RDP: QUAL AR MATRIX EDUC 750
EDUC 750 RESEARCH DESIGN PROJECT: QUALITATIVE AND ACTION RESEARCH ANALYSIS MATRIX TEMPLATE new
update fall year 2025|2026 Liberty University
RESEARCH DESIGN PROJECT: QUALITATIVE AND ACTION RESEARCH ANALYSIS MATRIX TEMPLATE
Shanay Y. Howard
School of Education, Liberty University
Author Note
Shanay Y. Howard
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to
Shanay Y. Howard. Email:
1
, RDP: QUAL AR MATRIX EDUC 750
Qualitative and Action Research Analysis Matrix
Complete this matrix using the articles from the Research Design Project Sampling, Measurement, and Data Collection Type
Matrix. The matrices are set up with specific spacing in each block. Please do not change. The reference block is already set up in
APA with double-spacing and hanging indent. You do not need to include your article references in the reference section; only the
Bible reference(s).
Article Type QUALitative Basic (QUAL-B)
Article Reference Brouwer, A. M., Johanson, J., & Carlson, T. (2022). College Athletes’ views on academics: A qualitive
assessment of perceptions of academic success. Journal of Athlete Development & Experience, 4
(2), 122-138. https://doi.org/10.25035/jade.04.02.01
Results The results of the study found four themes that emerged based on the student-athletes responses.
According to Brouwer et al., (2022), the four themes perceptions of grades, motivation for grades,
communication about grades and strategies and recommendations for successful academic achievement (p.
125). The student-athletes described academics as important, but their ability to prioritize schoolwork was
shaped by time demands, team culture, and support systems. There were also statements regarding the
frustration about stereotypes that athletes are less capable academically which pushed them to work harder
in classes. Results revealed that student-athletes took academics seriously and with the right structure
around them they could increase their results.
Limitations This study took place at a NCAA Division II university, which limits transferability to larger Division 1
programs or smaller schools. Focus groups were voluntary, so athletes who felt comfortable discussing
academics may have been more likely to participate (Brouwer et al., 2022, p. 133). Another limitation was
that the analysis relied on self-report narratives, which reflected perception rather than veridied academic
outcomes.
Implications
The implications of this research highlighted that academic success was not just about ability but also the
2
EDUC 750 RESEARCH DESIGN PROJECT: QUALITATIVE AND ACTION RESEARCH ANALYSIS MATRIX TEMPLATE new
update fall year 2025|2026 Liberty University
RESEARCH DESIGN PROJECT: QUALITATIVE AND ACTION RESEARCH ANALYSIS MATRIX TEMPLATE
Shanay Y. Howard
School of Education, Liberty University
Author Note
Shanay Y. Howard
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to
Shanay Y. Howard. Email:
1
, RDP: QUAL AR MATRIX EDUC 750
Qualitative and Action Research Analysis Matrix
Complete this matrix using the articles from the Research Design Project Sampling, Measurement, and Data Collection Type
Matrix. The matrices are set up with specific spacing in each block. Please do not change. The reference block is already set up in
APA with double-spacing and hanging indent. You do not need to include your article references in the reference section; only the
Bible reference(s).
Article Type QUALitative Basic (QUAL-B)
Article Reference Brouwer, A. M., Johanson, J., & Carlson, T. (2022). College Athletes’ views on academics: A qualitive
assessment of perceptions of academic success. Journal of Athlete Development & Experience, 4
(2), 122-138. https://doi.org/10.25035/jade.04.02.01
Results The results of the study found four themes that emerged based on the student-athletes responses.
According to Brouwer et al., (2022), the four themes perceptions of grades, motivation for grades,
communication about grades and strategies and recommendations for successful academic achievement (p.
125). The student-athletes described academics as important, but their ability to prioritize schoolwork was
shaped by time demands, team culture, and support systems. There were also statements regarding the
frustration about stereotypes that athletes are less capable academically which pushed them to work harder
in classes. Results revealed that student-athletes took academics seriously and with the right structure
around them they could increase their results.
Limitations This study took place at a NCAA Division II university, which limits transferability to larger Division 1
programs or smaller schools. Focus groups were voluntary, so athletes who felt comfortable discussing
academics may have been more likely to participate (Brouwer et al., 2022, p. 133). Another limitation was
that the analysis relied on self-report narratives, which reflected perception rather than veridied academic
outcomes.
Implications
The implications of this research highlighted that academic success was not just about ability but also the
2
