The article by Yusuf, Choiri, and Gunarhadi (2018) evaluates the effectiveness of inclusive education and child protection training for lecturers at Sebelas Maret University, revealing significant improvements in understanding the inclusive education subject matter as evidenced by a pretest and posttest analysis. The study highlighted the importance of this training while noting potential threats to validity, including limited generalizability due to a focus on a single faculty and insufficient literature review. Further research is recommended to explore additional factors influencing comprehension and to assess the training's applicability across various educational settings.

1. ARTICLE ANALYSIS
2
Quantitative Article Analysis
Running head: ARTICLE ANALYSIS
1
Quantitative Article Analysis
Yusuf, M., Choiri, S., & Gunarhadi, A. (2018). The
Effectiveness of Inclusive Education and Child Protection

2. Training on Understanding Inclusive Education Subject Matter.
Journal of ICSAR, 2(1), 82-87. Comment by Marlo Jackson:
fix your formatting here. not in correct APA
Summary Comment by Marlo Jackson: center your headings-
subheadings are flushed left
The quantitative article by Yusuf, Choiri, and Gunarhadi (2018)
examined the effectiveness of inclusive education training for
educators using the main learning material (BPU) of Inclusive
Education and The Child Protection as a compulsory course in
the Faculty of Teacher Training and Education, Sebelas Maret
University. Participants in the study included 25 lecturers from
25 programs at the Faculty of Teacher Training and Education
they were both lecturers and candidates of lecturers for
inclusive education at the faculty. They had varied educational
backgrounds but not from a special education program. The
study employed experimental approaches that involved pre and
post-test. The collection of data included involved the use of a
special instrument that measures the concept of comprehension
test and the substance of inclusive education, which included 25
questions. Data analysis was carried out using descriptive
statistical analysis technique continued t-test for difference test
with a significant level of 0.05. It was predicted that the
training would be declared effective when the t-test result was
found to be smaller than the probability of 0.05. Comment by
Marlo Jackson: run on sentence Comment by Marlo Jackson:
in doctoral writing... reviewers frown upon the word "that" try
to avoid as much as possible by adding -ing on the verb.
The results showed a difference between the mean score of
pretest and posttest (17,32-19,84). The paired sample t-test was
used to find out whether there was a statistically significant
difference in the distance run between the two trials. It was
indicated that the p-value was lower than the alpha value
(0,000<0,05). This was used to establish that training teachers
using the main learning material (BPU) of Inclusive Education
and The Child Protection enhances the comprehension in
understanding inclusive education courses as a compulsory

3. course in the faculty.
Analysis
The article provides valuable and valid insights about the
critical role played by inclusive education training and child
protection in improving the understanding of the concept and
substance of study for lecturers in higher education. A
significance level of 0.05 shows that there is a 5% risk of
concluding the existence of a difference when there is no actual
difference. This is accepted as a reasonable choice in most
circumstances (Filho, et al., 2017). The adoption of this level of
significance shows the conclusion is valid. However, this level
of significance implies that there is a risk of a 5% risk that the
conclusion may not be valid. The major threats to validity
include the pretest and posttest effect and Hawthorne effects.
Using a pretest and posttest approach means that results are
obtained only after pretest and posttest, which implies that
errors in one step could compromise the validity. Concerning
the Hawthorne effect, participants in the study might have
altered their behavior and comprehension ability due to the
awareness that they are being studied. Comment by Marlo
Jackson: what is this?
An important weakness in the study is that the authors refer to
existing literature sparingly. This is noticed in the literature
review section where most of the information included is not
attributed. For example, an entire paragraph only contains one
citation, which shows a limited review of existing literature in
the field. Additionally, some of the sources used in the study
are not current. For example, the study includes sources
published in the 1990s, thus failing to recognize the crucial
importance of relying on current knowledge in the field to
inform the direction of the present study. Another weakness is
the limited extent to which the results can be generalized
because of the study’s limited focus on lecturers and
participants from a single faculty. This limits the generalization
of the finds to other faculties, institutions, and groups that do
not constitute lecturers.

4. There are several opportunities for further research not
mentioned in the article. Further, more research should be
conducted to establish whether the findings can be replicated to
other settings, that is, other faculties in other universities across
the country. The study only focused on a single faculty in a
single university, that is, Faculty of Teacher Training and
Education, Sebelas Maret University. Second, more research is
required to establish other factors that could help in improving
the understanding of lecturers in using and understanding the
main learning book of inclusive education and child protection.
This is because inclusive education and child protection is not
the only factor to enhance comprehension. Determining other
factors and employing them together with the proposed
approach in the study would foster better comprehension. Third,
research should be conducted to establish how the influence of
inclusive education on lecturer comprehension is linked to
improved services for students with special needs.
The findings of the study reinforce the importance of ensuring
that wrong concepts are not understood, which would result in
wrong services delivered to children with special needs learning
from inclusive classrooms. Requiring students with special
needs to receive education from inclusive classrooms should
follow efforts to accommodate their particular needs. All
teachers, including those being trained for regular schools,
should be trained on the important aspects of inclusive
education. This includes helping them to modify their attitudes
about students with special needs and enhancing their skills and
knowledge to ensure that they are matched with the needs of
this category of students.
References
Filho, D. B., Paranhos, R., Rocha, E. C., Batista, M., Silva, J.
A., Santos, M. L., & Marino, J. G. (2017). When is statistical
significance not significant? Brazillian Political Science
Review, 7(1), 31-55. Comment by Marlo Jackson:
formatting here is good

5. Yusuf, M., Choiri, S., & Gunarhadi, A. (2018). The
Effectiveness of Inclusive Education and Child Protection
Training on Understanding Inclusive Education Subject Matter.
Journal of ICSAR, 2(1), 82-87. Comment by Marlo Jackson:
formatting here needs work
1
MR 1 (Honours) Business Studies
Marketing Research
Fall semester 2019
Module Leader: Kim M. Adamsen
Description Written Assessment
Grading: 40% of total mark
Deadline: Written Report due by Friday November 8th at 12.00
. If your paper is not handed in by the
deadline in both paper format and electronically, you will be
awarded a 0 marks.
Format:

6. • Written report in Word, one printed copy to hand in to the
tutor and one electronic copy.
• The document must have a front page with:
o Your name
o The assignment number
o The name of the course
o The title of your paper
o The date
• The document should have page numbers on the bottom right
hand corner of each page.
• The font used should be Calibri 11.
• The electronic files must:
o Be named as follows: SURNAME_Name_MR1_WA_DATE
o Be uploaded on “Remind” and “Turn-it-in”
o Hard copy to Professor Kim M. Adamsen
• The document should have the following sections:
o Executive Summary
o Content Outline (Index)
o Context

7. o Body of content (elements outlined below)
o Conclusion
o References
Length: 1,500- 2,000 words
2
Content:
You will be given a subject from your professor.
Given the company or topic that you have been given to work
with.
Explain and analyse in relation to the company, with the use of
models when necessary, the following
elements:
• The company’s problem and the reason for why the company
need to make a Marketing
Research study
• What are the Marketing Research objectives? What
information must be collected to solve the
problem? And why? From whom will it be gathered? And how?

8. • What Marketing Research Methodology or Methodologies will
you use? And why?
• Statement of deliverables, and why?
• What will the costs be?
• Timetable for research phases
Please note:
You will be asked to make a presentation in class during
November 2018, where you will be evaluated
on both the report and the presentation of it, on the following
parameters:
• Preparation
• Referencing & Research
• Design & Structure
• Research Objectives
• Research Methodology
• Each spelling mistake = -1 point in the marking
• Copying will not be tolerated (text nor images). You are
expected to reference content that you
use from other sources.

9. EDUC 750
Quantitative Article Analysis Grading Rubric
Criteria
Levels of Achievement
Content 70%
Advanced
Proficient
Developing
Not Present
Summary: Purpose of study, description of participants/sample,
research design, data collection and analysis, results
33 to 35 points
Each section of the summary is clearly and concisely presented
with rationale as to selection for the study, but fully
summarized with citations as applicable to include.
30 to 32 points
All sections of the summary are identified and supported with
some rationale and/or citations as applicable.
1 to 29 points
Some sections of the summary are not evident or unclear. Not
all information includes citations.
0 points
Sections are incomplete, missing, lacking alignment, and
lacking support.
Analysis: Further research, validity, original insight/criticism,
implications
33 to 35 points
The analysis provides multiple directions for further research.
There is a complete and concise discussion of the validity/rival
hypotheses. Insight/Criticism based on fact, research, or
scholarly authority. There is a complete and concise discussion
of the implications of research on practice.

10. 30 to 32 points
The analysis provides a few directions for further research.
There is a concise discussion which generally recognizes most
aspects of the validity/rival hypotheses. Generally good
evidence given in support of insight/criticism. There is a
concise discussion which generally recognizes implications for
practice.
1 to 29 points
Directions for further research are unclear or inconsistent with
findings. The validity/rival hypotheses tend to be one-sided
with aspects missing. Evidence only somewhat supports
insight/criticism. The discussion contains unclear implications
for practice.
0 points
There is an incomplete discussion of further research,
validity/rival hypotheses, or implications. Insight/criticism is
not entirely supported. No connection is made between research
and practice.
Structure 30%
Advanced
Proficient
Developing
Not Present
Grammar, Spelling and Page Count
14 to 15 points
Correct spelling and grammar are used throughout the review.
There are 0–2 errors in grammar or spelling that distract the
reader from the content. Must have at least 3 pages.
13 points
There are 3–5 errors in grammar or spelling that distract the
reader from the content. Has 3 pages.
1 to 12 points
There are 6–10 errors in grammar or spelling that distract the
reader from the content. Has less than 3 pages.
0 points
More than 10 errors that distract the reader from the content.

11. Has only 1 page.
Current APA Format Compliance
14 to 15 points
There are 0–1 minor errors in current APA format in the
required items.
13 points
There are 2–3 minor errors in current APA format in the
required items.
1 to 12 points
There are more than 3 errors in current APA format in the
required items.
0 points
There are more than 5 errors in current APA format.
Page 1 of 2
EDUC 750
Quantitative Article Analysis Instructions
Choose 1 quantitative article and compose a 3-page review (not
including the reference page in the count). Your review must
include 2 sections (using Level 1 headings in APA): (1) a
summary of the article and (2) a critical analysis of the article.
Your summary must include:
· The purpose of the study;
· A description of participants/sample;
· The research design (experimental, quasi-experimental,
correlational, regression, etc.);
· The method of data collection (survey, test, questionnaire,
etc.);
· A statistical analysis (t-test, analysis of variance (ANOVA)
analysis of covariance (ANCOVA), chi square, Pearson product
moment correlation, Spearman rho, etc.); and
· The results.
Your analysis must include:
· Opportunities for further research not already stated in the
article,

12. · Threats to validity or rival hypotheses not already discussed,
· Other original insight or criticism, and
· Implications of the findings.
See your textbook if you need more help evaluating your article.
Remember to include a reference page. All citations and
references must be in current APA format.
NOTE: If the article you selected does not identify how the data
was statistically analyzed (e.g., t-test, ANOVA, ANCOVA etc.),
it is likely that this article is either not a quantitative study or
not an actual research report but a summary of a study, in which
case you must select another article.
Submit the QUANtitative Article Analysis by 11:59 p.m. (ET)
on Sunday of Module/Week 4.