Registry

Module Specifications

Archived Version 2020 - 2021

Module Title
Module Code
School
Online Module Resources
NFQ level	9	Credit Rating	5
Pre-requisite	None
Co-requisite	None
Compatibles	None
Incompatibles	None

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

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Lecture	10	Active engagement in class and group-based discussion and critique of course content.
Laboratory	10	Sessions using SPSS
Online activity	25	Participation in synchronous and/or asynchronous online classes. Discussion and/or critical review of relevant research recommended by the tutor(s).
Independent Study	40	Reading and critical review of literature relevant to the module.
Assignment Completion	40	Quantitative 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 Assessment	%	Examination Weight	%

Type	Description	% of total	Assessment Date
Course Work Breakdown

Reassessment Requirement
Resit arrangements are explained by the following categories; 1 = A resit is available for all components of the module 2 = No resit is available for 100% continuous assessment module 3 = No resit is available for the continuous assessment component
Unavailable

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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