Gain scores for Groups A and B
Test | Group A (intervention) ( = 129) | Group B (control) ( = 127) | ||
---|---|---|---|---|
Series 1 ( ) | Series 2 ( ) | Series 1 ( ) | Series 2 ( ) | |
Pre-test | 31.16 (15.11) | 36.51 (14.14) | 36.85 (15.50) | 38.70 (14.44) |
Post-test | 76.05 (15.97) | 80.00 (14.32) | 78.35 (16.38) | 79.09 (14.81) |
Gain score | +44.88 (10.94) | +43.49 (9.07) | +41.50 (10.14) | +40.39 (8.49) |
Independent samples t -test results for Groups A and B
Series | Group mean (SD) | Cohen's | ||||
---|---|---|---|---|---|---|
A (intervention) | B (control) | |||||
S1 | +44.88 (10.94) | +41.50 (10.14) | 254 | 2.568 | 0.011 | 0.320 |
S2 | +43.49 (9.07) | +40.39 (8.49) | 254 | 2.817 | 0.005 | 0.353 |
Average | +44.19 (7.23) | +40.95 (6.90) | 254 | 3.668 | 0.000 | 0.458 |
Summary of participants' responses to five Likert scale questions in the surveys
Question | Mean (SD) Student | Mean (SD) Teacher |
---|---|---|
1a. The reading strategy of annotating was easy to use in my social studies class | 4.69 (0.73) | 5.0 (0.00) |
2a. In the classes where annotating was used, I was actively engaged in my learning | 4.36 (1.15) | 4.8 (0.45) |
3a. Annotating increased my learning of the content | 4.63 (0.52) | 4.8 (0.45) |
4a. I will continue to use the reading strategy of annotating in my future social studies classes | 4.29 (1.06) | 5.0 (0.00) |
5a. I will use the reading strategy of annotating in other content area classes (ELA, math or science) | 4.71 (0.64) | 5.0 (0.00) |
Average | 4.54 (0.87) | 4.92 (0.28) |
Question | Category ( ) | Theme ( ) |
---|---|---|
1b. Describe your opinion on using annotating in your social studies classroom. If you thought it was easy, describe why it was easy | Easy to use ( = 44) | |
2b. Describe how you think annotating affected this. If you think you were actively engaged, describe how annotating helped with this | Increase engagement ( = 38) | |
3b. If you marked that you “agree” or “strongly agree” that annotating increased your learning of the content, describe how annotating increased your learning of the content | Increase learning ( = 25) | |
4b. If you marked that you “agree” or “strongly agree” that you will use annotating in your future social studies classes, describe how you plan to continue to use it | Increase future learning in social studies ( = 31) | |
5b. If you marked that you “agree” or “strongly agree” that you will use annotating in your other content area classes, identify the content(s) and describe why you think annotating will help in that content(s)? | Increase future learning in English language arts, math and science ( = 23) |
Generated themes with examples of students' responses
Themes | Example of responses |
---|---|
Visualized key points | It made what I was reading more interesting because it was more colorful to look at it and the sticky notes had all of my key points on them |
Broke down complex texts | It helped me break down what I was reading |
Slowed down reading | I rush through a lot, but this helped me not to |
Increased focus | It helped me focus better on what I was reading |
Encouraged critical thinking | It made me think about things deeper |
Increased discourse | I saw how things connected to other things and then I could describe them better |
Teacher demographics | Groups | Frequency | Percent |
---|---|---|---|
Gender | Female | 3 | 60 |
Male | 2 | 40 | |
Age range | 26–30 | 1 | 20 |
31–35 | 1 | 20 | |
36–40 | 1 | 20 | |
41–45 | 1 | 20 | |
50+ | 1 | 20 | |
Years of full-time teaching experience | 0–5 years | 1 | 20 |
11–15 years | 2 | 40 | |
16–20 years | 1 | 20 | |
25–30 years | 1 | 20 | |
Highest degree | Bachelor’s | 2 | 40 |
Master’s | 2 | 40 | |
Specialist | 1 | 20 | |
Certification areas | LA and SS | 2 | 40 |
Math and SS | 2 | 40 | |
Science and SS | 1 | 20 | |
Current teaching area(s) | Regular and inclusion | 5 | 100 |
Advanced and gifted | 5 | 100 | |
Grade levels currently teaching | 7th and 8th | 5 | 100 |
= 5 teachers |
Student demographics | Groups | Frequency | Percent |
---|---|---|---|
Gender | Female | 56 | 43.40 |
Male | 73 | 56.60 | |
Social studies teacher | Class ZA | 26 | 20.16 |
Class YA | 24 | 18.60 | |
Class XA | 28 | 21.70 | |
Class WA | 25 | 19.38 | |
Class VA | 26 | 20.16 | |
Favorite subject | ELA/reading | 26 | 20.20 |
Math | 39 | 30.20 | |
Science | 50 | 38.80 | |
Social studies | 14 | 10.80 |
Note(s): N = 129 students
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The annotation should explain the value of the source for the overall research topic by providing a summary combined with an analysis of the source. Example: Aluedse, O. (2006). Bullying in schools: A form of child abuse in schools. Educational Research Quarterly, 30 (1), 37.
INTRODUCTION. Scientific research is usually initiated by posing evidenced-based research questions which are then explicitly restated as hypotheses.1,2 The hypotheses provide directions to guide the study, solutions, explanations, and expected results.3,4 Both research questions and hypotheses are essentially formulated based on conventional theories and real-world processes, which allow the ...
The University of Toronto offers an example that illustrates how to summarize a study's research methods and argument.. The Memorial University of Newfoundland presents these examples of both descriptive and critical annotations.. The Writing Center at the University of Wisconsin gives examples of the some of the most common forms of annotated bibliographies.
The following two sample papers were published in annotated form in the Publication Manual and are reproduced here as PDFs for your ease of use. The annotations draw attention to content and formatting and provide the relevant sections of the Publication Manual (7th ed.) to consult for more information.. Student sample paper with annotations (PDF, 5MB)
to identify what is best practice. This article is a step-by step-approach to critiquing quantitative research to help nurses demystify the process and decode the terminology. Key words: Quantitative research methodologies Review process • Research]or many qualified nurses and nursing students research is research, and it is often quite difficult
The analysis shows that you can evaluate the evidence presented in the research and explain why the research could be important. Summary. The summary portion of the paper should be written with enough detail so that a reader would not have to look at the original research to understand all the main points. At the same time, the summary section ...
One way is to take a few moments to choose to learn before you read or listen to a lecture. Sit calmly, take a few deep breaths, and tell yourself with your inner voice: "I choose to remember what I learn today." Repeat this a few times, and then begin. Visualize or picture in your mind what you wish to remember.
An annotated bibliography is a summary and evaluation of a resource. According to Merriam-Webster, a bibliography is "the works or a list of the works referred to in a text or consulted by the author in its production.". Your references (APA) or Works Cited (MLA) can be considered a bibliography. A bibliography follows a documentation style ...
Research. Services. About Us. Library Express. My Checkouts. Get Help. EKU Libraries; Research Guides; APA 7th Edition Style Guide; Sample Annotated Student Paper ... Sample Annotated Paper - APA Style 7th Edition. Annotated Student Sample Paper. Annotated Professional Sample Paper. Sample Student Paper (no annotations)
Mixed-methods research is a flexible approach, where the research design is determined by what we want to find out rather than by any predetermined epistemological position. In mixed-methods research, qualitative or quantitative components can predominate, or both can have equal status. 1.4. Units and variables.
Scientific writing, particularly quantitative writing, is difficult to master. To help undergraduate students write more clearly about data, we sought to deconstruct writing into discrete, specific elements. We focused on statements typically used to describe data found in the results sections of research articles (quantitative comparative statements, QC). In this paper, we define the ...
The first part of an annotation is usually a summary or description of the text. This involves briefly outlining the author's main points, as well as providing an overview of the approach or methodology they have used. As you read each source, focus on understanding the main ideas. Take notes on the following questions, in your own words, and ...
What is an annotated bibliography? An annotated bibliography is a list of citations to books, articles, and documents. Each citation is followed by a brief (usually 150-200 words) descriptive and evaluative paragraph, the annotation. The purpose of the annotation is to
Quantitative Research Design (JARS-Quant) The current JARS-Quant standards, released in 2018, expand and revise the types of research methodologies covered in the original JARS, which were published in 2008. JARS-Quant include guidance for manuscripts that report. In addition, JARS-Quant now divides hypotheses, analyses, and conclusions ...
Below you will find sample annotations from annotated bibliographies, each with a different research project. Remember that the annotations you include in your own bibliography should reflect your research project and/or the guidelines of your assignment. As mentioned elsewhere in this resource, depending on the purpose of your bibliography ...
Annotating a Text (Hunter College) This resource is designed for college students and shows how to annotate a scholarly article using highlighting, paraphrase, a descriptive outline, and a two-margin approach. It ends with a sample passage marked up using the strategies provided.
What is annotation? Annotation can be: A systematic summary of the text that you create within the document. A key tool for close reading that helps you uncover patterns, notice important words, and identify main points. An active learning strategy that improves comprehension and retention of information.
Quantitative research is the process of collecting and analyzing numerical data to describe, predict, or control variables of interest. This type of research helps in testing the causal relationships between variables, making predictions, and generalizing results to wider populations. The purpose of quantitative research is to test a predefined ...
3. Create a separate notation page, if needed. If your comments begin to overflow the margins, then you may want to use another piece of paper for extra annotations. Just make sure to write down the page numbers for each comment or marking. You could also divide the page up according to sections of the article.
Follow these key steps when annotating any text: Step 1: Scan. This is really a pre-reading technique. At first glance, make a note of the title of the text, and subheadings, if any, to identify the topic of the text. Analyze the source, i.e. the author or the publisher, to evaluate its reliability and usefulness.
An annotated bibliography is the full citation of a source followed by notes and commentary about a source. The word "annotate" means "critical or explanatory notes" and the word "bibliography" means "a list of sources". Annotations are meant to be critical in addition to being descriptive. Annotated bibliographies are useful ...
Published on March 9, 2021 by Jack Caulfield. Revised on August 23, 2022. An annotated bibliography is a list of source references that includes a short descriptive text (an annotation) for each source. It may be assigned as part of the research process for a paper, or as an individual assignment to gather and read relevant sources on a topic.
Purdue Owl Annotated Bibliography Samples See sample annotations from annotated bibliographies in MLA and APA style. ... Quantitative and Qualitative Research ; Critical Appraisal: Evaluating Studies ; Conducting a Systematic Review ; Research Study Design ; Find Books Toggle Dropdown.
Quantitative data were analyzed to evaluate the mean differences in participants' test scores and survey responses, and qualitative data from open-ended survey questions were transcribed and analyzed using an inductive approach (Miles et al., 2014) to supplement the quantitative findings and develop a holistic picture of the students' learning ...
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