Quantitative Non-experimental Design Research Articles

Profesional Supervision Model: Development of Clinical Supervision Instruments for Teachers of Islamic Education Through a Multi-Faceted Rasch Model

This study aims to develop (i) clinical supervision instruments for Islamic Religious Education teachers, and (ii) know the validity and reliability of clinical supervision instruments for Islamic Religious Education teachers. This research follows a quantitative non-experimental design. The subjects of this study were the Islamic Religious Education teachers in Bekasi Regency in the 2019/2020 school year. A survey method was used with a questionnaire using rubrics. The instrument development steps were: synthesizing theories; formulating constructs; developing dimensions and indicators; compiling instrument lattices; compiling and writing items; validating theory and empiricism as well as revising; empirical trials and readability; calculating instrument reliability; conducting repair and communicate to experts; reassemble the items of valid and reliable instruments to be made the final instrument. In the theoretical trial phase (the construct validity testing phase involving instrument development experts, clinical supervision experts, and linguists), data from the expert assessment results were analyzed with the help of the Rasch Multi-Rater Facet (MRFR) using facet software assistance.
 Keywords: clinical supervision, performance, multirater facet

Una mirada de las estrategias de enseñanza del inglés como lengua extranjera desplegadas por profesores practicantes chilenos

El estudio tuvo como objetivo explorar y describir las prácticas de enseñanza de los futuros profesores de inglés como lengua extranjera respecto de las habilidades de gestión del aula, implementación de planificaciones de clases, estrategias de enseñanza y provisión de retroalimentación. Se observaron 160 clases en diferentes regiones del país. El estudio siguió un diseño cuantitativo no experimental. Para obtener información demográfica y detectar las prácticas en el aula se diseñó un instrumento compuesto de dos partes con una escala de observación Likert. Después de la recopilación de datos, se calcularon estadísticos descriptivos, one-way ANOVA y pruebas post hoc de Tukey HSD. Los resultados indican que, aunque los puntajes tienden a ser relativamente similares y estables en todo el país, existen algunas diferencias estadísticamente significativas teniendo en cuenta la relación entre el género y la gestión del aula, la dependencia escolar, el desempeño de los practicantes y la entrega de retroalimentación. Los autores reconocen la necesidad de estudios adicionales que puedan explicar una correlación entre estos resultados y las elecciones de los practicantes a través de un enfoque cualitativo.

Enterprise Competitive Advantage and Motivational Factors as Determinants of Entrepreneurial Skills of Women Entrepreneurs

The study was conducted to explore enterprise competitive advantage and motivational factors of women entrepreneurs of Davao Region as determinants of entrepreneurial skills of women entrepreneurs. This research used the quantitative non-experimental design employing the descriptive - correlation method. The participants of the study were 400 women entrepreneurs from different areas of Davao Region. The findings of the study revealed that the levels of competitive advantage and motivational factors of women entrepreneurs were high while the level of entrepreneurial skills of women entrepreneurs was very high. Likewise, there was no significant relationship between enterprise competitive advantage and entrepreneurial skills, but there was significant relationship between motivational factors and entrepreneurial skills of women entrepreneurs. In the same manner, there was significant combined influence of enterprise competitive advantage and motivational factors in entrepreneurial skills of women entrepreneurs but on their singular capacities, only motivational factors significantly influence entrepreneurial skills of women entrepreneurs.

Does Simulation Affect the Medication Administration Math Exam Scores in First Semester Associate Degree Nursing Students?

Medications and math calculation difficulties has an effect on students each semester regardless of the student population. Nursing education programs must include additional learning tools such as simulation. The inclusion of simulation will help enhance student knowledge skill, promote safe nursing care and improve student success on the mediation administration math exam. The purpose of this retrospective comparison project is to determine if the first semester Associate degree nursing (ADN) program students who participate in a simulation have a greater success rate on passing their first medication administration math exam (MAE) as compared to the students who do not participate in simulation during their first semester. The project design was quantitative non-experimental design, utilizing retrospective data from the 2013 and 2015 semesters at an associate degree nursing program in Texas. Data was obtained on 129 student records through a convenience sample for this project. A non-parametric Mann Whitney U test was performed and the results showed a statistical significance between the students who participated in simulation and those who did not participate in simulation. The results have a positive significance on the benefit of including simulation as an additional learning tool in the first semester of the ADN program. This project will add to the body of knowledge and encourage nursing programs to increase the use of simulation into student centered learning for positive outcomes and student success.

Emotional Intelligence, Job Satisfaction, and Burnout for Dietitians

Emotional Intelligence, Job Satisfaction, and Burnout for Dietitians by Cara N. Perdue MHS, Western Carolina University, 2010 BS, Western Carolina University, 2007 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Health Services Walden University February 2016 Abstract There are low retention rates of dietitians and this impacts quality of care. Emotional intelligence (EI) may be the missing component to improve retention, due to EI increasing job satisfaction and decreasing burnout for other health providers. The purpose of this study was to examine the relationship between EI, job satisfaction, and burnout for dietitians. The theoretical framework utilized was the 4-branch model of EI. Method of inquiry was convenience, quantitative non-experimental design. Registered dietitians (N = 84,173) living in the United States were contacted via e-mail. Approximately 9.5% of dietitians (n = 8,038) completed the Wong and Law EI Scale, Job Diagnostic Survey, Copenhagen Burnout Inventory, and a demographic survey. Frequency was calculated based on coded data that 89.38% of dietitians indicated high level of EI (score ≥ 4.5). Levels of EI and burnout for dietitians were examined with a Chi (p = 0.000), Pearson r correlation (r = 0.28, p = 0.000), and positive linear regression (r = 0.075, p = 0.000). Levels of EI and job satisfaction for dietitians were examined with a Chi (p = 0.000), Pearson r correlation (r = 0.271, p = 0.000), and positive linear regression (r = 0.070, p = 0.000). Significant findings reveal that dietitians possess increased levels of EI, a positive correlation exists between EI and burnout, and a positive correlation exists between EI and job satisfaction. Results may contribute to social change by highlighting the importance of EI in the field of dietetics to integrate EI in curriculum, encourageThere are low retention rates of dietitians and this impacts quality of care. Emotional intelligence (EI) may be the missing component to improve retention, due to EI increasing job satisfaction and decreasing burnout for other health providers. The purpose of this study was to examine the relationship between EI, job satisfaction, and burnout for dietitians. The theoretical framework utilized was the 4-branch model of EI. Method of inquiry was convenience, quantitative non-experimental design. Registered dietitians (N = 84,173) living in the United States were contacted via e-mail. Approximately 9.5% of dietitians (n = 8,038) completed the Wong and Law EI Scale, Job Diagnostic Survey, Copenhagen Burnout Inventory, and a demographic survey. Frequency was calculated based on coded data that 89.38% of dietitians indicated high level of EI (score ≥ 4.5). Levels of EI and burnout for dietitians were examined with a Chi (p = 0.000), Pearson r correlation (r = 0.28, p = 0.000), and positive linear regression (r = 0.075, p = 0.000). Levels of EI and job satisfaction for dietitians were examined with a Chi (p = 0.000), Pearson r correlation (r = 0.271, p = 0.000), and positive linear regression (r = 0.070, p = 0.000). Significant findings reveal that dietitians possess increased levels of EI, a positive correlation exists between EI and burnout, and a positive correlation exists between EI and job satisfaction. Results may contribute to social change by highlighting the importance of EI in the field of dietetics to integrate EI in curriculum, encourage professional growth, and improve client outcomes. Emotional Intelligence, Job Satisfaction, and Burnout for Dietitians by Cara N. Perdue MHS, Western Carolina University, 2010 BS, Western Carolina University, 2007 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Health Services Walden University February 2016 Dedication I would like to dedicate this dissertation to my wonderfully supportive husband David. Without his constant and loving support, I would not have achieved this goal. Acknowledgments I am most grateful to my dissertation chair Dr. Shirley Gerrior, for her guidance and support throughout the entire dissertation process. I would also like to thank my committee member Dr. Pat Carmoney and URR Dr. Diana Naser. I especially wish to recognize my family and friends for their unwavering support and encouragement.

A Retrospective Quantitative Examination of the Impact of Team-Based Learning on Mean Unit Exam Scores

Nursing students have not been well prepared to enter the nursing clinical areas upon graduation from nursing school. The literature indicates that one of the causes of the lack of readiness is that nursing education remains focused on passive learning strategies that are instructor-centered, such as lecture, presentation slides, and reading assignments. The purpose of this non-experimental, retrospective project was to determine if a difference existed between students’ mean unit exam scores when the teaching strategy was changed from lecture to team-based learning (TBL). The project design was a quantitative non-experimental design, utilizing descriptive and bivariate statistics. Retrospective data were used in this project ranging from years 2010-2013 at an associate degree nursing program in the western United States. Data on 125 students was obtained through a convenience sample and was used in this project. A non-paired t¬-test was performed and results showed that there was not a statistical significance between students who were exposed to TBL as a teaching strategy and those exposed to passive lecture. While the results of the project were not statistically significant in showing that students who were exposed to TBL had higher mean unit exam scores, it did show that students exposed to TBL did have a mean unit exam score of one point higher than those exposed to lecture. This result has a clinical significance in that students can obtain the same concepts in a different format and still perform well on exams. This project will add to the body of knowledge and will nursing educators understand that there are methods of student-centered learning that can be incorporated into the classroom that still allow for large quantities of information to be covered.

Telecommuter intent to leave

Purpose – The purpose of the study was to examine the relationship between perceived leadership styles and telecommuter intent to leave an organization. Design/methodology/approach – A quantitative non-experimental design was used to examine the relationship between perceived leadership styles and telecommuter intent to leave an organization. In all, three leadership styles were examined: transactional, transformational, and laissez-faire. Telecommuters responded to a single online survey combining two validated survey instruments, the MLQ 5X Rater Form and the Staying or Leaving Index. Respondents were instructed to consider their current manager when responding to the survey. Findings – Linear regression results indicated a significant relationship between perceived transformational and telecommuter intent to leave an organization (F(1, 111)=34.36, p<0.001) suggesting the more a leader demonstrates a transformational leadership style, the more a telecommuter wants to leave the organization. Results indicated a significant negative relationship between perceived laissez-faire leadership style and intent to leave an organization (F(1, 111)=20.01, p<0.001) suggesting the more a leader demonstrates a laissez-faire leadership style, the less a telecommuter wants to leave the organization. No relationship existed between perceived transactional leadership style and telecommuter intent to leave an organization. Research limitations/implications – The data collected represents perception of leadership behavior vs actual leadership style. Further research should gather both perceived and actual leadership behavior. Research encompassing perceived and actual behaviors would allow for an assessment of the degree of convergence and assist in judging the accuracy of perceptual data. Practical implications – A relationship was found to exist between perceived transformational leadership style and telecommuter intent to leave an organization. A significant negative relationship was found to exist between perceived laissez-faire leadership style and telecommuter intent to leave an organization. No relationship was found to exist between perceived transactional leadership style and telecommuter intent to leave an organization. The findings were unexpected for all three leadership styles. Originality/value – Extending the study to gather actual leadership behavior instead of perceived behavior, expanding the populations to include greater diversity, and conducting the study as a longitudinal study to capture leadership over time are recommended for future research. Organizational leaders may wish to use the results of the study to aid their understanding of which leadership styles affect telecommuter intent to leave an organization.

The impact of managers' perceptions of learning organizations on innovation in healthcare: sample of Turkey

Organizational learning is the process of increasing effective organizational activities through knowledge and understanding. Innovation is the creation of any product, service or process, which is new to a business unit. Significant amount of research on organizational learning place a central meaning on the fact that there is a positive relationship between organizational learning and innovation. Both organizational learning and innovation are essential for organizations to prepare for change. The aim of this study is to determine to what extent the identified learning organization dimensions are associated with innovation. The study used a quantitative non-experimental design employing statistical analysis via multiple regression and correlation methods to identify the relationships between the variables examined. Because the research was conducted in a non-experimental way, learning organization dimensions are referred to as predictor variables, and innovation is referred to as the criterion variable. Watkins and Marsick's Dimensions of the Learning Organization Questionnaire was used in the study. Questionnaires were distributed to 498 hospital managers and, 243 valid responses were used in this study. Therefore, 243 hospital managers working at 250 Ministry of Health (public) hospitals across Turkey participated in the study. Results demonstrate that there are significant and positive correlations between learning organization dimensions and innovation. Intercorrelations between learning organization dimensions and correlations between learning organization dimensions and innovation were average and high, respectively. Results further indicate that the dimensions of the learning organizations explained 66.5% of the variance for the innovation.

The Strategic Thinking Skills of Hong Kong School Leaders: Usage and Effectiveness

The purpose of this study was to identify strategic thinking skills that distinguish effective school leaders in Hong Kong. Three constructs framed the study: strategic thinking skills, organizational-personal characteristics, and school leader effectiveness. This study used a quantitative non-experimental design, and univariate and correlation techniques to identify the relationships between the variables examined. Five hundred and forty-three (543) school leaders participated in the study. The factor structure of the strategic thinking questionnaire (STQ) in the Chinese context was validated. The results confirmed that a link between use of strategic thinking skills and leader effectiveness exists. The strategic thinking skills profile of Hong Kong school leaders is formed around systems thinking; it is the strongest predictor of leader effectiveness. This thinking profile changes depending on role assignment, school type, and environmental complexity. Principals use systems thinking and reframing in tandem. Vice-principals use reframing more often than the other skills. Senior masters use strategic thinking skills significantly less often than principals and vice-principals.