PSYCH-FP4600Creating a Complete Research ProposalPSYCH-FP460, Lecture notes of Accounting

Download PSYCH-FP4600Creating a Complete Research ProposalPSYCH-FP460 and more Lecture notes Accounting in PDF only on Docsity! PSYCH-FP4600 Creating a Complete Research Proposal PSYCH-FP4600 - Research Methods in Psychology Assessment 5 Capella University Abstract The amount of parents and guardians that elect to homeschool the children, instead of having them attend private or public school, has continuously increased throughout the past years. Though, many investigations have confirmed that homeschooled pupils score equally or better than traditional school students that are the same grade level or age. There is small amounts of research concerning the long term interpersonal and social effect. This paper evaluations current literature on the matter and the addresses research methodology to provide an answer to a research interrogation; “What are the commonalities and differences of social and interpersonal skills between homeschooled and traditionally educated students?” In conclusion, a qualitive investigation containing four stages of testing over a span of 15 years is introduced to test the hypothesis of homeschooled students progress on social and interpersonal skills comparable to private and public school children that are the same age and/or grade. Homeschooling can be defined as “the act of parents as the primary as the primary educators training the children in a home setting” (Aram, Meidan, and Deitcher, 2016 ,p.995). Parents decide to homeschool the children for several reasons, for instance, special needs children, religion purposes, or concerns regarding academics (Aram, Meidan, and Deitcher, 2016). Several studies have indicated that the children that are homeschooled either equal or outperform academically other children that attend traditional schools in nearly all subjects (Aram et al., 2016). Though, a few parents and teachers are against homeschooling with a belief that the children who attend school at home will become introverts that are lacking in the social skills that are required to become prospering adults during their career. During a study it was stated “that although there was a rapid growth of homeschooling in recent years, the educational and behavioral outcomes remain unclear” ( Martin-Chang, Gould and Meusep, 195, 2011). Introduction Previous studies on the subject have been restricted; could be due to there not a national database or records of all the homeschooled children for investigators to have access to accurate and complete data. Also, children attending school at home could plan syllabus or informal studies that have been selected by the parents based on that specific child’s needs. There are prior studies that have found children that have been homeschooled either are equal or surpass the students that attended public schools when it comes to academic accomplishments. For instance, Aram et al. 2016 directed a study that compared Kindergarten children that were homeschooled and children that attended kindergarten in a public school. It was discovered that the homeschool children surpassed the children that attended public school in nearly all classes and subjects tested (Aram et al, 2016). Qualitative Study on Homeschool Method A study led by Green-Hennessy et al. (2014) of the difference in development results for the homeschooled children and children attending traditional school. The national Survey on Drug use and Health is a study that is administered annually and all over the country for the individuals that are 12 years old and older (Green-Hennessy et al. 2014). A subsample with the ages of 12 through 17, 51.1 % were males. The group had 61.1 % Caucasian, the remaining individuals were known as others (Green-Hennessy et al. 2014). 48.8% had an annual income of $50,000 or over, 28.9% of the annual income was $30,000 or under (Green-Hennessy et al. 2014). The families that consisted of both parents residing in the same house was at 67.9%, the families that just had the mother in the house was at 28.9% of the survey members. 37.6% were families that consisted of at least 2 children in the home that were not yet 18 (Green-Hennessy et al. 2014). Measure The study used many different factors such as the amount of children residing in the home, which parents resided in the home, income of the family, grade levels, gender, race, and age, (Green-Hennessy et al. 2014). Religion was also a factor, it was based on how frequently the children attended a religious event during a time frame of the last year (Green-Hennessy et al. 2014). The researcher kept a record of extracurricular events and how frequent the child was involved (Green-Hennessy et al. 2014). It was also noted if the child was booked or arrested for disobeying laws and if there was substance abuse use, preventing substance abuse, and if the child attended courses in drug prevention was measured (Green-Hennessy et al. 2014). The last factor was what form of schooling the child attended, home school or traditional school within the past 12 months (Green-Hennessy et al. 2014). Results The members of the study were separated into two groups that were based on affiliation with religion, it was discovered that just 0.06% of the children that attended school at home were involved in a religious event (Green-Hennessy et al. 2014). Though, the children that were involved with religious events were three times more probable to express that religion was very significant to their lives and them personally (Green-Hennessy et al. 2014). The children that had stronger affiliation with religion were Caucasian females that resided with both parents in the same home with a yearly income of $30,000 or over. The males were two times more probable to be booked or arrested for breaking the law, 70% did not have much or none affliction with religion. Lastly, it was determined that the children that were involved in religious events were also involved in extracurricular events (Green-Hennessy et al. 2014). Study’s Methodology Overview The writer provided longitudinal and a qualitative study to determine an answer for the question, “What are the commonalities and differences of social and interpersonal skills between homeschooled and traditionally educated students?” The study included 4 stages during a 15- year timespan. The author decided to use the longitudinal study due to the restricted earlier studies that have usually only contrasted social skills of only one age range and/or development phase, though few have studied the development differences of preteen to adult. Researchers collaborated with schools to acquire student volunteers in the 6th grade along with the parents to grant permission for the longitudinal studies. Researchers used newspapers, social media, and broadcasting to gather students that attended home school as volunteers. Then, a stratified sample of 40 6th grade homeschooled students and 40 6th grade students that attended public school were chosen at random once the researcher confirmed each student only attended public school or home school to qualify for the study. Then, all researchers involved administered measures for the variables that would be effectively trained and abide by the academic requirements required for the consideration of qualification to administer the exams and interviews of each stage of testing. Measure for Variables The independent variable for each stage of study includes if the members attended public school or home school along with the gender. The dichotomous variable was known as qualitative characteristics and were given mathematical characters to statistically analyze data. The dependent are continuous variables used for the four stages of the testing including the members age during the time of each stage. The four stages of testing transpire at precise intervals, then, the age of the members was measured as interval variable. The four test stages occurred while the member was in the 6th grade, or around 12 yeas of age. The second stage, 9th grade or around 15 years of age, third stage 12th grand or around 18 years of age. The fourth stage occurred 15 years after the first stage, around 27 tears of age. The variable was tested and analyzed one by one to measure each member social and conduct skills levels during each test stage including; public performance, social group participation, social assertiveness, friendship, daily living skills, motor skills, communication, and socialization. Method of Measurements Social Self Efficacy Scale for Adolescents