Understanding Quantitative Research Methods for Educational Studies

DCE3004 RESEARCH METHODS: Quantitative Research Approach Siti Noormi Alias, PhD Department of Professional Development and Continuing Education Faculty of Educational Studies Universiti Putra Malaysia

Three major research approaches/paradigms • Quantitative research: Research that relies primarily on the collection of quantitative data • Qualitative research: Research that relies primarily on the collection of qualitative data • Mixed research: Research that involves the mixing of quantitative and • qualitative methods or other paradigm characteristics The Research Continuum W i t h K n o w l e d g e W e S e r v e

W i t h K n o w l e d g e W e S e r v e

Learning outcomes At the end of this session, students are able to: • Determine quantitative research assumptions and characteristics • Differentiate between different types of quantitative research design W i t h K n o w l e d g e W e S e r v e

Assumptions of quantitative research • reality is objective, “out there,” and independent of the researcher; • reality is something that can be studied objectively; • researchers should remain distant and independent of what is being researched; • research is value-free--the values of the researcher do not interfere with, or become part of, the research; • research is based primarily on deductive forms of logic and theories; • hypotheses are tested in a cause-effect manner; • goal is to develop generalizations that contribute to theory; • enables the researcher to predict, explain, and understand some phenomenon. (Yilmaz, 2013, p. 314) W i t h K n o w l e d g e W e S e r v e

purpose • Generalisability (Time and context free generalisations through nomothetic or generalised statements) • Prediction • Causal explanations (Yilmaz, 2013, p. 314) W i t h K n o w l e d g e W e S e r v e

approach • Begins with hypotheses and theories • Manipulation and control • Uses formal, structured instruments • Experimentation and intervention • Deductive • Component analysis • Seeks consensus, the norm • Reduces data to numerical indices • Abstract language in write-up (Yilmaz, 2013, p. 314) W i t h K n o w l e d g e W e S e r v e

Researcher role • Detachment and impartiality • Objective portrayal • Etic (outsider’s point of view) W i t h K n o w l e d g e W e S e r v e

Quantitative research design Cross-sectional Non-Experimental Experimental • Trend study • Cohort study • Panel study • Descriptive Survey research • Meta-analysis • Ex-post facto/ causal comparative research • Correlational research • Pre-experimental • Quasi-experimental research • True-experimental Longitudinal • Single variable design • Factorial design Timing of experience Retrospective study Prospective study W i t h K n o w l e d g e W e S e r v e

Experimental research • Involve study of the effect of the systematic manipulation of one variable(s) on another variable. • The manipulated variable is called the experimental treatment or the independent variable. • The observed and measured variable is called the dependent variable. • The final component of an experimental study is to control extraneous variables . • An extraneous variable is any variable other than the independent variable that might influence the dependent variable. W i t h K n o w l e d g e W e S e r v e

…cont. • Classification according to number of independent variable • single-variable design has one manipulated independent variable • factorial designs have two or more independent variables, at least one of which is manipulated • Classification according to control over threats to internal validity • Pre-experimental - do not have random assignment of subjects to groups or other strategies to control extraneous variables • True-experimental - (also called randomized designs) use randomization and provide maximum control of extraneous variables • Quasi-experimental - lack randomization but employ other strategies to provide some control over extraneous variables W i t h K n o w l e d g e W e S e r v e

Pre-experimental design • Design 1: One-group pretest-posttest design • Design 2: Static group comparison W i t h K n o w l e d g e W e S e r v e

True-experimental design • Design 3: Randomized Subjects, Posttest-Only Control Group Design • Design 4: Randomized Matched Subjects, Posttest-Only Control Group Design • Design 5: Randomized Subjects, Pretest–Posttest Control Group Design • Design 6: Solomon Three-Group Design • Design 7: Solomon Four-Group Design W i t h K n o w l e d g e W e S e r v e

Factorial design • Design 8: Simple factorial design W i t h K n o w l e d g e W e S e r v e

Quasi-experimental design • Design 9: Nonrandomized Control Group, Pretest–Posttest Design • Design 10: Counterbalanced Design W i t h K n o w l e d g e W e S e r v e

Time-series design • Design 11: One-Group Time-Series Design • Design 12: Control Group Time-Series Design W i t h K n o w l e d g e W e S e r v e

Non-experimental research • Researcher identifies variables and may look for relationships among them but does not manipulate the variables • Survey research (also called descriptive research) • uses instruments such as questionnaires and interviews to gather information from groups of individuals. • Surveys permit the researcher to summarize the characteristics of different groups or to measure their attitudes and opinions toward some issue. • Ex-post facto/causal comparative • similar to an experiment, except the researcher does not manipulate the independent variable, which has already occurred in the natural course of events • Correlational research • gathers data from individuals on two or more variables and then seeks to determine if the variables are related (correlated). • Correlation means the extent to which the two variables vary directly (positive correlation) or inversely (negative correlation). • The degree of relationship is expressed as a numeric index called the coefficient of correlation. W i t h K n o w l e d g e W e S e r v e

Understanding Quantitative Research Methods for Educational Studies