TBL intervention methods

Order Description
Sections:

i) Participants—Description of sample , participant selection, and/or site identification; comparison group description.
nursin” rel=”nofollow”>ing students enrolled in” rel=”nofollow”>in a research or statistics course. will look for differences in” rel=”nofollow”>in type of learner (adult vs traditional)

ii) Measures or Instrumentation—description of all variables, data sources such as existin” rel=”nofollow”>ing data, assessments, measures/surveys, and/or in” rel=”nofollow”>interview protocols.
SAM (Earp, 2007)
SELS (Perepiczka, Chandler and Becerra, 2011)
pre and post test to collect anxiety and self-efficacy data
grades from midterm and fin” rel=”nofollow”>inal exam to match achievement data
in” rel=”nofollow”>institutional records to see if success in” rel=”nofollow”>in the course impacts nursin” rel=”nofollow”>ing attrition rates

iii) Procedure:

(1) Intervention—detailed description of the in” rel=”nofollow”>intervention in” rel=”nofollow”>includin” rel=”nofollow”>ing a timelin” rel=”nofollow”>ine for the in” rel=”nofollow”>intervention.
Team-Based learnin” rel=”nofollow”>ing in” rel=”nofollow”>intervention. usin” rel=”nofollow”>ing real world examples and data. will attach the in” rel=”nofollow”>information on the curriculum in” rel=”nofollow”>in a word document.

(2) Data collection—description of data collection procedure to examin” rel=”nofollow”>ine BOTH the process of implementation and proximal outcomes of the in” rel=”nofollow”>intervention.

(3) Data analysis—description of the data analyses in” rel=”nofollow”>includin” rel=”nofollow”>ing specific steps to code

qualitative data and statistical analyses for quantitative data. this section should also consider how to manage the data.

(4) Summary Matrix—in” rel=”nofollow”>include a matrix showin” rel=”nofollow”>ing alignment between research questions, measures or in” rel=”nofollow”>instrumentation that operationalizes the variables of in” rel=”nofollow”>interest, data collection, and data analysis as
an Appendix; refer to appendix as appropriate throughout this section
research questions:
1. How does anxiety impact student performance in” rel=”nofollow”>in statistics classes?
2. In what ways does statistics anxiety relate to general mathematics anxiety?
3. Does a student’s attitude toward statistics affect his or her academic performance?
4. How does the type of learner affect statistics anxiety?

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