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Module Specifications.

Current Academic Year 2024 - 2025

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Date posted: September 2024

Module Title Applying Quantitative Approaches to Educational Research
Module Code IE603 (ITS) / EDU1060 (Banner)
Faculty DCU Institute of Education School Policy & Professional Practice
Module Co-ordinatorMartin Brown
Module TeachersGillian Lake
NFQ level 9 Credit Rating 5
Pre-requisite Not Available
Co-requisite Not Available
Compatibles Not Available
Incompatibles Not Available
Coursework Only
Students may undertake and report independent analysis of data within an agreed time-frame.
Description

This module focuses on the rationale for, and application of, quantitative methodology to research problems in education. It challenges students to interrogate the epistemological and ontological principles underpinning quantitative research and the implications of adopting a positivist world view for one's research. Popular designs, (randomised control trials, pre-experimental, experimental, quasi-experimental, correlational, cohort...) and strategies (surveys, interventions, repeated measures....), and the strengths, limitations and challenges of each, are addressed. Students are encouraged to examine the applicability of the various options to their research in the context of their existing knowledge and skills and personal/professional commitments, interests and ambitions.

Learning Outcomes

1. Evaluate one's philosophical stance/world view and the extent to which this 'fits with' the quantitative approach, in general, and the specific methodologies and strategies used in his/her research study
2. Explain and craft appropriate and informed responses to key issues in quantitative inquiry (Sample size; sampling frames, random assignment. Selection of appropriate statistical tests; interpretation - significant, power, inferences etc; error, internal and external threats to validity and the objective stance of the researcher)
3. Code and input quantitative data correctly and efficiently
4. Analyse, interpret and report accurately and appropriately the findings of quantitative inquiry
5. Craft a workable project plan for a potential quantitative methods research project
6. Consider and reflect on ethical issues in quantitative research



Workload Full-time hours per semester
Type Hours Description
Lecture10Active engagement in class and group-based discussion and critique of course content.
Laboratory10Sessions using SPSS
Online activity25Participation in synchronous and/or asynchronous online classes. Discussion and/or critical review of relevant research recommended by the tutor(s).
Independent Study40Reading and critical review of literature relevant to the module.
Assignment Completion40Quantitative Methods Research Plan. Oral presentation and defence of research plan
Total Workload: 125

All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml

Indicative Content and Learning Activities

1
Identify, critique and interpret existing quantitative research studies in a potential research area - advanced literature searching including systematic reviews, meta-analysis

2
Quantitative data analysis: concepts and methods of relevance to practitioner research in education

3
Research Ethics: concepts, requirements and tools

4
Framing and operationalising a quantitative research question

5
Development of hypotheses (Null, research..., assumptions, predictions)

6
Study Variables: Independent, dependent and control; implications for data analysis

7
Develop (and critique existing) quantitative instruments (surveys, tests, scales, checklists)

8
Survey design, platforms and administration

9
Sampling (Probability and non-probability...)

10
Use SPSS (or equivalent) for data entry, preparation and analysis (Coding, entering, cleaning manually)

11
Use SPSS (or equivalent) for data analysis using parametric and non-parametric techniques (Selecting appropriate tests, describing trends, comparing groups, relating variables, correlations)

12
Interpreting and reporting results (significance levels, one/two tailed, effect sizes, magnitude)

13
Validity, reliability, generalisability, threats, error

14
Development of a quantitative methods research plan

Assessment Breakdown
Continuous Assessment100% Examination Weight0%
Course Work Breakdown
TypeDescription% of totalAssessment Date
AssignmentStudents are required to craft a workable Quantitative Methods Research plan for their research that maps the anticipated actions and decisions that will have to be made (or have already been made) at critical junctures on their research journey. The research plan will include the following items: 1. Title 2. Introduction 3. Problem Statement 4. Purpose 5. Hypotheses 6. Definition of key terms 7. Methodology 8. Research design 9. Population and sampling plan 10. Data collection procedures 11. Data analysis 12. Concluding statement (Significance and limitations) 13. References, Appendices80%n/a
PresentationOral Presentation and defence of research plan.20%n/a
Reassessment Requirement Type
Resit arrangements are explained by the following categories:
Resit category 1: A resit is available for both* components of the module.
Resit category 2: No resit is available for a 100% continuous assessment module.
Resit category 3: No resit is available for the continuous assessment component where there is a continuous assessment and examination element.
* ‘Both’ is used in the context of the module having a Continuous Assessment/Examination split; where the module is 100% continuous assessment, there will also be a resit of the assessment
This module is category 1
Indicative Reading List

  • Cox, J. and Cox, K.B: 2008, Your opinion, please! How to build the best questionnaires in the field of education, Corwin Press, London,
  • Floyd, J. and Fowler, J.: 2008, Survey Research Methods. Applied Social Research Methods, Sage, London,
  • Hancock, G.R., Mueller, R.O. and Stapleton, L.M: 2010, The reviewer’s guide to quantitative methods in the social sciences, Sage, London,
  • Hoy, W.K. and Adams, C.M.: 2015, Quantitative research in education: A primer., Sage, London,
  • Mujis,D.: 2011, Doing Quantitative Research in Education with SPSS, 2nd, Sage, London,
  • Rubin, A.: 2012, Statistics for evidence-based practice and evaluation, Cengage Learning, MA,
Other Resources

31404, Annotated Reading List, 0, Reading list prepared for the EdD modules, Research Methods 1 and 2,

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