examples of quantitative research in education pdf

Conducting Quantitative Research in Education

• © 2020
• Saiyidi Mat Roni 0 ,
• Margaret Kristin Merga 1 ,
• Julia Elizabeth Morris 2

School of Business and Law, Edith Cowan University, Joondalup, Australia

You can also search for this author in PubMed   Google Scholar

School of Education, Edith Cowan University, Perth, Australia

School of education, edith cowan university, mount lawley, australia.

• Presents a practical guide on conducting quantitative research in the field of education
• Stresses the practical of use of non-parametric tests in quantitative research
• Provides educational researchers with the tools they can work with to achieve results efficiently

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Table of contents (10 chapters)

Front matter, introduction.

• Saiyidi Mat Roni, Margaret Kristin Merga, Julia Elizabeth Morris

Getting Started: What, Where, Why

Conducting research with children and students, data types and samples, data preparation, analysis: difference between groups, analysis: correlation, analysis: regression, write up and research translation, conclusion and further reading, back matter.

• Multivariate analysis
• Educational research
• Simple Regression
• Nominal Data
• Early Education
• Ordinal Data

About this book

Authors and affiliations.

Saiyidi Mat Roni

Margaret Kristin Merga

Julia Elizabeth Morris

About the authors

Bibliographic information.

Book Title : Conducting Quantitative Research in Education

Authors : Saiyidi Mat Roni, Margaret Kristin Merga, Julia Elizabeth Morris

DOI : https://doi.org/10.1007/978-981-13-9132-3

Publisher : Springer Singapore

eBook Packages : Business and Management , Business and Management (R0)

Copyright Information : The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2020

Hardcover ISBN : 978-981-13-9131-6 Published: 24 August 2019

Softcover ISBN : 978-981-13-9134-7 Published: 25 August 2020

eBook ISBN : 978-981-13-9132-3 Published: 12 August 2019

Edition Number : 1

Number of Pages : VIII, 201

Number of Illustrations : 15 b/w illustrations, 127 illustrations in colour

Topics : Management Education , Big Data/Analytics , Statistics for Social Sciences, Humanities, Law

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Quantitative research in education : a primer

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BUILDING THEORETICAL AND CONCEPTUAL FRAMEWORKS FOR QUANTITATIVE RESEARCH REPORT IN EDUCATION

The paradigm shift in the conduct and the contents of research reports in universities has continued to create challenges to many researchers. In recent times the gradual obligatory and academic demands to include theoretical and conceptual frameworks in every quantitative research reports have been described by many students as addition to research rigors. In some cases some supervisors may find it difficult to guide their students. However it may appear, the importance of theoretical and conceptual frameworks in quantitative research reports cannot be overlooked because research variables depend largely on existing theories and interrelated concepts. This paper therefore reviewed and suggested how theoretical and conceptual frameworks can be developed for quantitative research reports. The paper also made attempt to give clearer views on the conceptualization of theories, variables, models, constructs, and concepts, theoretical and conceptual frameworks. The components of theoretical and conceptual frameworks for quantitative research reports were presented, and attempts were made to show how the frameworks are applied in a research. It was therefore concluded that theoretical and conceptual frameworks are necessary and useful ingredients of a sound quantitative research report. Recommendations were made, one of which was that both frameworks should be used simultaneously in every quantitative research report.

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How doctoral programs train future researchers in quantitative methods has important implications for the quality of scientifically based research in education. The purpose of this article, therefore, is to examine how quantitative methods are used in the literature and taught in doctoral programs. Evidence points to deficiencies in quantitative training and application in several areas: (a) methodological reporting problems, (b) researcher misconceptions and inaccuracies, (c) overreliance on traditional methods, and (d) a lack of coverage of modern advances. An argument is made that a culture supportive of quantitative methods is not consistently available to many applied education researchers. Collective quantitative proficiency is defined as a vision for a culture representative of broader support for quantitative methodology (statistics, measurement, and research design).

This paper discusses the importance of conceptualisation in quantitative research. It explains in simple terms what conceptualisation entails, and indicates where and how the researcher should apply the techniques of conceptualisation. The paper has been prompted by the recurring challenges higher degree students and early career researchers face in enabling the readers of their research reports (dissertations or theses) to gain a common understanding of what they have written about. Problems with this have caused some dissertations or theses to be rejected for reporting on something other than what the candidate purports to have studied. In this paper, conceptualisation is examined as a multi-dimensional concept, starting with the process of forming concepts that describe the identified research problem, and proceeding to the derivation of agreed-on meanings of concepts, as well as the operationalisation of study variables, in order to avoid ambiguity and misinterpretation in a res...

Elock E Shikalepo

Conducting educational research involves various stages, with an interdependence and inter-relationship which can be both iterative and progressive in nature. One of these stages is the review of literature sources related to the focus of the research. Reviewing related literature involves tracing, examining, critiquing, evaluating and eventually recommending various forms of contents to the intents of the research based on the content’s typicality, relevance, correctness and appropriateness to what the research intends to achieve. The main variables as stated in the title of the research, the research questions, the research objectives and the hypotheses, dictates the literature sources to review. Reviewing literature focuses on the existing related topics that bear relevance to the title of the research and through which reviewing, appropriate theories can be picked up as the review of related topics and phrases goes on. As soon as the related topics are reviewed and main points noted, the reviewing process proceeds to review the theories underpinning the study. Some of these theories would have been established while reviewing the related topics and can now gain momentum, while other theories can now be generated considering the title, research questions, research objectives and findings of the topics reviewed and discussed earlier. Reviewing related topics generates main points of arguments, solutions, gaps and propositions. Similarly, reviewing theories does produce the same set of corresponding or contrasting agreements, gaps and propositions. Despite reviewing different sources of literature, it is the same research at hand, with same objectives and same methodological layout. Hence, a need to shape a strategic, literature direction for the research by consolidating the key findings of the different sources reviewed, in view of the intents of the research. The process of consolidating the multiplicity of key literature findings relevant to the research into a whole single unit, with one standpoint revealing the strategic literature direction for the research, is called constructing a conceptual framework. The end product of this construction is the conceptual framework, which is the informed and consolidated results presented narratively or schematically, revealing the strategic position of the study in relation to what exists in literature.

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Research in the behavioural science is usually a systematic and comprehensive study of a problem with a view to tackling the problem and making broad and reasonable advance to the frontiers of human knowledge. The major thrust of researches done in social science and behavioural science or humanities as often being referred is to understand, predict, control and change human behaviours (which are not only complex but keep varying and making appearance in different settings) on certain issues and problems. To achieve these goals, certain laid down step-wise procedures must be followed. These are embedded in the research process. This is the reason why such investigations are said to be scientific though not studied the way the natural or physical sciences are done in a controlled environment (laboratory); this will be discussed in the course of this manual.

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