
study should tell the
reader what has happened in the past to create the problem or
need today. It is a brief
historical overview that answers these questions: What do we
know? What created the
problem? When did the problem begin, and for whom is it a
problem? What research has
been done?
This section provides information necessary to allow the reader
to understand the
background of the problem and context in which the problem
occurs. The primary
objectives in writing this section are (a) to provide a brief
overview of research related to
the problem; (b) to identify and describe the key components,
elements, aspects, concepts
Commented [Dr. KM6]: Page numbering for Chapter 1
begins with page 1

60. 2
of the problem; (c) to provide the reader with an understanding
of how the problem arose
and the specific context within which the problem is occurring;
and (d) to briefly
introduce the reader to the theoretical framework and how that
framework either supports
the proposed study or provides a theoretical context for
developing the research problem.
The length of this section will depend on the complexity of the
problem. Many learner-
researchers first develop a working draft of the literature review
(Chapter 2), since a good
portion of this section is a brief summary of the related
literature. Typically, background
sections are five to eight paragraphs but can be longer for more
complex problems or for
problems that have an extensive history of investigation.
The context for the study refers to the physical setting of the
research and the

61. natural or artificial (simulated) properties of that setting. In
some research these
properties are called “experimental conditions” or “study
environment.”
This section should introduce the theory that will provide
support and justification
for your study. It will be used to briefly introduce the primary
theoretical topics that will
be developed in detail in Chapter 2.
The purpose of the theoretical framework is to tie the
dissertation together. As the
researcher, you should approach the proposed research from a
theory or set of theories
that provide the backdrop for the work (researchers do not
create theory; they use
established theory in which to embed their work). This section
should describe how this
study will relate to existing theories and discuss how the
methodology being used in the
study links to those theories. Questions to answer: Is the
theoretical foundation strong?
Are the theoretical sources apparent? Are they appropriate for
the topic? Do they need

62. further explanation? Further, the theoretical framework
describes a context within which
to locate the intended project and suggests why doing such a
study is worthwhile. The
theoretical framework justifies the methods you plan to use for
conducting the study and
presents how this research will contribute to the body of
knowledge and/or practice.
1. Describe why the study is being conducted
2. Provide a brief overview of research related to the problem
3. Identify and describe the key components, elements, aspects,
concepts of the
problem
4. Describe who or what is impacted by the problem or research
focus
5. Provide the reader with an understanding of how the problem
arose and the
specific context within which the problem is occurring
6. Briefly introduce the reader to the theoretical framework and
how that
framework either supports the proposed study or provides a
theoretical
context for developing the research problem

63. 7. Describe the research methods planned for the study
8. Justify the research methods planned for the study
Statement of the Problem.
3
Begin this section with a problem statement—It is not known”
OR “There is a gap
in the literature regarding” followed by “how . . . ” (qualitative)
OR “to what extent . . . ”
(quantitative). This succinct statement must clearly define what
is to be measured in the
study: the problem or need for education and/or society that you
are interested in or that
concern you. The statement needs to be clear and express what
the problem is. Indicate
either what is not known or what is wrong. What problem exists
for education and/or
society? What do we not know? What is the need we are trying
to address? Do we need
more research? Do we need to increase our understanding of the
problem? Do we need to

64. find ways to solve it? It is the magnitude and importance of the
problem that makes the
study worth doing.
The problem statement, the purpose statement, and primary or
central research
question will vary only slightly in their wording, but the
essence of each should be
identical and uniform for all three sections. The problem
statement will lead to the
purpose statement, which in turn will lead to the primary or
central research question.
The problem statement will clarify, outline, limit, and bring into
being a distinct image of
the problem to be investigated. The most effective problem
statements are (a) expressed
simply, (b) to the point, and (c) clear in stating the nature of the
problem.
This section clearly states the research problem to be addressed,
the population
affected, and how the study will contribute to addressing the
problem/filling the gap in
the literature. A well-written problem statement also clearly
communicates the

65. significance, magnitude, and importance of the problem.
1. Begin with a clear declarative statement that begins with “It
is not known how
and to what degree/extent…..” or "There is a gap in the
literature regarding ....
2. Describe the general problem
3. Identify the need for the study and why it is of concern to
the researcher.
4. Tell the reader what needs to be discovered or what is wrong
that needs to be
fixed.
5. Answer the questions: What don't we know? What is the
need we are trying to
address? Do we need more research? Do we need to increase
our
understanding of the problem? Do we need to find ways to
solve it?
6. Clearly describe the magnitude and importance of the
problem.
Purpose of the Study
Begin this section by stating the purpose of your study (e.g.,
“The purpose of the

66. study is to . . . in order to . . .”). Within the larger problem or
need, this is the part
that you are going to study. Ask the questions: What are you
going to do, describe,
predict, improve, or explain? What needs to be done? Are you
going to find out who is
affected and how (descriptive), what characteristics/phenomena
are associated with the
problem (prediction), what factors contribute to the problem
(explanation), and/or what
programs and services are needed to address the problem
(improve)?
4
attitudes, practices, and
barriers [interesting terms—each will need to be defined and
examined carefully as
related to the explanation of your study] of parental
involvement as perceived by middle

67. The purpose statement should either (a) end with an “in order
to” conclusion so that your
reader understands why the research is being proposed, or (b)
have a second sentence
explaining why the research is being proposed (what goal will
the study accomplish?)
1. Begin with a declarative statement, "The purpose of this
study is...." that
identifies the research design, population, variables to be
studied and
geographic location in context
2. Describe what needs to be done with the problem or research
focus
identified so far
3. Relate the current study to what needs to be done with the
problem or
research focus
4. Identify research method as qualitative, quantitative, or
mixed.
5. Explain why this study is necessary to address the problem
or to advance the
research focus
6. Specify how the results of the study can contribute to this
field

68. Research Questions or Hypotheses.
In this section the researcher narrows the focus of the study.
The questions are
derived from the problem statement. Within the general purpose
of the study, what are
the specific questions the research will attempt to answer? If
quantitative, state the
research question(s) and the hypotheses that will be researched.
Quantitative research
may have one question or several questions. One way of
organizing research questions is
identify a primary research question followed by additional or
sub-questions. The
primary research question should flow logically from the
problem statement and purpose
statement and be very similar in wording although phrased as a
question. If there is no
primary research question, simply list all of the research
questions. Sequence the
questions by priority and by listing those questions first that
best align to the problem and
purpose statements. Follow testable quantitative research
questions with an alternative

69. hypothesis and the null hypotheses. Non-testable research
questions will not have
hypotheses.
When creating a research question for each hypothesis, follow
these steps:
• Creating a research question for each hypothesis by rephrasing
each
hypothesis from “There is . . . .” to “Is there . . . ?”
• Place each research question before the corresponding
hypotheses.
You may present a paragraph prior to listing the research
question or hypothesis.
Minimally, you will need a lead-in phrase to introduce the
questi
Quantitative Studies
5
R1: Format the questions and hypotheses either as normal
paragraphs with an
indented first line or else with a hanging indent (as in question
2, below).

70. H0:
H1:
R2: Format the questions and hypotheses either as normal
paragraphs with an
indented first line (as in question 1, above) or else with a
hanging indent.
H0:
H2:
Qualitative Studies
For qualitative research, develop a central research question
that mirrors the
statement of the problem and purpose statement, but is phrased
as a question rather than a
statement. Follow the central research question by any
additional or corollary research
questions.
1. State the research questions and/or hypotheses at the level
aimed at a general
audience

71. 2. Relate the research questions and/or hypotheses to the
stated
problem/research focus
3. Are the research questions and rationale presented in a
discussion context,
rather than simply stated or listed.
4. Discuss the feasibility of answering the research questions
with the data being
collected
Significance of the Study.
This section must clearly justify the methods the researcher
plans to use for conducting
the study. It provides a description of the need for the study and
provides a rationale or
need for studying an issue or phenomenon. It should enhance
the reader’s understanding
of how this research will contribute to the existing body of
knowledge and/or practice.
Determining the significance of the study is highly beneficial on
many levels.
How will your research help solve the problem, fill a need, or

72. add to what we know about
the problem? Determining who will benefit from the study and
creating justification of
the study will provide relevance, while at the same time
increasing its significance and
contributions to theory, practice, knowledge, fields,
professions, and/or stakeholders.
, practices, and
barriers of fifth through
eighth grade teachers and parents regarding parental
involvement. The information
presented in this study could aid administrators and teachers in
developing and
6
implementing initiatives that promote and increase middle level
parental involvement,
enhance the school and family partnership, and ultimately
increase student performance
Organize this section with three subsections—Rationale,

73. Relevance, and
Significance. This will leave no doubt in the reader’s mind
regarding which issue/topic is
covered by each section. These three sections are very
important and provide readers,
including committee members, all necessary elements to make a
judgment regarding the
potential significance of your proposed study. Your proposed
study must be relevant to
your specialization at St. Thomas University.
Rationale for the Proposed Study
The proposed study is needed because . . . Why is the study
being proposed?
What practice problem does this proposed study address,
provide a solution, or help to
solve? Why is the research problem important? To whom is the
research problem
important? How has this proposed study emerged from the
relevant research, theory and
knowledge in your field or discipline? Who are the researchers
or content experts calling
for this research? Who has asked for this new knowledge or

74. acknowledged existence of a
gap in the research literature (which researchers, authorities,
content experts)? Will the
new knowledge the study generates revise, extend, or create
new knowledge? For whom?
Relevance of the Study
What is the relevance to your specialization (leadership)? Be
sure to identify your
specialization (e.g., postsecondary and adult education,
professional studies, P-12
leadership, business, law, etc). What is the potential value of
your findings to
practitioners in your specialization?
Significance of the Study
What is the value of the proposed study to the scientific
community? Will your
proposed study serve to begin to close a gap in knowledge?
How will the new knowledge
produced as a result of this proposed study contribute to, test,
advance, refine, evaluate,

75. or challenge existing theory or research? Will your proposed
study begin to bridge a
debate or controversy in the literature? Will your completed
study impel further research?
1. Clearly justify the research methods planned for this study
2. Enhance the reader’s understanding of how this research will
contribute to
the body of knowledge and/or practice.
3. Describe the context within which to locate the intended
project
4. Describe why doing this study is worthwhile.
5. Describe the need for this study
6. Describe the motivation for the study
7. Describe the predicted results.
7
8. Describe the real-world impact/influence of the predicted
results.
9. Explain the implications
10.

76. 11.
Nature of the Study.
In this section you indicate the research approach that will be
used to answer the research
questions—the overview of the methodology. Why are you
choosing a qualitative or
quantitative study? (Refer back to what is known and not
known, the purpose of your
study, and your research questions.) Briefly, who will you study
and how will you collect
the data?
The nature of the study section provides your reader a brief
overview of your
proposed methodology (quantitative, qualitative, research) and
the specific research
design (e.g., case study, narrative, correlational, basic
descriptive qualitative, case
phenomenological). Begin this section by briefly introducing
the research methodology
and specific research design being proposed (this will be
elaborated in Chapter 3).

77. predictive correlational study is proposed in
order to . . . . (b) A quasi-
experimental design will be conducted in order
your reader understands
exactly what research design you are proposing.
Conclude this section by providing a brief rationale or
justification for the
methodology and research design you selected in light of the
context for inquiry, using
support from the literature. Draw your support for the
appropriateness of your
methodology and research design from the methodology
literature and cite published
research regarding your research problem. Detail and emphasize
how your methodology
and research design approach are the most appropriate for the
research problem, purpose,
research question, and data being collected. The nature of the
study section typically is
three to five paragraphs.
1. Provide a brief, yet comprehensive overview of the research

78. methodology that
will be used in the study.
2. Explain to the reader why a qualitative or quantitative
methodology was
chosen for the study.
3.
4. Refer back to what is known and not known, the purpose for
the study,
rationale, and the essential research questions or hypotheses.
5. Discuss why the selected design is the best design to address
the problem
statement, purpose, and research questions as compared to other
designs.
The Definition of Terms.
8
Defining key terms helps to establish the parameters of the
study variables. All
terms must be properly cited. Do not use Wikipedia or a generic
dictionary or
encyclopedia for your definitions. In the definition of terms,

79. define (a) technical terms
and any words or phrases that have unusual or a restricted
meaning; (b) concepts, words,
and phrases that may have ambiguous meaning (e.g., if a
researcher is repeatedly using
an ambiguous expression or term such as “engaging,” define
this word); (c) for
quantitative research, define the variables as well as the
relationships between the
variables and the research question (see the detailed explanation
below); and (d) for
qualitative research, define the constructs, characteristics, or
conditions necessary to
provide your reader conceptual clarity (see the detailed
explanation below). The
definition of terms section aids the reader in understanding how
specific terms are being
used. Although it makes sense to draw definitions from the
literature, the researcher
ultimately establishes the definition that best fits the
researcher’s conceptualization of the
term in light of the research problem, research design, and so
on.

80. Please note that in Chapter 1 you will provide conceptual
definitions. In Chapter 3
of a quantitative study, you will provide operational definitions
through the
operationalizing of your constructs and variables. For example,
if you are conducting a
study on teacher engagement, you might want to define the
term. However, in Chapter 3
you might operationalize teacher engagement as a composite
score calculated by adding a
respondent’s values to 20 items on a teacher engagement
instrument.
You must have an introductory statement prior to listing and
defining the terms,
as in the following example:
at are important to
this study. As such,
the following terms are operationally defined:
The first term. Italicize the term and end with a period. Add the
definition. Format
each term as a normal paragraph with an indented first line.
Make sure each definition is
cited (Author, 2020).

81. The second term. List the terms alphabetically. Define and cite
each word
1. Adequately define constructs investigated in the study
2. Provide an operational definition to terms and phrases used
in a unique way
3. Define the study variables at the level of a general reader.
4. Define terms and jargons used in the current study and in the
research area at
the level of a general reader.
5. All definitions are supported with valid source citations or
clearly identified as
operationally defined for the purpose of this study?
Assumptions, Limitations and Delimitations.
Assumptions
9
Assumptions are aspects of the study that the researcher takes
for granted, such as
the problem, background, sample, instrument, underlying

82. theory, methodology, ethical
considerations, and so on. Therefore, within the assumptions
discussion, identify all your
assumptions regarding the proposed study. Write in the third
n
assumption underlying the study includes the potential honesty
and candidness of the
principles that are
accepted as being true on the basis of logic or reason, without
proof or verification.
Describe your methodological assumptions. Describe your
theoretical assumptions.
Describe your topic-specific assumptions. Describe your
assumptions regarding your
proposed sample. Describe your assumptions regarding your
instrument(s) or qualitative
protocols you will use. Identify potential ethical considerations
and your assumptions
regarding them. You must have an introductory statement prior
to listing the assumptions.
The following is an example of how to organize this section:
Ex
study:

83. 1. Using the Numbering icon on the formatting toolbar, format
numbered
lists with a hanging indent.
Limitations
Limitations reflect weaknesses or potential weaknesses i n the
proposed study.
Consider your instrument, your sample, your analysis, or any
other aspect of the proposed
study for which there might be an inherent or potential
weakness. Are there any threats to
internal validity that are unavoidable or difficult to minimize?
All studies have
limitations, and they must be identified and discussed because
they reflect the extent of
critical thinking you have applied. Limitations clearly delineate
what the research will
NOT show or evidence.
The limitations should be listed in a numbered format and
include an explanation
that clearly shows why they are limitations. You must have an
introductory statement
prior to listing the limitations. The following is an example of
how to organize this

84. section:
study:
1. x
Delimitations
Delimitations reflect how the scope of the proposed study has
been narrowed or
bounded. What will the proposed study not do and why not?
Discuss delimitations as
they relate to the literature that will not be reviewed and
included, the population that will
not be included, and the methodological procedures that will not
be included. Provide
reasons for the delimitations. The delimitations of a study are
those characteristics that
limit the scope (define the boundaries) of the study as
determined by the conscious
exclusionary and inclusionary decisions that were made
throughout the development of
the proposal.
These delimitations should be listed in a numbered format and
include an
explanation that clearly describes the decisions that were made

85. as a result. You must have
an introductory statement prior to listing the limitations. The
following is an example of
how to organize this section:
Exampl
study:
10
1. x
Does the Assumptions, Limitations and Delimitations section:
1. Identify the assumptions inherent with the research focus
2. Identify the assumptions behind the stated research questions
or hypotheses for
this study.
3. Provide a clear rationale for each assumption
4. Identify the limitations of the study design.
5. Provide a clear rationale for each limitation

86. 6. Identify the delimitations that might limit the scope of the
study
7. Describe the decisions that were made in the development of
the proposal for
research
8. Discuss the generalizability of the study findings
Chapter 1 Summary
Include summary of salient points in chapter 1 as well as
transition to chapter 2. Provide
citations from scholarly sources to support key points.
11
CHAPTER 2. LITERATURE REVIEW
Introduction to the Literature Review
A literature review, or Chapter 2 of the dissertation, is an
account of what has
been published on a topic by accredited scholars and
researchers. In writing the literature

87. review, your purpose is to convey to your reader what
knowledge and ideas have been
established on a topic and what strengths and weaknesses exist
in that body of
knowledge. As a piece of writing, the literature review must be
defined by a guiding
concept or principal research focus.
Prepare an introduction to your Chapter 2 that (a) explains the
purpose of your
proposed study, (b) orients and informs your reader about what
Chapter 2 will do, (c)
introduces your theoretical framework, (d) introduces your
literature review themes
(topics), and (e) provides a brief rationale for each theme.
Briefly describe the literature
search process (libraries accessed, databases searched, search
terms, and so on) so a
reader can understand and evaluate your process and criteria for
achieving a thorough and
appropriate review.
As you begin your work in writing the literature review, note
that you are

88. analyzing and synthesizing information, not listing a series of
direct quotes. The
following questions should be used to help you organize your
literature review:
1. What do we already know in the immediate area concerned?
2. What are the characteristics of the key concepts or the main
factors or
variables?
3. What are the relationships between these key concepts,
factors, or variables?
4. What are the existing theories?
5. Where are the inconsistencies or other shortcomi ngs in our
knowledge and
understanding?
6. What views need to be (further) tested?
7. What evidence is lacking, inconclusive, contradictory or too
limited?
8. Why study (further) the research problem?
9. What contribution can the present study be expected to make?
10. What research designs or methods seem unsatisfactory?
Avoid using many direct quotes: Your goal should be to
synthesize the
information. Use a direct quote only if paraphrasing the
information would change the
author’s meaning.

89. Commented [Dr. KM7]: A complete chapter 2 is
approximately 25-30 pages in length without references.
12
Does the Introduction section:
1. Describe the purpose of the study
2. Describe the overall importance to the field.
3. Describe why the field is interested in the topic.
4. Describe how the study addresses something that is not
known or has not
been studied before.
5. Describe how the study is new and different from other
studies in some way.
6. Describe how the study extends prior research on the topic in
some way
7. Describe how the study will fill a gap in the existing
literature.
8.Describes literature search process with sufficient detail
that a reader can
understand

90. Theoretical Framework
The theoretical framework section of Chapter 2 should provide
the reader with an
understanding of the underlying theories that serve as the
foundation of the study. This
section should provide a framework of questions and answers to
support the overall
development of the literature review. This section establishes a
vantage point, a
perspective, or a set of lenses through which the researcher
views the problem. In this
sense, the selection of a logical framework can serve as both a
clarifying and
exclusionary step in the research process. While it sharpens
focus and consequently
increases clarity brought to the problem area, it excludes from
the view of the inquirer
other perspectives that might be brought to bear on the problem.
Describe the theoretical or conceptual framework that supports
your proposed
study.,

91. Every scholarly study has a theoretical base upon which it is
built. Even the most
practical of studies has a theoretical foundation. Sometimes it is
difficult to
identify the relevant theory or theories, but it is necessary to do
so because
research studies that lack a theoretical base are not
dissertations.
Organize your framework by components (label each
component) and explain
how the related research, theories and/or models within each
component supports and
forms a foundation or basis for your proposed research. Cluster
the related studies, other
literature, theories, and models, and label (use headings) the
components of your
framework. When describing theories or models, identify and
explain their underlying
concepts, constructs, assumptions, and generalizations
(theoretical expectations or
testable hypotheses). If the theory or model you are presenting
is based on or developed
from other theories or models, briefly identify, describe and

92. explain these theories or
models as well and the interrelationships among theory, models,
research, and practice.
13
Give your readers a clear picture of the framework (underlying
foundation) for your
proposed study, and how that interrelated components of the
framework appropriately
support your proposed study and how the framework has the
efficacy to explain your
findings. It is not enough, for example, to simply state that
resiliency theory and the
research literature that examined coping skills support the
proposed study. Instead, you
must provide the concepts, assumptions, and
generalizations/theoretical expectations of
resiliency theory that apply to the problem and explain how the
theory and the findings of
coping skills literature form an interrelated framework to
support the proposed study.
Demonstrate how the interrelationships among the research
literature findings and the

93. concepts, assumptions, and generalizations or theoretical
expectations of theories or
models all fit together to form a framework that can potentially
explain the phenomenon
under investigation.
.
Does the Theoretical Framework section:
1. Provide the reader with an understanding of the underlying
theories that
serve as the foundation of the study
2. Establish the foundation and structure of your study that can
hold or
support a theory of a research work.
3. Cite the major references in support of the theory that is
applied or
developed in the study
4. Explain why the problem under investigation exists.
5. Provide the reader with a framework of questions and
answers to support
the overall literature review
6. Provide a vantage point through which the researcher views
the problem
7. Provide a “big picture” of the literature related to the topic.

94. 8. Identifies themes and trends in research questions,
methodology, and
findings.
9. Describe how this study aligns or fits with other research in
the field
Review of the Research Literature and Methodological
Literature
Introduce this section by explaining what will be included and,
if applicable, how
the review will be organized (typically organized by topics,
which we call themes). Thus
the review is thematically organized.
Does the Review of the Research Literature and Methodological
Literature
introduction:
1. Describe what will be included in the literature review
2. Describe how the literature review will be organized
Review of Research Regarding the Topic/ Problem

95. 14
You must review other research studies and findings relevant to
your research problem.
What research has been done that is similar to the research you
propose? In presenting
the review of research on the topic, discuss the line of
investigation (if applicable) of
previous studies on the topic. Discuss and analyze studies (a)
that lay the foundation for
your proposed study, (b) that support the main topic/problem or
related sub-problems, (c)
that elucidate the research problem, and (d) and that justify the
need for the study. If
there has been a considerable amount of research related to the
topic or problem, organize
the review by three to five major themes (topics) relevant to
your topic/problem. Begin
each theme with an introduction that briefly tells your reader
what will be presented in
the review within that specific theme. Begin each theme with an
introduction of the
theme, which provides your reader with a context of

96. understanding the theme’s purpose
and relationship to the proposed study’s main problem/topic.
Summarize each study in
relationship to the theme and, if applicable, to the research
problem or your research
intentions. If the literature is available, always show both sides
of an issue, problem,
model, etc.
Develop summary paragraphs for each theme that synthesize the
literature, draw
conclusions, and emphasize the supportive relationship between
the theme and your
proposed study, how the theme served to lay the foundation for
the study, or how the
theme elucidated the research problem or/and how the theme
helps justify the need for
the proposed study. These conclusions will strengthen Chapter 2
as a coherent whole and
as a persuasive chapter. Remember, your goal is to persuade
your reader that your topic is
significant and your proposed study is needed.

97. Does the Review of Research Regarding the Topic/ Problem:
1. Discuss the line of investigation of previous studies on the
topic and
identify most important findings
2. Discuss and analyze significant studies that lay the
foundation to this study
3. Organize the literature review by appropriate themes relevant
to the topic
4. Review studies related to variables/phenomena of interest
identified in the
research questions for the proposed study.
5. Provide a clear description of what is known, what is not
known, and the
gap in the research literature where the proposed study will fit
6. Provide critique and synthesis of reviewed studies, not just
summary
Review of Methodological Issues
The focus of this review is methods and definitions, providing
not only a
summary of studies but also an actual critique of the strengths
and weaknesses of the
method sections.

98. In this section, consider and discuss the various designs that
have been used to
research your topic. What studies best support your choice of
the proposed research
design? What methodological issues arose in your review? For
example, has the
15
topic/problem been only researched with one kind of research
design when other designs
could provide helpful information? What studies support your
choice of design and
instrument (if quantitative)? What studies support your choice
of research design?
Discuss the fit or alignment among the purpose of your
proposed study, the research
question, and the other research designs you considered.
Describe why your proposed
research design fits best with the purpose of your research and
the research question.
Occasionally, a learner might justify viability based on the basis
that other designs might
not be possible or practical.

99. In proposing a quantitative study, discuss studies the support
and justify your
choice of instrument(s), constructs, and variables. For a
qualitative study, discuss studies
that support and justify your specific choice of research design.
For example, why is a
basic qualitative study the best fit? Why are phenomenological
or grounded theory
designs not as good a fit? Use the literature for support of your
design as the most viable
choice. Identify the philosophical foundation for you research
design and how that
foundation or tradition fits with the problem and your choice of
research design.
Does the Review of Methodological Issues section:
1. Identify and discuss the various research designs that have
been used to
research the focus/topic for this proposed study
2. Identify and discuss the methodological issues that arose
previous to this
study
3. Identify specific studies that support the choice of design

100. and instrument
for this proposed study
Synthesis of Research Findings
In this section, synthesize the findings to develop a holistic
understanding of the
research problem/topic and present the larger themes/issues,
inconsistencies, or relevant
patterns based on the research studies you presented. Your
synthesis allows your reader
to understand what your review of the literature led you to
conclude about your own
question and researchable problem. Justify your proposed study
and your choice of
research design. Summarize the main points of Chapter 2,
showing both the strengths and
the weaknesses of the literature reviewed and your project's
relationship with the
previous research on the topic, both in content (research
findings) and methods
(methodology). This section can be relatively brief provided

101. that it presents a clear
synthesis.
16
Does the Synthesis of Research Findings section?
1. Develop a holistic understanding of the research
problem/topic
2. Present the larger themes, issues, inconsistencies, or relevant
patterns based
on the studies presented
3. Allow the reader to understand what the review of literature
led you to
conclude about the current research problem/topic
4. Summarize the main points showing both the strengths and
weaknesses of the
literature reviewed
Critique of Previous Research
In this section, briefly summarize the quality of the research
you have reviewed.

102. Identify the strengths and weakness in terms of methodological
soundness, credibility,
validity and efficacy for generalizations (for quantitative
research) and transferability (for
qualitative research). Were all the studies methodologically
sound? Discuss any studies
that seemed weak or limited. What is the relationship between
those limitations and the
study you are proposing? Consider and evaluate the rigor of
designs, sampling errors,
appropriateness of sample sizes relative to generalizations, the
validity of research
instruments, the appropriateness of statistical tests or
procedures, and any other issues
related to the quality of the studies you reviewed. This section
does not need to be
lengthy. Rather it demonstrates your critical review of the
quality of the studies you
presented in your literature review.
If applicable, in this section you can also discuss any
debates, controversies, or
criticism in the literature related to the theories or models and
related research you

103. presented in the theoretical framework section above. In light of
the studies you
reviewed, present opposing viewpoints, disconfirming evidence,
or counterarguments
those studies or any synthesis you provided from those studies.
If applicable, incorporate
debates or opposing views within the theoretical framework or
literature review section if
you like and briefly summarize here and explain why you
adopted one viewpoint on a
debate or controversy over others. Conclude this section with an
argument of how your
proposed study will advance the literature and what
characteristics make it rigorous and
appropriate.
Does the Critique of Previous Research section?
1. Provide the reader with a summary of the quality of the
research reviewed
2. Identify the strengths and weaknesses in terms of
methodological soundness,
credibility, validity and efficacy for generalizations
3. Identify and discuss any previous studies that seemed weak

104. or limited
4. Identify the relationship between those limitations and the
proposed study
17
5. Demonstrate a critical review of the quality of the studies
presented in the
literature review
Chapter 2 Summary
Briefly synthesize a summary from the literature presented that
summarizes the
conclusions you have drawn from your review and makes a
compelling argument for the
need for your proposed study. Summarize your theoretical
framework and state how you
will advance (test, refine, extend or challenge) theory with your
potential findings.
Provide an overall evaluation of the existing literature
examining the
contributions of this literature to the field, the overall strengths
and weaknesses, what is

105. missing, and next steps for research A literature review is an
account of what has been
published on a topic by accredited scholars and researchers. The
literature review will
essentially place the research focus into context, telling the
reader everything that is
known, been written or discovered in research about that focus.
Bottom line, the literature
review will describe the existing body of knowledge about that
focus. In writing the
literature review, your purpose is to convey to your reader what
knowledge and ideas
have been established on a topic, and what their strengths and
weaknesses are. As a piece
of writing, the literature review must be defined by a guiding
concept (e.g., your research
objective, the problem or issue you are discussing or your
argumentative thesis). It is not
just a descriptive list of the material available or a set of
summaries. Share transition
sentence to chapter three by sharing major headings

106. 18
CHAPTER 3. METHODOLOGY
Introduction
The primary purpose for Chapter 3 is to: 1. Explain what you
are doing. Explain why you
are doing what you are doing and HOW. The introduction
restates the study purpose
sentence from chapter 1, a brief cited restatement of the study
problem from chapter 1,
and a brief restatement of the conceptual framework for the
study from chapter 1.
.
Does the Introduction to Chapter 3 section:
1. Describe for the reader what the study is designed to do and
why
2. Briefly recap the research focus, the general purpose, and
the research
question(s) and/or hypotheses of the study
3. Identify the general purpose for the study

107. 4. Restate the Research Questions and/or Hypotheses
Research Methodology –
The research methodology section must provide the reader with
details on the
type of research methodology that will be used in this study and
justify why you selected
this methodology. Use research (citations from research
textbooks and other studies that
have been done on this topic using this methodology) to support
your decision. Do NOT
talk about the research design (correlation, ex post facto,
experimental, descriptive,
ethnography, case study, etc.), the population or the sample in
this section.
Does the Research Methodology section:
1. Briefly recap the research focus, the general purpose, and
the research
question(s) and/or hypotheses of the study.
2. Identify the research methodology (quantitative or
qualitative).

108. 3. Explain the rationale of selecting this particular
methodology.
4. Describe the type of data that will be collected to answer the
research question(s).
5. Briefly describe the data collection process. (Described in
greater detail later in this
chapter)
6. Justify what the study is measuring (variables) and how
those variables are related
19
if applicable
7. Outline the predicted data results in relation to the
hypotheses/research questions
based on existing literature
Research Design
Discuss the design selected to align with the research
methodology. The following
are some examples of research designs that align to specific
methodologies (this list is not
all inclusive): Correlational, casual- comparative case study,
action research, etc

109. Talk about the design in terms of the research you are doing and
not in general
terms. Use research (citations from research textbooks and other
studies that have been
done on this topic using this research design) to support your
decision. Do NOT talk
about the research methodology, the population, or the sample
in this section. You can
discuss the data collection tool (e.g., survey, interview ,
questionnaire, focus group,
observation), but not the actual instrument/source of data (e.g.,
Leadership Behavior
Questionnaire, Teacher Demographic Survey) that will be used
in your study.
Does the Research Design section:
1. Identify the specific type of research design (e.g.
descriptive, case study,
action research, correlational, causal-comparative, quasi-
experimental
and experimental) chosen for the study.
2. Explain the rationale of selecting this particular research

110. design.
3. Specify the independent and dependent variables in the
research design
(for quantitative studies).
4. Specify the phenomena of interest for qualitative studies.
5. Relate the variables back to the research question(s) and
hypotheses
Target Populations, Sampling Method and Related Procedures
Organize this discussion into five sections. Discuss the target
population of your
study in the first section. Discuss the sample and the sampling
methods in the second
section. Make sure that in discussing the sample you include the
research terminology
specific to the type of sampling that you utilized. That is, how
did you select the
participants for the study? Include number, gender, age, grade,
or other category.
Distinguish between probability and nonprobability sampling.
Target Population
What is the target population (total group) of interest in your

111. study? The
population of the study is the larger population of interest to
which you will generalize
your findings. Justify their sampling size for qual methods as
well, based on advice from
experts and/or similar studies. They should also discuss
saturation.
20
Sampling Method
What type of sample are you going to use? How will
participants or data be
selected? What percentage of the approached sample
participated?
It is impossible to study an entire population. We typically
study a subset of
people drawn from a larger population and may use inferential
statistics/information to make an inference from the sample
back to the
population. Justify your sampling approach.

112. Sample Size
What is the size of your sample? If the sample is too small, it is
not representative
of the large population to which one hopes to generalize
findings. Sample size
requirements vary dependent upon the methodology. How was
the intended sample size
determined (for example, analysis of power for quantitative )?
For qualitative studies,
discuss saturation.
Qualitative Sample Size Requirements:
Case Study: A minimum of 10 participants or cases in the final
sample for interviews.
Phenomenology: Minimum of 8 interviews. Students should
pursue 12 individuals to
interview to account for attrition. 60-90 minutes interview
required
Descriptive/exploratory: A minimum of 10 participants in the
final sample.
Narrative: Minimum of 8 interviews. Students should pursue 12
participants to account
for attrition.

113. Grounded Theory: Grounded theory studies yield a theory or
model. Usually two rounds
of data collection with interim analysis
Open ended Questionnaires: This data collection method can be
used in different
qualitative designs.
Setting
Describe the setting and participants in the study. What is the
setting/location
from which participants will be recruited or data collected?
Recruitment
How did you select the participants for the study? Were
there any incentives offered to
study participants? How were participants recruited (via mail,
email, face-to-face
solicitation, other)?
Does the Target Populations, Sample Method and Related
Procedures section:
1. Introduce the setting for the study.

114. 2. Specify who the study participants are.
21
3. Describe how the participants will be recruited and
selected/excluded.
4. Describe the sample size and the participants that were
excluded or
dropped out.
5. Explain the rationale for setting the target sample size
6. Accurately and adequately describe the population and
sample
Instrumentation and/or Sources of Data:
The length of this section depends on the study. Use
instrumentation heading if
you are doing quantitative research that has data collection
instruments. Use the “Sources
of Data” heading if you are conducting qualitative research or
quantitative research where
archival data is used. If you have multiple tools that will be
used to collect data, use

115. subheadings for each. Keep in mind the following questions
when completing this
section:
• What types of data are you collecting (observations,
standardized tests,
surveys, interviews, documents)? That is, how will you measure
each of the
variables in your study?
• Will you use existing instruments? If so, you need to include
everything
about this instrument (i.e., how it was developed, for what
purpose, how it
was constructed, reliability and validity of the initial
instrument, how the
instrument is organized, how many items are on the instrument,
how the
computation of the items from the instrument is done, etc.)
• Are you using instruments that you have developed? If so,
describe the
development process. Keep in mind that if you will develop the
instrument,
then you will need to field test it. As such, you will need to add
a section for
a Pilot Study (For quantitative) or Panel of Experts
(Qualitative) (to follow

116. this section).
Does the Instrumentation and/or Sources of Data Section:
1. Identify and describes the types of data that will be collected
and how it will be
collected (e.g., observations, standardized tests, surveys,
interviews, documents).
2. Identify how each data relates to the variables in the study
and how each will be
measured.
3. Identify and describes the data collection instruments that
will be used in the study
4. Describe the reliability and validity of the data collection
instruments for the
population of the study.
5. Describe the development process and how the instruments
will be field tested if
necessary.
Data Collection
Prior to beginning the discussion in the data collection section,
you must discuss
the approvals that were received (e.g., IRB, superintendent of
the school district if the

117. 22
school is a public school, principal of the school) to conduct the
study. The discussion in
this section also needs to include every detail about how the
data will be collected no
matter how small the detail. Another person needs to be able to
replicate each step that
you will do in your data collection process. So, think about
providing a chronological list
of steps that was taken to complete the data collection. That
means the contact that is
made with the participants (e.g., who will do it, when, in what
manner), the actual
administration of the data collection tool (e.g., how will this be
done, who will do it, in
what setting) as well as informed consent.
Does the Data Collection Section:
1. Describe the source/instrumentation from which data is
collected.

118. 2. Describe the exact procedure of collecting data from the
identified
source/instrumentation.
3. Describe the context (spatial-temporal context, who is
present… etc.)
where data collection takes place.
4. Describe the measures taken to ensure the validity and
reliability of the
data throughout the data collection process
Field Test /Pilot Test
Read the following discussion on field tests and pilot tests:
If you propose to design and develop your own instrument, a
separate field test of
the data collection tools and procedures and of the overall
integrity of the design
is often appropriate. In other cases, you may need to conduct a
more formal pilot
study to establish the reliability and validity of the instrument
or to determine if
the proposed research procedures will produce the anticipated
results. (These
procedures are most likely used in quantitative studies.)

119. Field tests are often recommended to assess the strength of
research
questions/hypotheses or to test the appropriateness of certain
data-gathering
protocols (e.g., informed consent procedures), instruments/tools
(e.g., item
content), and data analysis procedures. The proposal should
include a description
of the field testing of a collection method or instrument without
the use of human
participants (e.g., conducted through expert review or
judgment). Such field tests
may be conducted prior to the IRB approval. On the other hand,
any “live”
piloting of instruments to establish the reliability and validity
of a customized
instrument must first receive IRB approval.
A pilot study is most likely called for when you propose to
design and
validate a quantitative instrument intended for use as part of a
larger study or to
determine the reasonableness of the anticipated outcomes. A
pilot study uses

120. actual participants from the population upon which you are
basing your study.
23
This section is necessary only if you conducted a Pilot Study or
used a Panel of
Experts to validate an instrument that you created, or if you
revised another person’s
instrument for your study. Use the heading that is appropriate
for your study; do not use
both unless both were completed. In the content of this section,
you also need to discuss
why these people (panel of experts or the participants who were
used for the study) were
chosen and how they determined the appropriateness of the
instrument content. You must
use research language to explain what you discuss.
Instrument Validity/Reliability: Pilot Study

121. A pilot study includes actual participants from the population
upon which the
study will be based to assess the validity of instruments/tools.
Pilot studies are typically
recommended when a researcher has created an instrument that
is intended to measure
something, or when a researcher has modified a valid instrument
to the point that new
validity information is necessary.
Does the Field Test/Pilot Test/Expert Panel section:
1. Identify why a Field Test, Pilot Study or Panel of Experts
was chosen to
validate an instrument you created
2. Identify why you chose to use another person’s instrument
for your study
3. Discuss why the people (panel of experts or the people that
were used in
the pilot study) were chosen
4. Discuss how the panel of experts or the people that were
used in the pilot
study determined the appropriateness of the instrument content
5. Use the research language appropriate to help explain what
you are talking
about

122. Data Analysis Procedures
The data analysis procedures section is an important component
of Chapter 3. It
should provide sufficient detail so that it takes a reader step by
step through the process
of how each research question will be answered, and when
applicable, how each null
hypothesis will be tested. The section will be developed
differently depending on whether
the student is proposing a quantitative or qualitative study. As
with the other sections of
Chapter 3, the data analysis procedures should be written as a
detailed blueprint, showing
each step the student intends to take (for the proposal) or
actually took (for the completed
dissertation) to analyze the data. The data analysis procedures
section not only serves as a
detailed road map for analysis but also provides clear direction
to other researchers who
wish to replicate the study.

123. Does the Data Analysis Procedures section:
24
1. Provide a step-by-step description of the procedures to be
used or conduct
the data analysis.
2. Describe in detail the relevant data collected for each stated
research
question and/or hypothesis.
3. Describe in detail any statistical analysis to be employed for
each stated
research question and/or hypothesis.
4. Describe in detail any non-statistical analysis to be
employed for each
stated research question and/or hypothesis.
5. Provide a clear rationale for each of the (statistical and non-
statistical) data
analysis procedures employed in the study
6. Describe the alignment between the research questions,
research
methodologies, types of data to be collected and proposed data
analysis
7. Use consistent language through the proposal to describe the
type of

124. design and data analysis plans
Trustworthiness or Validity and Reliability
For qualitative studies, this section is entitled Trustworthiness.
For quantitative studies, it
is entitled Validity and Reliability. For trustworthiness, present
a rationale for how the
four criteria for the assurances of data trustworthiness are met
(credibility, transferability,
dependability, and confirmability). For quantitative studies,
justification for appropriate
data assumption tests are presented along with appropriate
interpretation of validity and
reliability of the data gathered.
Internal Validity
Discuss your strategies for ensuring the internal validity of your
proposed
research design; in other words, the internal validity of your
study. Internal validity in a
quantitative study is the extent to which a study and its data
results allow the researcher

125. to draw accurate conclusions about the relationships found, such
as cause and effect or
correlation. Internal validity is important to determine whether
the results of a study will
determine a comparable accurate response. In an experimental
study, internal validity
reflects the extent to which the researcher has control led for
extraneous variables so that
any observed effects can be solely attributed to the treatment
variable. In other non-
experimental quantitative studies, internal validity is the
summation reasons why the
researcher will be confident that any conclusions the researcher
makes are warranted
from the data collected and the method used.
Does the Internal Validity section:
1. Discuss the strategies for ensuring the internal validity of
the proposed
research design
25

126. 2. Demonstrate that the study methodology controls for
extraneous or
confounding variables
3. Demonstrate that the study methodology rules out alternative
explanations
4. Demonstrate that the study methodology rules out rival
hypotheses
5. Reiterates the appropriateness of your instruments/data
sources in terms of
the validity and reliability
6. Discuss the sample size relative to confidence limits and
statistical power.
7. Emphasize the triangulation that you have incorporated in
your method
8. Emphasize how the limitations in your study and selection of
key variables
will preclude drawing an invalid conclusion
External Validity
External validity refers to the extent to which the results of the
study apply to
situations beyond the study itself. External validity is important
to defending a research

127. method because it determines how applicable research is to
beyond the study. Discuss
your strategies for ensuring the external validity of your
proposed study. Will your
findings have potential generalizability? Why or why not?
Does the External Validity section?
1. Identify the extent to which the results of the study apply to
situations beyond
the study itself
2. Discuss the strategies for ensuring the external validity of
the proposed study
3. Describes how the findings will have potential
generalizability
Trustworthiness: (for Qualitative Studies)
Trustworthiness is the term used to describe the elements that
establish the credibility,
transferability, dependability, and confirmability of the study.
Strategies generally
include rigorous techniques and methods, thick description,
audit trails, evident
methodological processes and procedures, well-defined coding,
ample examples of

128. quotes, and findings that clearly emerge from the data. Make
sure that you define the
concepts of credibility, dependability, transferability, and
confirmability, and describe the
threats to these concepts inherent in the study design, sampling
strategy, data collection
method/instruments, and data analysis and addresses how these
threats will be
minimized.
Also make sure appendices include copies of instruments,
materials, qualitative data
collection protocols, codebooks, and permission letters from
instrument authors (for
validated instruments, surveys, interview guides, etc.) where
applicable.
Does the Trustworthiness section?
1. Define the concepts of credibility, dependability,
transferability, and
26
confirmability.

129. 2. Describe the threats to the credibility, dependability,
transferability, and
confirmability of the study inherent in the study design,
sampling strategy, data collection
method/instruments, and data analysis
3. Address how these threats will be minimized
Ethical Issues
Discuss the ethical issues and how they will be addressed.
These ethical issues include
approval prior to beginning from IRB, informed consent if
applicable, voluntary
nature of study, protecting the identity of the participants,
protection of confidentiality,
reporting the results of the study, and data storage.
Does the Ethical Issues section?
1. Describe how the identity of the participants in the study
will be protected

130. 2. Discuss potential ethical concerns during the data collecti on
process
3. Describe how the data collected will be safeguarded
4. Describe how the results of the study will be published
5. Identify any potential conflict of interest and explain how its
effect on the
results is minimized
Researcher’s Position Statement
Conflict of interest assessment. Researchers are required to
ensure that
academic, financial, or other personal interests do not
compromise the objectivity with
which their research is designed, conducted, and reported.
Researchers and research
supervisors are responsible for disclosing any personal
relationships or financial interests
that may present conflicts of interest and developing a plan to
eliminate or manage
potential conflicts of interest. Prior to approval of researc h
studies that may present a
conflict of interest, the IRB committee or designated reviewer
will make a determination

131. as to whether there was conflict. If applicable, explain how
there will be no conflict of
interest. If there is a potential or perceived conflict of interest,
identify it and provide
your strategies to avoid or mitigate a conflict of interest.
Position statement. Develop a brief position statement section.
Describe your
relationship to the problem, organization (if applicable), and
potential participants.
Describe your views on this topic and problem and the
strategies you will take to avoid
imposing your bias on the proposed study and findings. This is
an important subsection in
terms of eliminating committee member’s questions about your
position, biases, and
potential conflicts of interest at the proposal conference call. It
is far more productive to
27
address these issues with committee members during the
proposal development/approval
stage than at the proposal conference call.

132. Does the Researcher’s Position Statement section?
1. Identify any potential academic, financial or other personal
interests that
might compromise the objectivity with which their research is
designed,
conducted and reported.
2. Disclose any personal relationships or financial interests that
may present
conflicts of interest
3. Describe a plan to eliminate or manage potential conflicts of
interest
4. Describe strategies to avoid or mitigate a conflict interest
Summary of Chapter 3
Briefly summarize the salient points from chapter three. You
goal should be to
reinforce to your reader how your choice of method, data
collection and data analysis
clearly align with the research problem and research question.
This section should be
brief but compelling. Remember a proposal proposes research to
be conducted and you

133. want your reader to conclude that your proposal (a) addresses a
practical problem with
researching, (b) has a stand-alone literature review that presents
the current research
knowledge regarding your topic/problem, and (c) is capable [via
the methodology] of
answering the primary research question and additional
questions you are posing.
Does the Summary of Chapter 3 section?
1. Summarize the salient points from Chapter 3
2. Reinforce to the reader how the choice of method, data
collection, and data
analysis clearly align with the research problem and research
question.
Include transition to chapter 4 in description
28
CHAPTER 4. DATA ANALYSIS AND RESULTS

134. Introduction
This chapter presents the findings of the study. It is a non-
evaluative reporting of the
data, including tables, figures and charts where applicable. If
hypotheses or research
questions guided the study, data are reported relative to each
hypothesis or research
question. This chapter should include analysis of the validity of
the data, explanation of
how the raw data relates to the questions asked in the study, and
identification of sources
of error and their impacts. Keep in mind that you should always
introduce, present, and
discuss the visual organizers used in this chapter. Never insert
them without these three
steps. It is often best to develop all the tables, graphs, and
charts before writing any text
for this chapter.
General questions to ask before starting to write Chapter 4:
1. Are there sufficient data to answer each of the research
questions/hypotheses asked in the

135. study?
2. Are there sufficient data to support the conclusions you will
make in chapter 5?
3. Is the study written in the third person? Never use first
person.
4. Are the data clearly explained using a table, graph, chart, or
text?
5. All tables, figures etc must be formatted according to APA
style
6. Full transcripts should not be included in the document, only
excerpts as needed
to illustrate the results.
7. Make sure the presentation of your results is aligned with
your specific research
design and data analysis strategy in chapter three.
The introduction to Chapter 4 should be brief. Include a
description of your problem for
the study, the research questions/hypotheses, the methodology,
and a quick description of
what will be covered in this chapter. Write this chapter in the
third person (never use first
person).
Does the Introduction section:
1. Provide a brief introduction to remind the reader of the focus

136. and purpose for
the study?
2. Provide the research questions and/or hypotheses? (Note:
These can also be
29
used to frame the presentation of the data.)
3. Provide a brief description of the methodology used in the
study?
4. Provide a brief description of what will be presented in
Chapter 4?
Description of the Sample
This section of Chapter 4 should describe the population of
interest and the participants in
your study. It should establish the number, gender, age, grade
level (if appropriate) and
setting (if appropriate) You may use graphic organizers such as
tables and charts to
provide further clarification and promote readability.
Does the Description of the Sample section:

137. 1. Describe the population (total group) of interest in the
study?
2. Describe the type of sample used in the study?
3. Describe how the participants for the study were selected?
4. Describe the sample size used in the study?
5. Describe in fairly comprehensive fashion the setting for the
study?
Summary of the Results
The length of this section depends on the study. Be sure to list
the research
question as you are discussing the points to ensure the readers
see that the question has
been addressed. Answer the research questions in the order that
they are listed.
You may organize your results in several different ways. They
are:
1. By hypothesis
2. By research questions
3. By chronology of variables
4. By themes and patterns
5. Other approaches felt appropriate according to study

138. Qualitative Studies
In qualitative dissertations, discuss and provide a table showing
number of interviews
conducted, duration of interviews, # observations conducted if
any, duration, # of
demographic data, # of occurrences of a code, frequency of
themes , model created, etc.
Quantitative Studies
In quantitative dissertations, it is not required for all data
analyzed to be presented but it
is important to provide descriptive statistics and the results of
the applicable statistic tests
used in conducting the analysis of the data. It is also important
that there are descriptive
statistics provided on all variables. However, it is also
acceptable to put most of this in
the appendix if the chapter becomes too lengthy.
30

139. Required Components:
1. Descriptive Statistics: describe or summarize “Data sets”
a. Frequency distributions:
Example: You might use frequency distributions to describe the
distribution for the
IQ scores in your class of 30 pupils.
b. Graphical displays: Bar graphs, Histograms, Line Graphs,
Scatter plots
c. Numerical indexes: averages, percentile ranks, measures of
central tendency,
correlations, measures of variability and standard deviation,
measures of relative
standing,
B. Inferential Statistics: describe the numerical characteristics
of data, go beyond the
data, and make inferences about population based of sample
data. You estimate the
characteristics of populations and test hypothesis about
population parameters,
a. Sampling distributions
b. Estimation
c. Hypothesis testing

140. General questions to ask after your first draft:
1. Are the findings clearly presented where any reader could
understand them?
2. Are all of the tables well organized and easy to read?
3. Are the important data described in the text?
4. Are the data organized by research questions?
Does the Summary of the Results section do one of the
following, based on the purpose
of your study?:
1. Identify who is affected and how (descriptive study).
2. Identify what characteristics or phenomena are associated
with the
problem (prediction research).
3. Describe the factors that contribute to the problem
(explanation).
4. Identify what programs and services are needed to address
the problem
(improve).
Detailed Analysis
This section presents the data and analysis of that data in a non-

141. evaluative manner. It
should include visual organizers such as tables, charts, and
figures. If hypotheses or
research questions guided the study, data can be framed relative
to each hypothesis or
research question. This section should include analysis of the
validity of the data, provide
an explanation of how the raw data relate to the hypotheses or
research questions asked in
the study, and provide an identification of sources of error and
their impact/influence on
the data.
31
You can organize your data and findings in several different
ways. They include:
1. By hypothesis
2. By research questions
3. By chronology of variables
4. By themes and patterns
5. Other approaches felt appropriate according to study
Describe the method you used to analyze the data that was

142. collected for the purpose of
this study. If you analyzed the data differently for each research
question, then state such
so that the reader can follow that each research
question/hypothesis has been addressed.
Does the Detailed Analysis section:
1. Provide hypotheses and/or research questions used in the
study?
2. Present the data collected in the study in a comprehensible
manner?
3. Include analysis of the validity/credibility of the data?
4. Provide an explanation of how the raw data relate to the
hypotheses or
research questions?
5. Provide an identification of sources of error and their impact
on the data?
Summary
Provide a concise summary of what you found out as the
conclusion of this
chapter. The summary should provide a lead or transition into
chapter five where you will

143. discuss the results.
Does the Summary section:
1. Present the findings clearly and in a manner that any reader
can
understand them?
2. Describe all important data?
3. Provide a transition to chapter 5?
32
CHAPTER 5. CONCLUSIONS AND DISCUSSION
Introduction
Chapter 5 is perhaps the most important chapter in the final
dissertation
manuscript because it presents the researcher’s contribution to

144. the body of knowledge
and because for many who read research literature, this may be
the only chapter they
will read. It typically begins with a brief summary of the
essential points made in
Chapters 1 and 3 of the original research proposals, such as why
the topic is important
and how the study design contributes to our understanding of
the topic. The remainder
of the chapter contains a summary of the results, a discussion of
the results, a
discussion of the results in relation to the literature, limitations
of the results,
implications of the results for practice, recommendations for
future research, and
conclusion.
You may share studies not previously discussed in the study.
These may be newer
studies published since the chapter 2 literature review was
written or studies relevant to
the findings that may or may not have been anticipated. The last
words of Chapter 5
should give the final enduring ideas or conclusions that you

145. wish readers to keep when
they are done. This should be presented in the simplest possible
form, being sure to
preserve the conditional nature of your insights.
Does the Introduction section:
1. Explain the purpose for the study?
2. Briefly identify the methodology and research design used
in the study?
3. Inform the reader about what Chapter 5 will do (its
purpose)?
4. Orient the reader to how Chapter 5 is organized?
5. Describe how the chapter fits into the overall dissertation?
Summary of the Results
Provide a summary of your study, an overview of what the study
was about.
This could be organized by hypothesis or research question. If
the summary is
organized by hypothesis, then share your results for each
hypothesis. If the summary

146. 33
is organized by research question, then provide succinct
answers for each research
question. Also include key conclusions that you made based on
your results. Each
conclusion should be listed after the summary for the result
related to each hypothesis
or research question. The language should clearly demonstrate
that you are stating the
conclusions.
Does the Summary of the Results section:
1. Summarize the results by hypothesis (for quantitative
studies) or research
question (for qualitative studies)
studies)? 2. Describe the conclusions that have been made
based on the findings?
Discussion of the Results

147. In this section interpret the results with the related literature
[research and
theory]. What do the results mean? What do the study’s results
mean in light of the
problem or theoretical debate or controversy that drove the need
for the study? What do
the study’s results mean in light of existing findings in the
field? What might the
results mean? Were the research questions adequately
answered? Why did the study’s
results turn out the way they did?
Does the Discussion of the Results section:
1. Interpret the results?
3. Tell the reader what the results mean to the problem or
theoretical
debate that drove the need for the study?
4. Tell the reader whether the research questions were
adequately answered?
5. Tell the reader why the study’s results turned out the way
they did?
Discussion of the Results in Relation to the Literature

148. Discuss the relationship between the results and the literature
you reviewed in
Chapter 2. Throughout chapter 5 there should be citations
drawing connections between
the results and the work of other scholars.
Does the Discussion of the Results in Relation to the Literatur e
section:
1. Provide citations drawing connections between what the
results are
and the work of other scholars?
2. Describe how the findings confirm or disconfirm
theoretical concepts,
assumptions or expectations?
3. Describe how the findings or results confirm or disconfirm
the assumptions or
expectations of that conceptual framework?
34
4. Describe the theoretical ramifications resulting from the
study’s results or

149. findings?
5. Discuss the relationship between the findings and the
literature reviewed?
6. Describe how the literature reviewed in Chapter 2 aligns
with and supports the
findings?
Limitations
Having conducted and considered the results, you should be
able to see the
study from a new perspective regarding the limitations of the
study. In other words,
you should now have additional insight regarding the scope of
the study, what it
achieved and could not achieve, and the interpretation and
implications of the results in
terms of what the results can and cannot provide. Please note
also that design
limitations are a common cause of unexpected results. Describe
the study’s limitations.
Your critical assessment in this section should lead to
improvements that could be

150. applied in future research.
Does the Limitations of the Results section:
1. Describe the study’s limitations?
2. Provide additional insight to the reader regarding the scope
of the study, what
it achieved and could not achieve?
3. Describe what could be changed to lead to improvements
that could be applied
in future research?
Implications of the Results for Practice
Identify the implications for practice in the area of
specialization. Please note
though that not all research studies will have implications or
recommendations for
practice. Any implications or suggestions or calls for change
should be drawn directly
from and supported by your study’s results. Also, before making
a generalization to the
population at large from which the sample was drawn, consider
the size, corresponding

151. confidence levels and intervals, and representativeness of your
sample. When
discussing practice implications from the findings from a
qualitative study, which lacks
the sample size to generalize, make recommendations for
change judiciously. Ensure
those recommendations are drawn directly from the findings.
Does the Implications of the Results for Practice section:
1. Tell the reader what the research implies and what could
happen as a result of
the research?
2. Provide the reader with a clear understanding of the
findings to the area of
specialization?
35
3. Discuss the implication for practice in the area of
specialization?

152. Recommendations for Further Research
Write an introductory sentence followed by a numbered list of
four to six
recommendations. Use complete sentences. Support each
recommendation with a full
explanation for why you are making it. Include the methodology
and/or the design you
think should be used for each recommendation. To help
formulate each
recommendation, ask yourself: What will happen as a result of
this research? What does
this research imply? What could possibly happen?
Does the Recommendations for Further Research section:
1. Begin with a lead sentence that explains the purpose of the
section?
the research implies and what could happen as a result of
the research?
2. Provide recommendations for further research?
specialization?
3. Explain the rationale for each recommendation?

153. 4. Include the proposed research design for each
recommendation?
Summary
Your summary must state concisely an overview of your
findings and what you
concluded from them. The conclusion should not present new
information or ideas.
Essentially, the conclusion is the summative finale of the
dissertation.
Does the summary section:
1. Provide a final summary of the answer to the research
questions?
2. Provide a closure statement to the dissertation as a whole?
36
Appendix A
Institutional Review Board (IRB) Approval Form

155. 37
Appendix B
Informed Consent Form
38

156. Appendix C.
Power Analyses for Sample Size Calculation (Quantitative
Only)
Include a screen shot (graphic image) of the G*Power output.
39

157. Appendix D.
Copy of Instruments and Permissions Letters to Use the
Instruments
This is a required Appendix.
40

158. Appendix E.
Additional Appendices
Additional appendices may include statistical results, interview
transcripts, raw data (as
appropriate), or other critical information pertinent to the
dissertation. Consult with the
chair on additional appendices appropriate for the dissertation.

159. 41
REFERENCES
(References should be single-spaced, with a full space between
entries. Use the ruler to
create a hanging indent.)