This is a Walden University course (EDUC 8102-6), LG7: Self Analysis of RKA Quiz #6 . It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.

1. Running head: LG7 SELF ANALYSIS OF RKA 1
LG7: Self Analysis of RKA Quiz #6
Orlanda Haynes
Walden University
Author Note
This paper was prepared for Richard W. Riley School of Education and Leadership
EDUC 8102-6 Applied Research and Adult Learn
Ed. D Student
Spring 2015

2. LJ6: SELF ANALYSIS OF RKA 2
The focus of Module 7 is to expand students’ knowledge of mix-methods, program
evaluation, and action research. Since my experienced was basically issue free (score 30/30), this
discussion will be slightly different from prior journal assignments. In that, the focus of this
paper will reflect what I have learned overall in this module, including concepts involved with
quantitative, qualitative, and action research, as well as program evaluations. That said, let’s
begin the discussion.
LJ6: Self Analysis of RKA Quiz #6
The primary purpose of quantitative designs is to (a) generalize findings back to larger
populations, (b) advance knowledge, (c) fill gaps in literature, (d) confirm or refute prior
findings, and (e) improve practice within education communities by reporting findings in
journals or at conferences. In addition, empirical evidence is used to support new methods or
approaches. Equally relevant is that experimental or quasi-experimental research approaches
attempt to control extraneous variables to ensure that only the independent variable affects the
dependent variables. As such, clear definitions of the different treatments or levels of
independent variables are presented.
In contrast, qualitative frameworks generally relate results back to literature. Moreover,
experimental or quasi-experimental research approaches attempt to control extraneous variables
so that only the independent variable affects the dependent variables. As such, clear definitions
of the different treatments or levels of independent variables are presented. The purpose of action
research is distinctly different. The primary goal is to address current issues in naturalistic
settings. Whereby, researchers and participants share joint responsibility for outcomes by
collaborating simultaneously to test new programs, products, services, and concepts, or to revise
existing ones. If results prove effective, revisions are implemented in real-time.

3. LJ6: SELF ANALYSIS OF RKA 3
The aim of program evaluations, on the other hand, is different from either of these
approaches. That is, frameworks are specifically designed to determine programs’ values, as well
as make recommendations for improvement. Clients and stakeholders or evaluators and clients
set activities and goals. Both quantitative and qualitative data collection methods are used.
Moreover, evaluation settings are not restricted as they are in basic, applied, or action research
(Lodico, Spaulding, & Voegtle, 2010).
In summary, the purpose of this paper is to reflect on concepts that were unclear in
Module 6, especially questions missed on Module 6 Quiz. However, since relative few issues
arose, this discussion reflects on Module 6 overall learning objectives, which were to expand
students’ knowledge of mix-methods, action research, and program evaluations. I have
presented a brief overview of these topics.

4. LJ6: SELF ANALYSIS OF RKA 4
References
Lodico, M., Spaulding, D., & Voegtle, K. (2010). Methods in educational research: From theory
to practice. San Francisco, CA: John Wiley