Guidelines for Reporting Results Mathematics: Research Paper


Describe how you will use the “Guidelines for Reporting Results” of your qualitative data or your quantitative data on flipped classrooms. How might you use these guidelines if you are analyzing mixed methods data? Journal Article Summary Why do you believe this article is important to the literature on action research? How does it contribute […]

Mathematics Research Paper

Guidelines for Reporting Results

The guidelines for reporting results provide statistical conclusion validity aimed at drawing inferences about a variable in data analysis. Quantitative guidelines require the determination of inferential test statistics. First, the null hypothesis’ false rejection accepted limit, also known as type 1 error, needs to be selected; the resultant probability is referred to as the probability critical. Second, the sample statistics that hold the null hypothesis as true should be determined, which is also known as probability critical (Johnson, 2013). On the other hand, qualitative research explores complex statistical data through data collection, sampling, and validation. Therefore, transcribed data follows face-to-face interviews structured on heutagogical, andragogical, or pedagogical learning dispositions (Green & Schlairet, 2017). The use of mixed methods allows the collection of both qualitative and quantitative data, thus gaining the merits of both, by using guidelines for reporting both methods by allotted to research design results (Terrell, 2012). Therefore, mixed methods data would help address different research questions affiliated with flipped classroom study.

Journal Article Summary

Question 1

The article is important as it shows the benefit of collaborative teaching while providing guidelines on achieving it. Therefore, it contributes significantly to knowledge of improving blended learning.

Question 2 

The aspect of the study that assists the current action research on flipped classrooms is checking the effect of collaboration on the performance and morale of teachers and how it can enhance learning in flipped classrooms.

Question 3

The research question seeks to determine the consequence of pre-service and cooperative teachers on planning, evaluating, and implementing research projects to improve their practices during a semester internship. The research question is interesting as it seeks the relationship between efficiency and pedagogical corroboration, thus resulting in learning experiences that benefit teachers and students in flipped classrooms.

Question 4

The study builds on previous works and conducts a study on 25 primary subjects divided into mentors as the independent variable and senior-level pre-service teachers as the dependent variables. The experiment uses invivo coding, and the researchers make multiple passes to search for common themes within the recordings, which are subsequently documented using a checklist matrix and the patterns triangulated to develop a cross-case analysis to conclude the results (Levin & Rock, 2003).

Question 5

The results were significant as they showed a positive correlation towards pedagogical internship relationships and thus affirmed previous literature performed by Catelli and Friesen.


Green, R. D., & Schlairet, M. C. (2017). Moving toward pedagogical learning: Illuminating undergraduate nursing students’ experiences in a flipped classroom. Nurse Education Today49, 122-128.

Johnson, V. E. (2013). Revised standards for statistical evidence. Proceedings of the National Academy of Sciences110(48), 19313-19317.

Levin, B. B., & Rock, T. C. (2003). The effects of collaborative action research on preservice and experienced teacher partners in professional development schools. Journal of teacher education54(2), 135-149.

Terrell, S. R. (2012). Mixed-methods research methodologies. The qualitative report17(1), 254-280.

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Published On: 01-01-1970

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