For this Assignment, you will develop an introduction that contains a problem statement and purpose statement. Although your work to this point may have guided you toward a particular research design or approach, there is still value in examining your topic from a variety of perspectives. Toward that end, one useful exercise involves returning to the triumvirate of quantitative, qualitative, and mixed-methods approaches and to create hypotheses and descriptive research questions accordingly in your introduction.

QUESTION

For this Assignment, you will develop an introduction that contains a problem statement and purpose statement. Although your work to this point may have guided you toward a particular research design or approach, there is still value in examining your topic from a variety of perspectives. Toward that end, one useful exercise involves returning to the triumvirate of quantitative, qualitative, and mixed-methods approaches and to create hypotheses and descriptive research questions accordingly in your introduction.

To prepare for this Assignment:

• Review:
  • Chapters 5, 6, and 7 in the Creswell text
  • Chapter 2, “Paper Elements and Format” and Chapter 3, “Journal Article Reporting Standards” in the APA Manual
  • The“A Typology of Research Purposes and its Relationship to Mixed Methods” book excerpt
  • Sections on Introductions and Conclusions in the Introductions and Conclusions webpage
  • The Problem Statementsinteractive media
  • The Developing Purpose Statements, Research Questions, and Hypothesesinteractive media

Write a 4 page introduction based on your literature review in Week 3 Assignment 1.

(will be in the second link)

Your introduction should address and include the elements suggested by this week’s Learning Resources, including:

• Background of the Problem:This section should provide the context for your study.
• Problem Statement: The problem statement identifies, in 1–2 paragraphs, the research problem under investigation. It is nota social problem. Rather, it is a problem of knowledge—what we do not know about something. You can find a research problem by identifying a “gap” in the literature you reviewed.
• Statement of Purpose: The purpose of the study is one paragraph that describes the overall goal of your study and why you are undertaking it. Be sure to identify specific deficiencies in past studies and explain how your study will address these deficiencies.
• Theoretical Foundation/Conceptual Framework: Doctoral scholarship represents an understanding of theory and how it is generated and tested. Identify at least one theoretical perspective that will guide your research. In 1–2 paragraphs, describe the theoretical framework and provide citations to appropriate references.
• Brief Operational Definitions: Any specialized terms you are including, or variables under investigation in the study, must be defined.
• Significance of the Study: What are the implications of the results of the study for researchers, practitioners, and social change? What good can be produced from your study (regardless of whether you find statistically significant results)?
• Research Questions and Hypothesesfor the quantitative section, qualitative section, and mixed-methods section.
  • Develop 3–4 research questions for the qualitative section.
  • Develop a directional hypothesis, a non-directional hypothesis, and a null hypothesis for the quantitative or mixed-methods section that derive from the theory you are considering. For each hypothesis, describe the relationships between at least two variables.

  • ANSWER

  • 1. How do students perceive and experience engagement in online learning environments?
    2. What factors contribute to student motivation in online learning contexts?
    3. How do online instructors promote student engagement and motivation?
       

       Introduction

       Background of the Problem

       The rapid advancement of technology in recent years has significantly impacted various aspects of society, including education. With the emergence of digital platforms and online learning opportunities, there has been a noticeable shift in the traditional classroom setting. Distance learning has gained momentum, offering flexibility and convenience to students. However, while online education offers numerous benefits, it also presents challenges that need to be addressed. One such challenge is the issue of student engagement and motivation in online learning environments.

       Problem Statement

       The problem under investigation is the lack of student engagement and motivation in online learning environments. Despite the growing popularity of online education, there is limited research on how to effectively engage and motivate students in this context. While some studies have explored factors influencing student engagement in traditional classrooms, there is a significant gap in understanding the unique dynamics and challenges associated with online learning environments.

       Statement of Purpose

       The purpose of this study is to examine the factors that influence student engagement and motivation in online learning environments and to develop effective strategies to enhance student participation and achievement. By addressing this deficiency in the existing literature, this study aims to provide valuable insights and practical recommendations for educators, policymakers, and instructional designers to create engaging and motivating online learning experiences for students.

       Theoretical Foundation/Conceptual Framework

       This study will be guided by Self-Determination Theory (SDT), a well-established theoretical framework in the field of educational psychology. SDT posits that individuals have three basic psychological needs: autonomy, competence, and relatedness. When these needs are fulfilled, individuals are more likely to experience intrinsic motivation, engagement, and optimal performance (Legault, 2017). The framework emphasizes the importance of creating a supportive learning environment that promotes autonomy, provides opportunities for competence development, and fosters positive social interactions. Previous research has shown the relevance of SDT in understanding student motivation and engagement in various educational settings, and it provides a strong foundation for this study (Deci & Ryan, 2000).

       Brief Operational Definitions

       In this study, the term “student engagement” refers to the extent to which students actively participate, invest effort, and persist in their learning activities in an online environment. “Student motivation” refers to the internal drive and desire that leads students to engage in learning tasks and pursue academic goals (Reeve, 2012). It encompasses both intrinsic motivation, driven by personal interest and enjoyment, and extrinsic motivation, influenced by external factors such as rewards or grades.

       Significance of the Study

       The findings of this study have significant implications for researchers, practitioners, and social change. Firstly, by identifying the factors that influence student engagement and motivation in online learning environments, this study can inform the development of evidence-based instructional strategies and interventions that promote active learning and improve educational outcomes in online education (Tas, 2016). Additionally, understanding the dynamics of student engagement and motivation can help policymakers and educators create supportive online learning environments that foster student success. Ultimately, this study contributes to the advancement of knowledge in the field of online education and has the potential to positively impact the lives of students and enhance the quality of online learning experiences.

       Research Questions and Hypotheses

       Qualitative Research Questions:

    Quantitative Research Hypotheses:

    Directional Hypothesis:

    H1: Students’ perceived autonomy support in online learning environments positively predicts their level of intrinsic motivation.

    Non-directional Hypothesis:

    H2: There is a relationship between students’ perceived competence and their level of engagement in online learning environments.

    Null Hypothesis:

    H0: There is no relationship between students’ perceived relatedness and their level of motivation in online learning environments.

    These hypotheses are derived from the Self-Determination Theory framework and aim to explore the relationships between the variables of autonomy support, competence, relatedness, intrinsic motivation, and engagement in the online learning context.

    In conclusion, this study seeks to investigate the problem of student engagement and motivation in online learning environments. By utilizing the theoretical framework of Self-Determination Theory, it aims to fill the gap in the existing literature and provide valuable insights into effective strategies for enhancing student engagement and motivation. The research questions and hypotheses proposed will guide the data collection and analysis process, facilitating a comprehensive examination of the factors influencing student engagement and motivation in online education.

    References

    Legault, L. (2017). Self-determination theory. In Springer eBooks (pp. 1–9). https://doi.org/10.1007/978-3-319-28099-8_1162-1 

    Reeve, J. (2012). A Self-determination Theory Perspective on Student Engagement. In Springer eBooks (pp. 149–172). https://doi.org/10.1007/978-1-4614-2018-7_7 

    Tas, Y. (2016). The contribution of perceived classroom learning environment and motivation to student engagement in science. European Journal of Psychology of Education, 31(4), 557–577. https://doi.org/10.1007/s10212-016-0303-z