Facilitating Student Achievement with Assistive Technology

Facilitating Student Achievement with Assistive Technology

Chittooran                             Article Critique Rating Form

 

Total Points: 100

 

1. General (4)

• Is the problem significant? Is it worth studying?
• Is the problem researchable?
• Does it/will it contribute to the literature or advance the field?
• Is it likely to be interesting to the typical reader?
• Is the researcher qualified to conduct the research? (This may not always be apparent)

 

1. Abstract (2)

• Does it fit word limits (e.g., 100 words)?
• Is it clear and concise?
• Does it include a statement about the importance of the study, the purpose, a brief description of methodology, results, conclusions and implications?
• Does it make you WANT to read the entire article? You should be able to read an abstract and figure out what the article is all about.

 

1. Introduction to the Study (6)

• Is background information provided? This should refer to the literature, provide a context for the research study, discuss trends in the field, provide statistics, perhaps a historical backdrop for the study
• Does the author clearly provide a purpose for the study?
• Is there a rationale or a justification for the study? Why is this important to study? Why is it important to study in just this way? Why now? Implications of studying this problem (will instruction improve, classroom conditions get better, etc.?) Implications of not studying this problem (will classroom conditions get worse?)
• Is there a statement of the problem written in clear, operational terms? And does it build from the preceding sections?
• Does it outline the variables of interest, if appropriate? Variables operationally defined?
• Is there a definition of terms, behaviorally/operationally? Terms may be familiar to readers but may be defined uniquely for a particular study (e.g., elementary students).

 

1. Research Questions and Hypotheses (10)

• Are specific research questions provided? How well do they describe the study?
• Are there too many research questions? Too few?
• Are hypotheses, if appropriate, listed? Are they clear, concise, not redundant? Are they appropriate for the study?
• Is each hypothesis testable?

 

1. Review of Related Literature (16)

• Is the review comprehensive? That is, does it include primary sources or secondary ones? Does it include journals (peer-reviewed, preferably), books (not too many), conference proceedings, dissertations, grant reports, information from databases, and research reports? Are the authors of studies credible?
• Is it current? Articles within 5 years are desirable, with the exception of seminal articles (e,g, Lloyd Dunn’s article about the need for Special Education was written in the late 1960s)
• Is the literature review relevant to the topic under study?
• Does the review provide information about the variables under study?
• Is the review well-organized, with headings and subheadings related to particular strands of literature?
• Does the author appear to have really studied the literature, or is it simply a collection of information from abstracts or summaries?
• Does the review provide a theoretical and an empirical context for the research?
• If the study is a pioneering one, does the review cite and describe successful studies in related fields?
• Does the literature review reveal –once again- the need for the study?
• Is there a summary of the literature review

 

1. Methodology (24)

Research Design

• Is the design explained and justified?
• Does the design match the purpose of the study?

Subjects/ Participants

• Are the size and major characteristics of the population described (e.g., gender, race/ethnicity, socioeconomic status)?
• Is the method of sample selection clearly provided and justified?
• Does sample selection pose sampling error or sampling bias? Are these acknowledged?
• Are the size and major characteristics of the sample described?
• Is the sample size appropriate for the type of study? For example, is there a calculation of power for quantitative studies? Does the sample meet minimum guidelines? If qualitative, is the sample likely to yield useful data?
• If human subjects are used, are guidelines for protecting them in operation? Has IRB approval been received?

Measures or Instrumentation

• Are measures appropriate for measuring the intended variables?
• Are the measures used appropriate for the type of study (e.g., norm-referenced measures used for comparison of test scores)?
• Are the measures appropriate for the sample (e.g., a verbal measure used for a hearing impaired sample)?
• Is there a rationale for the selection of measures?
• Is there a description of each measure used, including its technical merits (that is, reliability, validity, development, etc.)
• For researcher-developed measures, is there complete information about development, piloting, and efforts to establish reliability and validity?
• For researcher-developed measures, examine their quality, the language, and organization
• Does the researcher have the skills to administer the measure?

Procedures

• Are procedures appropriate for examining research questions/ testing hypotheses?
• Are the procedures described in sufficient detail for replication purposes?
• Are the procedures described logically and sequentially?
• Do procedures follow accepted guidelines for similar studies?
• Does the researcher allow for potential confounding variables?
• Is there a clear description of how quantitative data will be statistically analyzed (e.g., what programs will be used and for what?); How qualitative data will be managed, examined, and analyzed?

 

1. Results and Discussion (20)

• Is each finding clearly explained as it relates to the hypothesis/ research question?
• Is each finding related back to the existing literature, in terms of confirming or disconfirming previous studies?
• Does the researcher make generalizations that are supported by the findings?
• Are theoretical and practical significance of the results discussed?
• Does the author discuss unanticipated findings and try to explain them?
• Are visual representations of data (e.g., tables) used effectively to explain results?
• Does the author discuss statistical significance, clinical significance, and practical significance, as appropriate?

 

1. Summary, Conclusions and Recommendations (10)

• Does the author provide a summary of the study that includes a reiteration of the purpose of the study?
• Does the author provide 3-4 major conclusions (generalities or patterns?)
• Does the author address the implications of the study, that is, is the “So What?” question answered?
• Is there a discussion of the limitations of the study and perhaps, ways in which these could have been avoided?
• Are there recommendations for various audiences (teachers, parents)?
• Are there recommendations for future research?
• Is there one powerful summary statement that ends the article on a positive (look toward the future) note?

 

1. Organization and Writing (4)

• Are the ideas clearly organized?
• Are the sections in logical order?
• Do headings and subheadings facilitate reading?
• Is there good flow? Is the article written in a coherent manner?
• Does the author write well? Is the material accessible? Engaging?
• Spelling? Grammar? Typographical errors (carelessness) or patterns of errors (lack of knowledge)?
• Does author use person-first language (e.g., person with a learning disability, not learning disabled person)? Non-sexist terms? Current terms?

 

1. References, Tables , and Figures (2)

• Does the author use the appropriate citation style and do so correctly?
• Are references in text formatted correctly and fully?
• Are references in Reference List formatted correctly and fully?
• Do references in the Reference List match those in the text?
• Are tables and figures formatted correctly? Are they cited appropriately, readable, and understandable?

 

1. Summary Statement (2)

• Wrap-up statement: Your overall opinion of the article