Discussion Thread: Research Question

A quantitative research study requires a numerical measure on the dependent variable. A quantitative measure is based on a scale. For example, say you are interested in measuring creativity of students. Search the internet, Google Scholar, journal articles, and/or the library to find an instrument that best matches your topic. For example, if your topic was "creativity," you may want to try key terms such as; creativity measure, creativity scale, creativity instrument, etc. Read about the instrument and make sure it is a good fit.

Then, using what you learned in the course, write a research question and testable null hypothesis that may be considered for your study. Include the following information in your post: Your degree program, Research Question, Null hypothesis, Independent variable, Dependent variable, Quantitative Instrument, Participants, Statistical test, the reason for conducting the study, and how it would glorify our Lord Jesus Christ.

For example:

Degree Program: PhD in Aeronautics

Research Question: Is there a significant relationship between the criterion variable (aviation professor qualifications) and the linear combination of predictor variables (perceptions of teaching efficacy and perceived learning) for aviation students?

Null Hypothesis: There is no significant relationship between the criterion variable (aviation professor qualifications) and the linear combination of predictor variables (perceptions of teaching efficacy and perceived learning) for aviation students.

Independent variable: Aviation professor qualifications

Dependent variable: Aviation students' perceptions of teaching efficacy and perceived learning

Instrument (Scale): Academic Perceptions Inventory (API) is used to describe students' perceptions of educational experiences.

Participants: Aviation students enrolled in an aeronautical degree

Statistical Test: Multi-regression analysis

Why would you like to conduct this study? Coming from the K12 educational setting, I was shocked to see the lack of required teaching specific qualifications of university professors. K12 educators have strict qualifications that are defined and regulated. However, when comparing those strict teaching qualifications to that of the university professor, one has to wonder if qualifications play a significant factor in student learning. The university professor qualifications focus mainly on subject matter expertise. The university professor does not need specific teaching qualifications or training in teaching pedagogy, methodology, and philosophy. When compared to K12 educators, K12 educators must meet subject matter expertise as well as teaching pedagogy, methodology, and philosophy.The main question is what factor does teaching qualifications play a role in student perception of learning? Is it teaching qualifications, is it subject knowledge qualification, is it both teaching and subject knowledge qualifications, or can students differ between specific types of professor qualifications?If qualifications play a role, what qualifications are important and how do those qualifications play a role in student perceptions of teaching efficacy and their perceived learning?

How would your study glorify our Lord Jesus Christ (include scripture)? Teaching is an important topic in scripture, not taken lightly, and should be regarded as a gift from God. In Romans 12:7, Paul emphasizes the gift of teaching as the ability to teach. "The one who teaches, in his teaching." Paul specifically speaks to teaching as a gift in Romans 12:6, "Having then gifts differing according to the grace that is given to us." Ephesians 4:11, "And He gave some, apostles; and some, prophets, and some, evangelists, and some, pastors and teachers." The Bible also speaks to teaching (pastoring) as shepherding a flock (1 Peter 5:1-3). Without that shepherding, the flock of sheep would starve, scatter, and lose their way. 1 Peter 5:2 states, "Shepherd the flock of God that is among you..." The art of being a shepherd is a learned skill (John 10:11-18). Knowing a lot about sheep does not mean that one can shepherd those sheep. As with education, teaching is a skill and a gift. Just because one has knowledge about a topic, does not equate to the ability of facilitating that knowledge to students. Scripture connects the importance of teaching with gifts honed in with specific skills by connecting the importance of teaching with outcomes.

Sources:Soares, A. T., &Soares, L. M. (1979).Academic Perceptions Inventory [2000 Revision].

Please review the Discussion Assignment Instructions Download Discussion Assignment Instructionsprior to posting. You may also click the three dots in the upper corner to Show Rubric.

Submit your thread by 11:59 p.m. (ET) on Thursday of Module 8: Week 8.