The Effects of Bullying on Children with Cognitive Disabilities in Relation to Academic Performance
Ten Strategic Points for a Quantitative Correlational Study Draft
The nature of this study was presented throughout two other articles. In Willis et al. (2011), researchers realized there were emotional reasons as to why a selected group of individuals were not completing their doctoral programs. In Rockinson-Szapkiw (2011), researchers went further and analyzed what doctoral students needed, both academically and emotionally. The use of technology was able to assist these students both academically and socially throughout the path of their educational career.
Topic: The effects of bullying on children with cognitive disabilities in relation to academic performance.
Review of literature
Background of the problem/gap
There is a growing trend when it comes to students attitudes in regards to other individuals who have disabilities (De Boer, 2012).
Individuals who are bullied during their childhood tend to have lower physical and mental health (Holt et al., 2014).
Children who suffer from childhood victimization tend to perform lower academically than children who are not victims of childhood victimization (Holt et al., 2014).
Theoretical foundations
Social-ecological perspective on the factors that contribute to bullying influencing academic performance (Holt et al., 2014).
Review of literature topics
Victimization amongst individuals with learning disabilities impact language difficulties (De Boer, 2012).
Individuals with learning disabilities tend to score slightly below average on standardized testing (Luciano, 2007).
First-year college students who were victims of childhood bullying have been shown to have poorer physical and mental health (Holt et al., 2014).
Individuals who are victims of childhood bullying tend to have lower academic performance than those who did not (Holt et al., 2014).
Summary
Children that have learning disabilities tend to experience significant bullying (Luciano, 2007).
Children that have learning disabilities tend to score slightly below average on standardized test (Luciano, 2007).
Children who suffer from childhood bullying tend to have lower academic performance throughout their educational career than students who were not victims of childhood bullying (Holt et al., 2014).
Problem statement: It has not beenis not known whether there is a significant relationship between bullying with individuals who have cognitive disabilities and their academic performance.
Location and sample
Location: Midwest
Population: Various schools throughout major metropolitan areas
Sample: Random students’ throughout all major metropolitan areas. When dealing with age and gender, sample should be proportional to the greater population.
Number of observations: Participants will be given one survey at the same point in time.
Research questions:
R1: Is there a relationship between bullying and children who have cognitive disabilities?
R2: Is there a relationship between children with cognitive disabilities and academic performance?
R3: Is there a relationship between bullying and academic performance?
R4: Is there a relationship between children with cognitive disabilities who are bullied and academic performance?
Hypothesis/variables
H1: There are major relationships between bullying and children who have cognitive disabilities.
H10: There is a relationship between children with cognitive disabilities and academic performance.
H2A: There are relationships between bullying and academic performance.
H2A0: There are major relationships between children with cognitive disabilities who are bullied and academic performance.
Design and Methodology: The Quantitative Methodology will be used with this study, with a Cross-Sectional Design.
Purpose statement: The purpose of implementing the quantitative correlational study is to gain a clearer and more defined understanding in regards to relationships that coincides children with cognitive disabilities who are bullied and academic performance throughout the Midwest.
Collection of data
Variable of independent: The significant level an individual receives from bullying: Data will be collected by using either a standard instruments or surveys that are given to the samples.
Dependent variable: The level of cognitive disability: Data will be collected and measured by using either a standard instruments or surveys given to all samples.
Dependent variable: The samples performance will be measured by their school and state academic standardized test scores.
Analysis data: Descriptive statistics to summarize the sample when it comes to cognitive ability.
References
De Boer, A. (2012). Students’ attitudes towards peers with disabilities: a review of the literature. International Journal of Disability, 59(4), 379-392.
Holt, M, Green, G. & Reid, J. (2014). Association between past bullying experiences and psychosocial and academic functioning among college students. Journal of American College Health, 62(8), 552-560.
Luciano, S. (2007). Bullying risk in children with learning difficulties in inclusive educational settings. Canadian Journal of School Psychology, 22(1), 14-31.
Rockinson-Szapkiw, A.J. (2011). Improving doctoral candidates’ persistence in the online dissertation process. (Doctoral dissertation, Liberty University).
Willis, B., & Carmichael, K.D. (2011). The lived experience of late-stage doctoral student attrition in counselor education. The Qualitative Report, 16(1), 192-207.
Brainbridge, C. ( 2015). Ten Strategic Points Template with Instructions. Retrieved from https://dc.gcu.edu/dissertation/dissertation templates/10_strategic_points_template/strategicpointstemplatewithinstructions2014docx
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This has been answered in the literature review
This is already answered in the literature review
This is already answered in the literature review
Which ones?
What about the correlational analysis?
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