Dissertation Prospectus

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DISSERTATION PROSPECTUS 1

DissertationProspectus

DissertationProspectus

Introduction

The study mainly concerns the relationship betweenjob turnover rates and financial literacy in black males. For a longtime, the link that occurs between the undergraduate rates amongAfrican American males and their access to financial literacy hasnever been established. This study will seek to find out and fillthis gap. The earlier studies that were done largely focused on thelink between two variables, that is education and financial literacy,with no study carried out earlier exploring the third variable of theblack males. Most of the earlier studies have been considering thethird variable as a subset of the others such as race. This studywill mainly use quantitative method to meet its objective and provideanswers to the research question. While using this method, there aredifferent tools, techniques, and sources of data that will help incollection of numerical value on the three variables. The threevariables include Job turnover, African American males access toEducation (graduation rates), and Financial literacy level andprograms. Carrying out this study is instrumental, as it will help incontributing to broad area that correlate African American financialliteracy and job turnover. The study additionally will establishcertain approaches that are to be employed by policy makers toimprove the level of financial literacy and lower the job turnoverrates.

Criteria (Required Components): score 0-3

Learner Self-Evaluation Score

(0-3)

Chair or Reviewer Evaluation Score

(0-3)

This section briefly overviews the research focus or problem, why this study is worth conducting, and how this study will be completed.

The recommended length for this section is one paragraph.

  1. Dissertation topic is introduced.

  1. Describes how the study extends prior research or fills a “need” or “defined gap” from current literature.

NOTE: This Introduction section elaborates on Point #1(the Topic) from the 10 Strategic Points. This Introduction section provides the foundation for the Introduction section in Chapter 1 of the Proposal.

NOTE: When writing this section ensure it has a logical flow, as well as uses correct paragraph structure, sentence structure, tense, punctuation, and APA format.

Comments from the Evaluator:

Background of the Problem

There is a need for research that connects betweenundergraduate rates among African American males and accesses tofinancial literacy. Mostly the part of African American populationthat is in high debts produce lower undergraduate rates. “Thiscurrent study seeks to bridge the gap between”. Financial literacyrefers to the ability, knowledge, and set of skills that enables aperson to make efficient, effective and informed decisions with allhis/her financial resources. According to Lusardi &amp Mitchelli(2007), financial literacy empowers a person to manage his wealth andinvestment in an effective way and given that its link with thefinancial stability of a person, it has an effect on the job turnoverrate. Having a college degree provides a person with basic financialknowledge, which means that having a high percentage of a givencomponent of the general population without education is anindication that that component will have low financial literacy.

There is not enough to studies done to make aconnection between job turnover and financial literacy. This studyinvestigates the graduation rates among the African-American males inthe US. Further, it seeks to investigate how financially deprivedHBCUs are faring against the goal of educating African Americanmales. Among the minority group (African American), only 19% of thepopulation aged between 23 and 27 years have a college degree. Thenumber of African Americans graduating from four-year colleges stillslags by far behind that of their white counterparts. Compared to 61%graduation rate of white students enrolling in four-year colleges inthe first year, the rate for African American students is only at39%. DeAngelo et al. (2011) states that completing a college degreeis held in high esteem in the American society and is often used togauge the quality of an institution.

A study carried out in 2014 by Young Invisibles(which is a nonpartisan economic and education community advocacygroup) revealed that an African- America graduate has the same jobprospect as a white person who has a prison record or a whitehigh-school dropout. The gap was attributed to the racialdiscrimination. The report also noted high likelihood of anAfrican-American turning over the job compared to the white, whichwas attributed to among other factors, job dissatisfaction, and poorability to manage future personal finance (Harper, MacLehose &ampKaufman, 2014). Wilson (2009) noted that joblessness experience, anddissatisfaction at the place of work has a long lasting effect on theeconomic mobility of black population. This is reflected in thestatistics that indicates that over the last 15 years the wages forthe black workers have fallen by 44% in comparison to that of thewhites, which have risen by 45%. In as much as the shrunk in thewages for the African-American has led to the decline in the totaleconomic contribution of the black in USA economy, the shrunk inwealth has a high link to the low financial literacy, especiallyamong the Black males who are heads of their families (Harper,MacLehose &amp Kaufman, 2014). Jagman et al., (2014) noted that thefinancial literacy could be highly attributed to gaining a collegecertificate. This followed a study that concluded that financialliteracy is high among the high school dropouts compared to theundergraduates of the same age.

Criteria (Required Components): score 0-3

Learner Self-Evaluation Score

(0-3)

Chair or Reviewer Evaluation Score

(0-3)

Background of the Problem

The recommended length for this section is two-three paragraphs.

  1. Identifies the “need,” or “defined gap” that will lead to the research problem statement in a following section. Citations from the literature in the last 5 years describe the problem as a current “need” or “gap” for further research.

  1. Discusses how the “need” or “defined gap” has evolved historically into the current problem or opportunity to be addressed by the proposed study.

  1. ALIGNMENT: The problem statement for the dissertation will be developed from and justified by the “need” or “defined gap” that is described in this section and supported by the Literature.

NOTE: This Background of the Problem section uses information from Point #2 (Literature Review) in the 10 Strategic Points. This Background of the Problem section becomes the Background of the Study in Chapter 1 in the Proposal. It is then expanded to develop the comprehensive Background to the Problem section in Chapter 2 (Literature Review) in the Proposal.

NOTE: When writing this section ensure it has a logical flow, as well as, uses correct paragraph structure, sentence structure, tense, punctuation, and APA format.

Comments from the Evaluator:

Theoretical Foundations and Review of theLiterature/Themes Theoretical Foundations

This dissertation willrely on three theoretical foundations. These foundations include:

  1. Numerical data study (Hsieh &amp Shannon, 2015).

  2. Completing college (Franke, Hurtado, Pryor &amp Tran, 2011

  3. Theory of Planned Behavior and Financial Literacy (Kennedy, 2013).

Review of Literature Topics with a Key Theme forEach One

  1. Determinants of job turnover

Various factors exist that determine the rate ofjob turnover among the population. Some of these factors include thelevel of education, personal background, gender and level of literacy(Donohue, 1988). The study employed the hazard models to evaluate thejob tenure for female and male entrants to the full time labor aftergraduating from the institution of higher running.

The aim of the study was to identify whetherdemographic factors such as race and gender have effect on the jobturn over. The study sampled comprised of 1527 women and 1431 men.The study found out that the percentage of the people with highereducation for men is 6times that of the women. On the racialperspective, the study found out that 73.2% of the workersinterviewed were white while only 25.75 were female. The studyconcluded that increased education in both male and female has asignificant negative effect on the job turn over for both male andfemale. The study presents important information regarding therelationship between increased learning and job turnover, wherehigher learning is attributed to a low turnover. There is no specificinformation that is made by the author that I would wish to retain inmy study.

  1. Gender and Population financial literacy

There is a considerable existing gender gap infinancial literacy between male and female, which transcends thestates and national borders (Fisk, 2015). The study was carried outfollowing a gap in the research regarding the disparity in thefinancial literacy between female and male. The study evaluated thestatistics and give questions to both male and female from USA andother developed countries such as UK and Germany.

NBER analysis was used to compare data from over20 countries. The study found out that there is a wide gap betweenthe financial literacy in men and women where 38% of men in USAanswered financial literacy questions correctly compared to 22% ofthe women. The authors elaborate that having a less financialliteracy high a correlation with a less engagement in the behaviorthat is important to a long run financial well-being such asattention to fees, and investments in stock. The most interest partof the study is the findings that there is disparity in financialknowledge between the black people in USA and the white one. I wouldwish to retain the statement that the disparity in financial literacyexist amongst people of all the education levels, ages, as well asthe social economic characteristics.

  1. Finance and education

There is a high link between the level ofeducation and the financial literacy in the USA and around the world,where education has been singled out as a key factor in improvingnational financial literacy (Lusardi &amp Mitchelli, 2007). Thestudy evaluated the level of financial literacy and the extent towhich people are able to plan for their preparedness. Mostspecifically, the study sought to investigate causes of financialilliteracy among the population. The study evaluated 1,700 who wereage 51-56 in 2004. Their financial management was evaluated and theywere divided according to the level of education. The study found ahigh correlation between less financial literacy and the poorretirement preparedness. The studies also found out that a bigpercentage of the people with poor retirement preparedness do nothave higher education. As such, the study was able to link the highereducation with the level of financial literacy in the individuals.The study makes a major contribution in the existing research asenforces there existing link between higher education and the levelof financial literacy. I would use the analysis in the study thatlinks the individual finance management skills to the life andcollege education.

  1. The impact of one`s race in access to education in the USA

There is a wide disparity in accessing highereducation among differences in USA with the education system seem tofavor the white more (Ryan &amp Bauman, 2016). This is a reportdetailing educational attainment level in USA. The findings of thereport are based on the Current Population Survey (CPS). In essence,the report evaluates the attainment of education among the Americanpeople by social and demographic characteristics such as Hispanicorigin, race and sex. The report finds out that the Black populationhas a low access to education compare to other population. 52.9% ofthe black were found to have college education, compared to 59.2%whites and 63.8 Hispanic whites. In terms of gender 56.25 of theblack males were found to have college education and 51.35 femalecompare to 67.9% Hispanic white males and 59.2% female whiteHispanic. The report concludes that the disparity in access toeducation increase as the level of education increase. I will use thefindings on disparity between Hispanic white access to education andthe black in the study. This study reinforces the existing theorythat the black, especially the black males lag behind their whitecounterparts in terms of college education acquisition.

  1. The black male undergraduate rate in the USA

There is a high concern that the rate of blackmales accessing undergraduate education in the USA is relativelylower than that of the Hispanic and Whites (Harper, 2012). The studysought to investigate the performance of the black male in highereducation. The study followed a growing concern of a disparitybetween black males and their whet counterpart’s educationalaccess. The study sample includes 219 black males that had at leastan undergraduate diploma and who had attained a mean aggregate of3.0. The study found out 35.85 of the respondents came from signalfamily, 17.8% came from low-income families, 27.9% of the respondenthad mothers with bachelor degree, and 22% had fathers with bachelordegree. The study found out that the black males lag in attainingundergraduate education compared to the other races. The studyconcludes that there is a lot that needs to be done in order to makethe black people to have a more sense of belonging to theinstitutions of higher education. The study makes a majorcontribution in revealing the annual changes in the number of blackpeople attaining undergraduate education. I would retain thestatement that the Black American lags behind others when it comes toaccessing higher education.

  1. Measuring the level of financial literacy in the USA

The statistics on financial literacy helps(Hastings et al., 2012). The study reviewed the literature onfinancial education, financial literacy and the consumer financialoutcomes. The author considered the way in which financial literacyis evaluated in the existing literature and evaluate how the currentliterature address whether the financial education has an impact onthe financial literacy or not. Even though the study revealedexistent in some degree to which financial education fails to improvefinancial literacy, the findings revels that to a great extent thebenefits of financial education offsets the costs that are used inthe acquisition of the same knowledge. As such, the study concludesthat undergraduate education enhances the level of financialliteracy. The study plays a critical role of establishing theexisting relationship between the level of education and thefinancial literacy. I would retain the statements that the financialliterally is correlated to the financial education, which means thatwhen the low level of undergraduate rate among the black American canbe linked to low financial literacy.

Criteria (Required Components): score 0-3

Learner Self-Evaluation Score

(0-3)

Chair or Reviewer Evaluation Score

(0-3)

Theoretical Foundations and/or Conceptual Framework

This section identifies the theory(s) or model(s) that provide the foundation for the research. This section should present the theory(s) or models(s) and explain how the problem under investigation relates to the theory or model. The theory(s) or models(s) guide the research questions and justify what is being measured (variables) as well as how those variables are related (quantitative) or the phenomena being investigated (qualitative).

Review of the Literature

This section provides a broad, balanced overview of the existing literature related to the proposed research topic. It describes the literature in related topic areas and its relevance to the proposed research topic findings, providing a short one-two sentence description of each theme/topic and identifies its relevance to the research topic supporting it with at least one citation from the literature.

The recommended length for this section is two-three paragraphs

  1. Theoretical Foundations section identifies the theory(s), model(s) relevant to the variables (quantitative study) or phenomenon (qualitative study). This section should explain how the study topic or problem coming out of the “need” or “defined gap” in the Background to the Problem section relates to the theory(s) or model(s). (One paragraph)

  1. Review of the Literature Themes/Topics section: This section lists the major themes or topics related to the research topic. It provides a short one-two sentence description of each theme/topic and identifies its relevance to the research topic supporting it with at least one citation from the literature. (One or two sentences per theme/topic).

  1. ALIGNMENT: The Theoretical Foundations models and theories need to be related to and support the problem statement or study topic. The sections in the Review of the Literature are topical areas needed to understand the various aspects of the phenomenon (qualitative) or variables/groups (quantitative) being studied to select the design needed to address the Problem Statement to select surveys or instruments to collect information on variables/groups to define the population and sample for the study to describe components or factors that comprise the phenomenon to describe key topics related to the study topic, etc.

NOTE: The two parts of this section use information from Point #2 (Literature Review) from the 10 Strategic Points. This Theoretical Foundations section is expanded upon to become the Theoretical Foundations section in Chapter 2 (Literature Review). The Theoretical Foundations section is also used to help create the Advancing Scientific Knowledge section in Chapter 1. This Review of Literature Themes/Topics section is expanded upon to provide the Review of the Literature section in Chapter 2 (Literature Review). The Review of the Literature Themes/Topics section is also used to provide the basis for the Significance of the Study section in Chapter 1.

NOTE: When writing this section ensure it has a logical flow, as well as uses correct paragraph structure, sentence structure, tense, punctuation, and APA format.

Comments from the Evaluator:

Problem Statement

It is not known if and to what extent financialliteracy relates to job turnover rates of African-American malesbetween the ages of 23 and 27.

Criteria (Required Components): score 0-3

Learner Self-Evaluation Score

(0-3)

Chair or Reviewer Evaluation Score

(0-3)

Problem Statement

This section includes the problem statement, the population affected, and how the study will contribute to solving the problem.

The recommended length for this section is one paragraph.

  1. Presents a clear declarative statement that begins with either: “It is not known how or why…” (qualitative),

or

“It is not known if or to what degree/extent…” (quantitative).

  1. Clearly describes the magnitude and importance of the problem, supporting it with citations from the literature.

  1. ALIGNMENT: The problem statement is developed from and justified by the “need” or “defined gap” defined by the Literature that is discussed in the Background to the Problem section above.

NOTE: This section elaborates on Points #3 (Problem Statement) from the 10 Strategic Points. This section becomes the foundation for the Problem Statement section in Chapter 1(and other Chapters where appropriate) in the Proposal.

NOTE: When writing this section ensure it has a logical flow, as well as uses correct paragraph structure, sentence structure, tense, punctuation, and APA format

Comments from Evaluator:

Research Question(s)and Phenomenon or Research Questions, Hypotheses, andVariables

  1. R1: Its is not known if and to what extent financial literacy relates to job turnover rates of African-American males.

  2. H1: Financial literacy relates to job turnover rates of African-American males between the ages of 23 and 27 years that have graduated from a four-year college in Texas?

  3. H1o Financial literacy does not relate to job turnover rates of African-American males between the ages of 23 and 27 years that have graduated from a four-year college in Texas?

  4. R2: Its is not known if and to what extent credit card debt relates to job turnover rates of African-American males.

  5. H2:Credit card debt relates to job turnover rates of African-American males between the ages of 23 and 27 years that have graduated from a four-year college in Texas?

  6. Ho:Credit card debt dose not relates to job turnover rates of African-American males between the ages of 23 and 27 years that have graduated from a four-year college in Texas?

  7. R3: Its is not known if and to what extent student loan debt relates to job turnover rates of African-American males.

  8. H3: student loan debt relates to job turnover rates of African-American males between the ages of 23 and 27 years that have graduated from a four-year college in Texas?

  9. Ho: student loan debt dose not relates to job turnover rates of African-American males between the ages of 23 and 27 years that have graduated from a four-year college in Texas?

  10. R4: Its is not known if and to what extent employment status relates to job turnover rates of African-American males.

  1. H4: employment status relates to job turnover rates of African-American males between the ages of 23 and 27 years that have graduated from a four-year college in Texas?

  2. Ho: employment status dose not relates to job turnover rates of African-American males between the ages of 23 and 27 years that have graduated from a four-year college in Texas?

Criteria (Required Components): score 0-3

Learner Self-Evaluation Score

(0-3)

Chair or Reviewer Evaluation Score

(0-3)

Research Question(s) and/or Hypotheses

This section narrows the focus of the study and specifies the research questions to address the problem

statement. Based on the research questions, it describes the variables or groups and their hypothesized

relationship for a quantitative study or the phenomena under investigation for a qualitative study.

(2-3paragraphs)

  • The recommendation is a minimum of two research questions along with related hypotheses and variables is required for a quantitative study.

  • Also recommended is a minimum of two research questions along with the phenomenon description is required for a qualitative study.

  • Put the Research Questions in the appropriate Table in Appendix B based on whether the study is qualitative or quantitative.

  1. Qualitative Designs: States the research question(s) the study will answer, and describes the phenomenon to be studied.or

  2. Quantitative Designs: States the research question(s) the study will answer, identifies the variables, and presents the hypotheses.

  1. ALIGNMENT: The research questions are based on both the Problem Statement and Theoretical Foundation model(s) or theory(s). There should be no research questions that are not clearly aligned to the Problem Statement.

NOTE: This section elaborates on Points #5 (Research Questions) &amp #6 Hypothesis/variables or Phenomena) from the 10 Strategic Points. This section becomes the foundation for the Research Question(s) and/or Hypotheses section in Chapter 1 in the Proposal.

NOTE: When writing this section ensure it has a logical flow, as well as uses correct paragraph structure, sentence structure, tense, punctuation, and APA format.

Comments from the Evaluator:

Significanceof the Study

This study willcontribute to a broad area of correlating African American financialliteracy and job turnover the study can establish particularapproaches that can be employed by policy makers to improve the levelof financial literacy and lower the job turnover rate.

Criteria (Required Components): score 0-3

Learner Self-Evaluation Score

(0-3)

Chair or Reviewer Evaluation Score

(0-3)

Significance of the Study

This section identifies and describes the significance of the study and the implications of the potential results based on the research questions and problem statement, hypotheses, or the investigated phenomena. It describes how the research fits within and will contribute to the current literature or body of research. It describes potential practical applications from the research.

The recommended length for this section is one paragraph.

  1. Describes how the proposed research will contribute to the Literature, relating it specifically to other studies from the Background to the Problem and Problem Statement above.

  1. Describes how the proposed research will contribute to the literature on the selected theory(s) or model(s) that comprise the Theoretical Foundation for the study.

  1. Describes how addressing the problem will have practical value for the real world considering the population, community, and/or society.

  1. ALIGNMENT:

Part 1 is based on specific studies from the Background to the Problem and Problem Statements sections above and identifies how this research will contribute to that Literature. Part 2 is based on specific model(s), theory(s) or variables from the Theoretical Foundations section above and identifies how this research will contribute to the knowledge on those model(s) or theory(s). Part 3 reflects on potential practical applications of the potential research findings based on Literature in the field of practice.

NOTE: This section does not directly come from any section of the 10 Strategic Points. However it does build on the Background to the Problem, Problem Statement and Theoretical Foundations sections that are developed from the 10 Strategic Points. This section becomes the Significance of the Study section in Chapter 1 in the Proposal.

NOTE: When writing this section ensure it has a logical flow, as well as uses correct paragraph structure, sentence structure, tense, punctuation, and APA format.

Comments from the Evaluator:

Rationale for Methodology

This research will employ the quantitativemethodology that will be carried out through a correlation design.The data used in this study is quantitative in nature hence themethod. Further, mixed methods are not recommended because they takeconsiderably more time to complete and may require taking additionaldissertation continuation courses.

Criteria (Required Components): score 0-3

Learner Self-Evaluation Score

(0-3)

Chair or Reviewer Evaluation Score

(0-3)

Rationale for Methodology

This section clearly justifies the methodology the researcher plans to use for conducting the study. It argues how the methodological framework is the best approach to answer the research questions and address the problem statement. It uses citations from textbooks and articles on research methodology and/or articles on related studies.

The recommend length for this section is one paragraph and completion of Table 1 (quantitative) and/or Table 2 (qualitative) in Appendix B.

  1. Identifies the specific research methodology for the study (quantitative, qualitative, or mixed).

  1. Justifies the research methodology to be used for the study by discussing why it is the best approach for answering the research question and addressing the problem statement. Uses citations from original sources in the literature on the specific research methodology to support the arguments. (NOTE: Books such as those by Creswell, which are secondary sources summarizing others approaches to research, may not be used as sources in this section).

  1. ALIGNMENT: The selected methodology should be justified based on the Problem Statement and Research Questions.

NOTE: This section elaborates on the methodology part of Point #7(Methodology and Design) in the 10 Strategic Points.

This section becomes the foundation for the Research Methodology in Chapter 1 of the Proposal and the basis for developing Chapter 3, Research Methodology.

NOTE: When writing this section ensure it has a logical flow, as well as uses correct paragraph structure, sentence structure, tense, punctuation, and APA format

Comments from the Evaluator:

Nature of theResearch Design for the Study

This research will employ the quantitativemethodology that will be carried out through a correlation design.

Criteria (Required Components): score 0-3

Learner Self-Evaluation Score

(0-3)

Chair or Reviewer Evaluation Score

(0-3)

Nature of the Research Design for the Study

This section describes the specific research design to answer the research questions and why this approach was selected. It describes the research sample being studied as well as the process that will be used to collect the data on the sample.

The recommend length for this section is one paragraph and completion of Table 1 (quantitative) and/or Table 2 (qualitative) in Appendix B.

  1. Identifies the specific type of research design chosen for the study as well as a sample appropriate for the design. (e.g., Quantitative designs include descriptive/survey, correlational, causal-comparative, quasi-experimental, and experimental. Qualitative designs include case study, narrative, grounded theory, historical, and phenomenological.) Although other designs are possible, these are the designs GCU recommends doctoral learners use to help ensure a doable study.

  1. Discusses why the selected design is the best design to address the research questions as compared to other designs.

  1. ALIGNMENT: The selected Research Design should be justified based on the research questions as well as the hypotheses/variables (quantitative) or phenomenon (qualitative). It should also be aligned with the selected Research Methodology.

NOTE: This section also elaborates on the Design part of Point #7 (Methodology and Design) in the 10 Strategic Points. This section provides the foundation for Nature of the Research Design for the Study in Chapter 1.

NOTE: When writing this section ensure it has a logical flow, as well as uses correct paragraph structure, sentence structure, tense, punctuation, and APA format.

Comments from Evaluator:

Purpose of the Study

The purpose of this quantitative correlationalstudy is to examine if and to what extent financial literacy relatesto job turnover rates of African-American males between the ages of23 and 27 years that have graduated from a four-year college inTexas.

Criteria (Required Components): score 0-3

Learner Self-Evaluation Score

(0-3)

Chair or Reviewer Evaluation Score

(0-3)

Purpose of the Study

The purpose statement section provides a reflection of the problem statement and identifies how the study will be accomplished. It explains how the proposed study will contribute to the field.

The recommend length for this section is one paragraph.

  1. Presents a declarative statement: “The purpose of this ___study is….” that identifies the research methodology, research design, target population, variables/groups (quantitative), or phenomena (qualitative) to be studied, and geographic location. It often includes a version of the Problem Statement as a way to define the phenomenon or variables/hypotheses.

  1. ALIGNMENT: The Purpose Statement includes: Research Methodology, Research Design, and Problem Statement from the previous sections. It also includes the target population, which should be of sufficient size to provide a large enough sample to complete the study and provide significant (quantitative) or meaningful (qualitative) results.

NOTE: This section elaborates on Points #8 (Purpose Statement) in the 10 Strategic Points. This section becomes the foundation for the Purpose of the Study in Chapter 1 of the Proposal.

NOTE: When writing this section ensure it has a logical flow, as well as uses correct paragraph structure, sentence structure, tense, punctuation, and APA format.

Comments from the Evaluator:

Instrumentation or Sourcesof Data

The researcher willevaluate the general overview of job turnover in the USA grouped bydifferent demographics, such as race, gender, and education level.This data will be obtained from American Bureau of Statics and othersources including past studies and journal articles. Data will mainlybe collected from secondary sources.

Criteria (Required Components): score 0-3

Learner Self-Evaluation Score

(0-3)

Chair or Reviewer Evaluation Score

(0-3)

Instrumentation or Sources of Data

Describes, in detail, all data collection instruments and sources (tests, questionnaires, interviews, data bases, media, etc.). Discusses the specific instrument or source to collect data for each variable or group (quantitative study). Discusses specific instrument or source to collect information to describe the phenomena being studied (qualitative study).

The recommend length for this section is one paragraph AND completion of Table 1 (quantitative) and/or Table 2 (qualitative) in Appendix B.

  1. Identifies and describes the types of data that will be collected to answer each Research Question for a qualitative study. Identifies the data that will be collected for each Variable/Group in a quantitative study.

  1. Identifies tools, instruments, or databases to be used to collect the data (e.g., observations, interviews, questionnaires, documents, media (qualitative), standardized tests, surveys, and databases (quantitative)). For a qualitative study, identify the specific tools, instruments, or databases for each research question in a qualitative study. For a quantitative study, identify the name of the specific “validated” and “previously used in quantitative research” survey or data source to be used to collect data for each variable, providing a citation for the instrument or data source.

  1. ALIGNMENT: Aligns with the Research Questions (qualitative) or Variables (quantitative) previously described in the Research Question(s) and Phenomena or Research Questions, Hypotheses, and Variables section above. Identifies and describes the data and data source that will be used to answer each Research Question for a qualitative study. Identifies, describes, and names the type of numerical data and specific data collection instrument or source that will be used for each variable and group in a quantitative study.

NOTE: This section elaborates on Point #9 (Data Collection) from the 10 Strategic Points.

This information is summarized high level in Chapter 1 in the Proposal in the Nature of the Research Design for the Study section. This section provides the foundation for Instrumentation (quantitative) or Sources of Data (qualitative) section in Chapter 3.

NOTE: When writing this section ensure it has a logical flow, as well as uses correct paragraph structure, sentence structure, tense, punctuation, and APA format.

Comments from the Evaluator:

Data CollectionProcedures

  1. The researcher will evaluate the general overview of job turnover in the USA grouped by different demographics, such as race, gender, and education level. This data will be obtained from American Bureau of Statics and other sources including past studies and journal articles

  2. The researcher will evaluate the data from the education department to determine the rates of Black American, who graduate compared to other people such as White and Hispanic males.

  3. The researcher will via email 357 graduated African American males 23 and 27 years.

  4. The secondary information obtained from the past studies and journals will then be integrated with the primary information obtained from the interview

Criteria (Required Components): score 0-3

Learner Self-Evaluation Score

(0-3)

Chair or Reviewer Evaluation Score

(0-3)

Data Collection Procedures

This section details the entirety of the process used to collect the data. It describes each step of the data collection process in a way that another researcher could replicate the study.

NOTE: It is recommended that the researcher get written approval (or at the very least unofficial approval) to conduct their research study in their selected organization. Ensure the person (who is usually a school superintendent, school boards, or corporate officer) providing approval is authorized by the organization to grant approval for research. Do not assume your organization will allow you to collect data since many organization do not allow research to be completed within the organization.

The recommended length for this section is two paragraphs.

  1. Defines the target population and the expected sample size, which comprises the people or organizations being studied, as defined in the problem statement. For quantitative studies, it justifies why the target population and expected sample size (final number of people or organizations being studied for which data will be collected) is large enough to produce statistically significant results (quantitative) or meaningful results (qualitative).

  1. Provides an overview the proposed step-by-step procedure to collect data using the tools, instruments, or databases from the section above. Includes the steps (e.g., obtaining initial informed consent from participating organization IRB review sample selection groupings protecting rights/well-being maintaining data security sample recruitment data collection instruments and approaches field testing instruments notifying participants collecting the data, etc.) in a way another researcher can replicate the study. Steps may be provided in a list format.

  1. ALIGNMENT: Shows the steps and approach to collect data for each and every data source identified in the Instrumentation or Sources of Data section. Defines the sample as the set of people or organizations being studied for which data will be collected. The sample size must be correct for the type of design selected to get statistically significant (quantitative) or meaningful (qualitative) results.

NOTE: This section elaborates on Points #4 (Sample and Location) and #9 (Data Collection) in the 10 Strategic Points.

This section provides the foundation for the Data Collection Procedures section in Chapter 3 in the Proposal. And it is summarized high level in Chapter 1 in Nature of the Research Design for the Study in the Proposal.

NOTE: When writing this section ensure it has a logical flow, as well as uses correct paragraph structure, sentence structure, tense, punctuation, and APA format.

Comments from the Evaluator:

Data Analysis Procedures

While handling the data analysis, descriptivestatistics will be used to summarize the four variables (job turnoverand education literacy) and (credit card debt and to job turnoverrates) among the African-American males. Further, an analysis ofvariance (`) would be used.Additionally, univariate test for the outliers will becarried to evaluate whether there is any case that statistically liesout of sample. Also, the normality test will be carried out. In orderto test the linear regression for the four hypotheses the study willemploy the inferential statistics.

Criteria (Required Components): score 0-3

Learner Self-Evaluation Score

(0-3)

Chair or Reviewer Evaluation Score

(0-3)

Data Analysis Procedures

This section describes how the data were collected for each variable or group (quantitative study) or for each research question (qualitative study). It describes the type of data to be analyzed, identifying the descriptive, inferential, and/or non-statistical analyses. Demonstrates that the research analysis is aligned to the specific research design.

The recommend length for this section is one paragraph AND completion of Table 1 (quantitative) and/or Table 2 (qualitative) in Appendix B.

  1. Describes the analysis to examine each stated research question and/or hypothesis. For quantitative studies, describes the analyses including the inferential and/or descriptive statistics to be completed. For qualitative studies, describes the specific analytic approach appropriate for the Research Design and each research question to be completed. In qualitative research the different research questions may require different approaches to doing qualitative data analysis, as well as descriptive statistics.

  1. ALIGNMENT: For qualitative studies, there is a clear and obvious alignment between each research question, data to be collected, tool or data source, as well as data analysis to understand/explain the phenomenon. For quantitative studies, there is a clear and obvious alignment between each variable, data to be collected, instrument or data source, as well as data analysis for each hypothesis.

NOTE: This section elaborates on Point #10 (Data Analysis) from the 10 Strategic Points. This section provides the foundation for Data Analysis Procedures section in Chapter 3 in the Proposal.

NOTE: When writing this section ensure it has a logical flow, as well as uses correct paragraph structure, sentence structure, tense, punctuation, and APA format.

Comments from the Evaluator:

EthicalConsiderations

The study will keepthe personal details of the participants anonymous. Further, beforeconducting the research, the various approvals from the institutions,the research ethics board was done to ensure that the research iswithin the ethical standards. The research objects (persons) werealso informed about the nature of the research to allow themunderstands the implications of the research. Further, any physical,emotional, and psychological torture on the individuals wasminimized. The consent of the research individuals was sought priorto conducting the research.

Criteria (Required Components): score 0-3

Learner Self-Evaluation Score

(0-3)

Chair or Reviewer Evaluation Score

(0-3)

Ethical Considerations

This section discusses the potential ethical issues surrounding the research, as well as how human subjects and data will be protected. It identifies how any potential ethical issues will be addressed.

The recommended length for this section is one paragraph.

  1. Discusses potential ethical concerns that might occur during the data collection process.

  1. Describes how the identities of the participants in the study and data will be protected.

  1. Describes subject recruiting, informed consent and site authorization processes.

  1. ALIGNMENT: Ethical considerations are clearly aligned with, and relate directly to the specific Data Collection Procedures. This section also identifies ethical considerations related to the target population being researched and organization or location as described in the Purpose Statement section.

NOTE: This section does use information from any of the 10 Strategic Points.

This section provides the foundation for Ethical Considerations section in Chapter 3 in the Proposal.

NOTE: When writing this section ensure it has a logical flow, as well as uses correct paragraph structure, sentence structure, tense, punctuation, and APA format.

Comments from the Evaluator:

References

DeAngelo,L., Franke, R., Hurtado, S., Pryor, J. H., &amp Tran, S. (2011).Completing college: Assessing graduation rates at four-yearinstitutions.&nbspLosAngeles: Higher Education Research Institute, UCLA.

Donohue,J. J. (1988). Determinants of job turnover of young men and women inthe United States: a hazard rate analysis.&nbspResearchin Population Economics,&nbsp6,257-301.

Fisk,P. C. (2015). Gender gap in financial literacy transcends nationalborders.&nbspMonthlyLabor Review.

Harper,S. R. (2012). Black male student success in higher education: Areport from the National Black Male College Achievement Study.

Harper,S., MacLehose, R. F., &amp Kaufman, J. S. (2014). Trends in theblack-white life expectancy gap among US states, 1990–2009.&nbspHealthAffairs, 33(8), 1375-1382.

Hastings,J. S., Madrian, B. C., &amp Skimmyhorn, W. L. (2012).&nbspFinancialliteracy, financial education and economic outcomes&nbsp(No.w18412). National Bureau of Economic Research.

Hsieh,H. F., &amp Shannon, S. E. (2005). Three approaches to qualitativecontent analysis.&nbspQualitativehealth research,&nbsp15(9),1277-1288.

Jagman,H., Lewis, K., Nunn, B., &amp Walter, S. (2014). Financial literacyacross the curriculum (and beyond) Opportunities for academiclibraries. College &ampResearch Libraries News,&nbsp75(5),254-257.

Kennedy,B. P. (2013). The Theory of Planned Behavior and Financial Literacy:A Predictive Model for Credit Card Debt?

Lusardi,A., &amp Mitchelli, O. (2007). Financial literacy and retirementpreparedness: Evidence and implications for financialeducation.&nbspBusinesseconomics,&nbsp42(1),35-44.

Ryan,C. L., &amp Bauman, K. (2016). Educational Attainment in the UnitedStates: 2015.

Wilson,W. J. (2009).&nbspMorethan just race: Being black and poor in the inner city (issues of ourtime). WW Norton &ampCompany.

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