For this Assignment, view this week’s Quantitative Research Designs PowerPoint webinar and pay close attention to its content on the basic elements of research methods (e.g., sample, data collection, measurement, analysis). Then, be sure to review the research study by Sand-Jekline and Sherman (2014), included in this week’s resources. This assignment involves identifying and describing the strengths and weaknesses of the research method used in the Sand-Jecklin and Sherman (2014) research article in this week’s resources.
The research study conducted by Sand-Jekline and Sherman (2014) focuses on the evaluation of a new teaching strategy called Team-Based Learning (TBL) in an undergraduate nursing education program. In this assignment, we will identify and describe the strengths and weaknesses of the research method used in this study.
One of the strengths of the research design is the use of a randomized controlled trial (RCT) approach. By randomly assigning participants to either the TBL group or the control group, the researchers can minimize potential biases and increase the internal validity of the study. This design allows for comparisons between the two groups, helping to determine the effectiveness of the TBL strategy.
Another strength of the research method is the use of a large sample size. The study included 313 undergraduate nursing students, which increases the generalizability of the findings. A larger sample size provides a more representative sample of the target population and enhances the external validity of the study.
The researchers also employed a pre-test and post-test design, collecting data at the beginning and end of the semester. This design allows for within-subject comparisons, capturing any changes in the outcomes over time. By measuring the outcomes before and after the implementation of TBL, the researchers can determine whether the teaching strategy had an impact on the students’ knowledge and performance.
Additionally, the study used both quantitative and qualitative data collection methods. Quantitative data was collected through a knowledge assessment test, while qualitative data was gathered through focus groups and interviews. This mixed-method approach provides a more comprehensive understanding of the effects of TBL on student learning, allowing for a deeper analysis and interpretation of the results.
On the other hand, there are some weaknesses in the research method used in the study. Firstly, the use of self-reporting measures for the qualitative data collection may introduce bias. Participants may provide socially desirable responses or may not accurately recall their experiences with TBL. To mitigate this weakness, the researchers could have used observations or objective measures in addition to self-reporting.
Another weakness is the lack of a control group with an alternative teaching strategy. While the study compares the TBL group to a traditional lecture-based control group, it would be more informative to compare the TBL group to another active learning strategy. This would help determine if the observed effects are specific to TBL or if similar outcomes can be achieved with alternative teaching methods.
Additionally, the study only focuses on undergraduate nursing students in a specific educational program. This limits the generalizability of the findings to other educational settings or student populations. A more diverse sample, including students from different disciplines or educational levels, would enhance the external validity of the study.
Furthermore, the researchers relied on self-reported data for the quantitative assessment of knowledge. This measure may be subject to recall bias or social desirability bias. To strengthen the validity of the findings, objective measures of knowledge, such as exams or performance assessments, could have been used.
In conclusion, the research method used in the Sand-Jekline and Sherman (2014) study has several strengths, including the use of a randomized controlled trial design, a large sample size, and a mixed-method approach. However, there are also weaknesses, such as the reliance on self-report data, the lack of a control group with an alternative teaching strategy, and the limited generalizability of the findings. By considering these strengths and weaknesses, future researchers can design studies that address these limitations and further contribute to the field of undergraduate nursing education.