Answering Research Questions Sample Clauses

Answering Research Questions. For the first research question, which is aimed to find out how do gender, ethnicity, family SES, parental involvement, school environment, and peer support affect students' academic achievement, there are the following findings. First, gender is a great predictor of students' academic achievement. Female students demonstrate better academic performance in comparison with male students. Second, ethnicity does not have an effect on students’ academic achievement. Students from Kazakh, Russian, and other ethnical groups reported similar academic scores. Third, family SES, including family income level, parental education and occupation, has no effect on their child’s performance. Students from families with different socioeconomic status demonstrated similar academic achievement. Fourth, parental involvement does not have an effect on students’ academic achievement. Students from families with different levels of parental involvement reported similar academic scores. Fifth, among school-related factors, including school environment and peer support, only school environment was evidenced as a significant predictor of students' academic achievement, while peer support still positively relates to students’ performance. For the second research question, which is aimed to find out how do gender, ethnicity, family SES, parental involvement, school environment, and peer support affect students' academic achievement, there are the following findings. First, students’ educational expectations differ by gender. Female students have the higher educational expectations in comparison with male students, as well as they hope to achieve more education than their male counterparts do. Second, ethnicity has an effect on students’ educational expectations and the level of education they hope to achieve. The results suggest that Kazakh students and students from other ethnical groups demonstrate the higher educational expectations, as well hope to achieve the higher level of education than Russian students do. Third, family income level has a negative effect on students’ educational expectations. The lower the income level is, the higher educational expectations students have. Fourth, there is an influence of parental education on students’ educational expectations. However, only father’s education is the strongest predictor of students’ expectations. The higher the level of education father obtained, the higher the level of education student hopes to achieve. Fifth, Parental ...
Sample 1
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Answering Research Questions. For the first research question, which is aimed to find out how students describe their relationships with their teachers, the findings of the study generally indicate that participants tend to perceive their relationships with teachers in a positive way. In addition to that, results demonstrated that there are no differences in the way male and female students perceive their teacher-student relationships. Interestingly, students in Russian medium of instruction groups report their relationships with teachers in a more positive way than students studying in Kazakh language. Also, older students seem to perceive their relationships with teachers in a slightly more negative way. A conclusion to be drawn from these findings is that students of this study report positive relationships with their teachers, however older students and students studying in Kazakh language feel less positive about these relationships. The second research question aimed to find out what the level of students‟ trait emotional intelligence (trait EI) is. The findings of this study overall indicates that levels of trait EI do not vary significantly across genders, language of instruction, and age. In this regard, it can be concluded that students‟ emotional intelligence does not depend on their gender, language of instruction and age. For the third research question, which was aimed to find out how students‟ gender, language of instruction, and age affect teacher-student relationships and students‟ emotional intelligence there are the following findings. First, there was no significant difference in teacher-student relationships among girls and boys. Second, age has no influence on teacher-student relationships. Third, there was a statistically significant effect found of the language of instruction on teacher-student relationship in such dimensions as Leadership, Understanding and Dissatisfied with Russian language students perceiving their teachers in a more positive way than students studying in Kazakh language. Fourth, the students‟ gender, their language of instruction and age do not have an effect on students‟ level of emotional intelligence. A conclusion emerging from these findings is that students‟ gender and age do not influence their relationships with teachers; however, students‟ language of instruction affects the quality of these relationships. A related conclusion is that students‟ gender, their language of instruction and age do not influence students‟ level of emotiona...
Sample 1

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  • Research Questions The study addresses the following questions.

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  • Answer Questions Contractor, with reasonable promptness and in accordance with time limits set by Owner, shall answer Owner's questions and provide Owner with requested Project information.

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  • Research Use The Requester agrees that if access is approved, (1) the PI named in the DAR and (2) those named in the “Senior/Key Person Profile” section of the DAR, including the Information Technology Director and any trainee, employee, or contractor1 working on the proposed research project under the direct oversight of these individuals, shall become Approved Users of the requested dataset(s). Research use will occur solely in connection with the approved research project described in the DAR, which includes a 1-2 paragraph description of the proposed research (i.e., a Research Use Statement). Investigators interested in using Cloud Computing for data storage and analysis must request permission to use Cloud Computing in the DAR and identify the Cloud Service Provider (CSP) or providers and/or Private Cloud System (PCS) that they propose to use. They must also submit a Cloud Computing Use Statement as part of the DAR that describes the type of service and how it will be used to carry out the proposed research as described in the Research Use Statement. If the Approved Users plan to collaborate with investigators outside the Requester, the investigators at each external site must submit an independent DAR using the same project title and Research Use Statement, and if using the cloud, Cloud Computing Use Statement. New uses of these data outside those described in the DAR will require submission of a new DAR; modifications to the research project will require submission of an amendment to this application (e.g., adding or deleting Requester Collaborators from the Requester, adding datasets to an approved project). Access to the requested dataset(s) is granted for a period of one (1) year, with the option to renew access or close-out a project at the end of that year. Submitting Investigator(s), or their collaborators, who provided the data or samples used to generate controlled-access datasets subject to the NIH GDS Policy and who have Institutional Review Board (IRB) approval and who meet any other study specific terms of access, are exempt from the limitation on the scope of the research use as defined in the DAR.

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