Draft Chapter 4: Expected Results

For this discussion, post your draft of Chapter 4: Expected Results.

• At the top of your post, include your research question. 

  If your research question is quantitative, include your hypothesis or hypotheses.

• For qualitative studies, describe themes that might emerge from the distillation of concepts offered by narratives or observations of human experience.

  Draw on the research conducted in your Unit 4 literature review.

• For quantitative studies, describe the potential interpretation of your hypothesis or hypotheses. 

  Draw on the research from your Unit 4 literature review.

• When posting, please copy and paste the draft to the message box in addition to attaching an MS Word document.
• For both quantitative and qualitative studies, address possible interpretations of data and outcomes that were unlikely or unexpected. After all, in research we are investigating possibilities and do not know what we will find!

Note: In some cases, it is appropriate to refer to personal experience and knowledge as a source for anticipated and potential findings. It is important to take care when using subjective experience to describe potential findings; these expectations must be written with close attention to what has been documented in the literature. That said, it is permissible to note when your experience contrasts with the documented knowledge or motivates curiosity about possible scientific and alternative outcomes.

ATTRIBUTES AND EVALUATION OF DISCUSSION CONTRIBUTIONS

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Running head: RESEARCH QUESTION (RQ 1

RESEARCH QUESTION (RQ 4

Research Question (RQ)

Linda Holmes

Capella University

Research Question (RQ)

Research question is very important in the research because it guides on the type of the data that will be collected and also on the development of the hypothesis. However, before research question is formulated, objective of the research must be formulated.

RQ: Is there a significant negative effect of cyberbullying to the academic performance to the adolescents.

HO1: There is no significant negative effect of the cyberbullying to the academic performance to the adolescents.

HA1: There is a significant negative effect of the cyberbullying to the academic performance to the adolescents

Formulated research question is qualitative because type of the data that is needed is not numerical because low or high performance qualitative variables.

Peer-Reviewed that Support need to investigate RQ

In the first article, it reviews that children are using social media to harass their peers. Initially, students would harass other physically but this has been replaced by use of the computers and mobile phones which affects academic performance (Beran & Li, 2008). Study focuses on the cyberbullying but little has been covered on intervention strategies. Therefore, this study supports that cyberbullying impacts academic performance of the students.

In second peer-reviewed article, examines relationship between children’s performance experiences with cyberbullying and traditional bullying and psychological health, psychical health and academic performance (Kowalski & Limber, 2013). It is the article that supports RQ because it helps to identify relationship between cyberbullying and academic performance. Therefore, it will help to understand if indeed cyberbullying affects academic performance and interventions that need to be out in place.

In the third peer-reviewed article, reveals that cyberbullying impact academic performance. However, it shows that much emphasis has been placed on the perpetrator with little attention to the victim (Ryan & Curwen, 2013). Therefore, it will be important to determine how victims of the cyberbullying are academically affected.

Originality of proposed inquiry

Proposed inquiry seeks to investigate whether there is significant negative effect of cyberbullying to the academic performance of the adolescents. Considering that adolescent stage of the development, it will be important to determine how cyberbullying influences their academic performance. Most of the studies have been very general but this will be unique study because target population is adolescents in high schools and colleges aged 12-18 years. Second, it could be possible that studies have been carried on the impact of the cyberbullying to academic performance but significance of effects have not been determined. Third, study focuses on the victims of cyberbullying which provides first-hand experience. This will be important because it will help in developing intervention strategies of reducing impact of cyberbullying to adolescents. Additionally, it will advance scientific knowledge on the perception of cyberbullying among the adolescent, degree of the detrimental effects on academic performance and strategies teachers, government and parents should take to reduce cyberbullying.

References

Beran, T., & Li, Q. (2008). The relationship between cyberbullying and school bullying. The Journal of Student Wellbeing, 1(2), 16-33.

Kowalski, R. M., & Limber, S. P. (2013). Psychological, physical, and academic correlates of cyberbullying and traditional bullying. Journal of adolescent health, 53(1), S13-S20.

Ryan, K. N., & Curwen, T. (2013). Cyber-victimized students: Incidence, impact, and intervention. SAGE Open, 3(4), 2158244013516772.