Responses to students' discussion postings

The below are two students’ discussions postings. You need to offer to their individual postings substantive responses as a student not an instructor. Please note that you need to respond for each student on a half-page with one reference. Student #1 I will primarily be using a survey as my research material in which to obtain enough information for a viable study and to do a full analysis of the data. The survey will be administered via e-mail. Some of the advantages of using an e-mail based survey is the low cost, fast delivery and responses of the material, and the ability to reach many people in order to obtain enough data for a representative sample so it can be generalizable to a population. Some disadvantages include difficulty securing a response rate, and data produced may not be specific enough (Kelley, Clark, Brown, and Sitzia, 2003). Regardless of the method used to administer the survey, it is important that the survey is of high quality and has value. The challenges that I am currently experiencing is finding an already validated survey, that can be adopted for use in my ARP. The information that I need to obtain to find out about perceptions of terminal degrees for the HIM professional is very specific, and not something that can be obtained from the various national databases. The questions used in a survey research much be presented well for it to be clearly understood. The use of grouping by subject and numbering of the questions will make the survey easier to follow. Instructions should be clearly given, and the use of headers also makes the questionnaire easier to follow. Survey questions will be either open questions or closed questions. Closed questions are generally best as the possible responses are already known. However, there may be the need for open questions when pre-coding cannot be used, or when possible replies are unknown (Kelley, Clark, Brown, and Sitzia, 2003). I am considering some sort of incentive towards completing the survey, once it has been created and approved, although I am unclear at this point how this is done without obtaining individual information for those who participate. In a study done by Cole, Sarraf, & Wang (2015), it was found that when an incentive is offered that there is a slightly higher incidence of survey completion, and that the use of an incentive does not affect he outcome of the data. Cole, J. S., Sarraf, S. A., Wang, X. (2015). Does use of survey incentives degrade data quality? Retrieved from https://nsse.indiana.edu/pdf/presentations/2015/AIR_Forum_2015_Cole_Sarraf_Wang_paper.pdf Kelley, K., Clark, B., Brown, V., and Sitzia, J. (2003). Good practice in the conduct and reporting of survey research. International Journal of Quality in Health Care. 261-266. DOI: https://dx.doi.org/10.1093/intqhc/mzg031 Student #2 According to Healey and Zimmerman (2010) state, “The key to healthy people concept is the Data I will be collecting comes from students enrolled in the program. Most of this data is available through the Central Application System for PA (CASPA) and includes GRE scores, GPAs, and other significant pre-admission variables. Student GPAs and performance on summative assessments in the program are tracked by the registrar and within the department to monitor progression requirements. The program director is notified of PANCE scores as soon as they become available. The variables I am focusing on include pre-admission cognitive variables (GRE scores, cumulative GPAs, Science GPAs, and program prerequisite GPAs), program didactic performance through didactic GPAs (both by semester and cumulatively), and performance on the PANCE after graduation. My primary analysis will look at pre-admission cognitive variables in comparison to PANCE scores, while my sub-analysis will look at those same cognitive variables with didactic performance in the program. I will be able to access this data from CASPA, within the department’s records, and from the college, pending IRB approval. At this time, I do not anticipate significant challenges in regards to materials and measurements. Since I am not using a typical measurement tool for my study, it is hard to comment on the validity. If appropriate, I can comment on the validity of CASPA, the system we use to collect our application requirements. CASPA requires students to input their academic histories into the system, and then submit official transcripts for their reviewers to verify grades and courses reported. Once verified, that information becomes accessible to program admissions committee members. With these strict procedures for verifying academic coursework and grades, it seems that this system appears to have strong face validity (i.e. appearing to measure what it is supposed to) and content validity (i.e., actually measuring what it is supposed to) (Portney and Watkins, 2015; Social Research Methods, 2006). Again, with no tool, no pilot testing. But, I do plan to individually verify the data in CASPA through the transcripts available in the system and through transcripts sent directly to our department. Portney, L. G., & Watkins, M. P. (2015). Foundations of clinical research: Applications to practice (3rd ed.). Philadelphia, PA: F.A. Davis. Social Research Methods (2006). Measurement validity types. Retrieved from https://www.socialresearchmethods.net/kb/measval.php