Need help with a my chapter 2 writing assignment.
Refer to St. Thomas University Dissertation Publication Manual throughout the writing
process.
Model Title Page
Title of the Quantitative/Qualitative Dissertation
By: Author’s Name
Date of the Defense
Submitted in Partial Fulfillment of the Requirements for the Doctor of Education degree
St. Thomas University
Miami Gardens, Florida
Approved:
__________________________
(name of chair, highest earned degree, title, and affiliation)
Committee Chair
__________________________
(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
than 12-15 words
Copyright 2020 by Jane Doe
All Rights Reserved
Copyright Acknowledgement Form
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
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
________________________
_____________________
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
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.
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.
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
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
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
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
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
(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.
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 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
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
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
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
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
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
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
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
Example: The purpose of this study is to examine the 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
school teachers and parents.
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
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
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 questions. Example: The
following research questions/hypotheses guide this study.
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).
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
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 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.
Example: This study examines attitudes, 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
and academic success.
Organize this section with three subsections—Rationale, 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 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,
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.
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).
Examples: (a) A predictive correlational study is proposed in order to . . . . (b) A quasi-
experimental design will be conducted in order
to . . . . Provide a brief overview of the research design so 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 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, 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.
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:
Example: There are a number of terms that 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).
The second term. List the terms alphabetically. Define and cite each word
(Author, 2020).
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 theory, methodology, ethical
considerations, and so on. Therefore, within the assumptions discussion, identify all your
assumptions regarding the proposed study. Write in the third person. Example: An
assumption underlying the study includes the potential honesty and candidness of the
participants regarding . . . . Assumptions may include basic 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:
Example: The following assumptions will be present in this study:
1. Using the Numbering icon on the formatting toolbar, format numbered
lists with a hanging indent.
2. xx . . . .
Limitations
Limitations reflect weaknesses or potential weaknesses in 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 …
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