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    Research Article

    1. What was the purpose of the study?

    The current research study is to investigate attitudinal predictors, cognitive and academic of the grade point average among the college student with disabilities of learning (Wolgemuthet al. 2015). The current research is also trying to identify the differentiation between adults with learning disabilities and non-disabled people.

    2. What is the significance/relevance of addressing such problem?

    The current research is significant because it is solving several problems among the student with learning disabilities. In addition to that, the current study has identified and explained the weak assumption power of academic achievement, study habits, and cognitive attitudes and habits (Aryet al. 2018). In addition to that, the study defines the significance of the college and its impact on the student lives. Along with that, the importance of the college GPA in post-college employment has been elaborated. Thus, it can be said that the current research is significant as it is providing the impact of grade point averages of the college students that are suffering from learning disability. 

    3. What were the study’s research questions/hypotheses?

    Hypothesis of the current research are:

    H1: Study habits of the student and attitudes are stronger predictor of the college GPA than the prior academic achievement and cognitive functioning (Murray& Wren, 2003).

    H0: Study habits of the student and attitudes are not stronger predictor of the college GPA than the prior academic achievement and cognitive functioning.

    4. Identify the DV and IVs.

    In the current research, independent variables are attitudinal predictors, cognitive and academic of the grade point average (Jensen, 2009). On the other hand, dependent variables of the current research study are GPA and college students who are suffering from the learning disability.

    5. How were the variables measured or operationalized?

    In order to measure the variables, the researcher has used three sets of analysis. In first set of analysis, the researcher has used ANOVA test for examining gender differences on outcome variables and predictor.  Zero-ordered analysis has included different types of variables that are moderately related to the research. On the other hand, regression analysis has supported to examine predictor of the college GPA among students.

    6. Who were the participants?

    Participants of the current research are selected from the pool of college students at private university in Midwestern United States. 148 youth has been selected who were diagnosed with learning disability as well as has got support from the university during 1998, 1999, 2000. However, 24 students were rejected for misleading data. Therefore, the final study has included 84 students. Among them, 56% were men and 44% were women. 76% were belonging from white, 14% were colors and others 10% were unknown.

    7.  Were the hypotheses supported/rejected?

    From the result, it has been identified that hypotheses were supported in the current research study. 

    8. What are the conclusions?

    In conclusion, it can be said that the study has supported to identify the importance of GPA among college students with learning disability (Richardson, Abraham& Bond, 2012).  Primary analysis has identified that two of seven predictors has a connection with the GPA. It has also controlled the gender of the student and credit hours. However, the variables of the current study are not strong predictor of GPA among students that were participated in the investigation process.

    9. What are the study’s limitations?

    The current study has several numbers of limitations. First limitation of the study has concern with study size and sample characteristic. On the other hand, second limitation of the current study has concern with the sample size influence on the statistical power. Lastly, third limitation of the study has relation with the use of GPA as the dependent variable.

     

     

    References

    Ary, D., Jacobs, L. C., Irvine, C. K. S., & Walker, D. (2018). Introduction to research in education.Cengage Learning.https://books.google.co.in/books?hl=en&lr=&id=4RREDwAAQBAJ&oi=fnd&pg=PP1&dq=Independent+and+dependent+variable+in+reaserch+study&ots=8l6DGUgxwg&sig=j6wpFpteL3dWLKuYRCuEUy7oqjI#v=onepage&q=Independent and dependent variable in reaserch study&f=false

    Jensen, E. (Ed.). (2009). Different brains, different learners: How to reach the hard to reach. Corwin Press.https://books.google.co.in/books?hl=en&lr=&id=vB1isi48LS8C&oi=fnd&pg=PR1&dq=Jensen,+E.+(2010).+Different,+brains,+difference+learners:+How+to+reach+the+hard+to+reach.++Thousand+Oaks,+CA:+Corwin+Press.+&ots=tHE1vyANyb&sig=s7il03Gc6OWNgzTe1lsOfnGit4Q#v=onepage&q&f=false

    Murray, C., & Wren, C. T. (2003).Cognitive, academic, and attitudinal predictors of the grade point averages of college students with learning disabilities. Journal of Learning Disabilities36(5), 407-415.https://journals.sagepub.com/doi/abs/10.1177/00222194030360050201

    Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students' academic performance: A systematic review and meta-analysis. Psychological bulletin138(2), 353.https://psycnet.apa.org/record/2012-04281-001

    Wolgemuth, J. R., Erdil-Moody, Z., Opsal, T., Cross, J. E., Kaanta, T., Dickmann, E. M., &Colomer, S. (2015). Participants’ experiences of the qualitative interview: Considering the importance of research paradigms. Qualitative research15(3), 351-372.https://www.researchgate.net/profile/Jennifer_Wolgemuth/publication/272090576_Participants

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