Design, Measurement and Analysis in Educational Research

The course can be part of the following programme: L2EUR International Master's Programme in Educational Research, 120 hec, S2IME International Master's Programme in Educational Research, 120 hec.

PDA085 Introduction to International Master in Educational Research, 15 hec or equivalent knowledge.

The course covers how quantitative methods may be used in studying research questions in educational science. Points of departure in the course are quantitative research designs, measures, and analyses as applied in educational research. Validity, reliability, and generalizability are central quality criteria that should be observed in all phases of the research process, as are considerations pertaining to research ethics. The focus lies partly on the internal logic of quantitative methods in relation to pedagogical and social scientific research questions, and partly on key scientific concepts and quantitative research terminology. Yet another focus is to apply suitable statistical analyses to test hypothesis and answer research questions. During the course, students discuss methodological issues, such as choice of design and required sample sizes, and steps that can or should be taken for analyses and conclusions to be valid. Throughout the course, participants acquire not only an overview and conceptual understanding but also applications of basic statistics in quantitative research methodology. This understanding will be elaborated on and discussed in relation to concrete examples of research.

The course is divided into two subsections. The first course section covers Research Design and Measurement in Quantitative Research of Education. The second course section covers Statistical Analysis in Quantitative Research of Education.

After successful completion of the course the student will be able to:

Knowledge and understanding

• Explain key terms and concepts of quantitative research in education.
• Describe key characteristics of experimental, quasi-experimental and nonexperimental designs.
• Describe and explain methods of analysis suited for different designs.
• Describe what is contained in the notion of validity of causal inference, including its most common sub-categories and threats to valid causal inference.
• Describe what is contained in the notions of validity and reliability of educational measurement, including threats to valid and reliable measurement.
• Describe relations between scales of measurement and choice of appropriate methods for statistical analysis.
• Describe and explain the basic statistical concepts and procedures, such as, measurement level, central tendency and dispersion, normal distribution, hypothesis testing, statistical significance, bivariate association between variables, linear regression and effect size.

Competence and skills

• Handle the statistical program SPSS in terms of organization and processing of data, be able to present data in the form of charts and tables.
• Perform significance tests of different hypotheses, conduct correlational and causal analyses and present results in a statistically correct manner.
• Discuss possibilities and limitations of quantitative methods within educational contexts.
• Critically discuss scientific projects and articles with respect to their:
  -Research design and methods, using appropriate terminology and conceptual tools.
  -Measurement procedures and methods, using appropriate terminology and conceptual tools.

Judgement and approach

• Evaluate the relevance of different design, measurement and analytical approaches in relation to research questions, data and scientific claims.
• Reflect on questions of research ethics and related decisions.
• Analyse and discuss methodological and technical advantages and limitations associated with research strategies that are based on statistical methods and their applications in the educational sciences.

The course is given in a combination of lectures and workshops.

Language of instruction: English

Performance is assessed through:

1. Two written reports corresponding to the two subsections of the course;
2. Participation in group presentations.

The written report for each subsection is 7,5 credits.

• If a student who has failed twice on the same examination component wishes to change examiner before the next examination, such a request must be granted unless there are special reasons (Chapter 6, Section 22 of the Higher Education Ordinance).
• If a student has received notification of study support from the University of Gothenburg with a recommendation for adapted examination and/or adapted form of examination, the examiner may, if this is compatible with the intended learning outcomes of the course and provided that no unreasonable resources are required, decide to grant the student an adapted examination and/or an adapted form of examination.
• If a course has been discontinued or undergone a major change, the student must be offered at least two examination opportunities, in addition to the regular examination. These opportunities are distributed over a period of at least one year, but no longer than two years after the course has been completed. The same applies to practical training and clinical placements, but with a limitation to only one additional examination occasion.
• If a student has been notified that he/she meets the requirements for being a student at the Swedish Sports University (RIU student), the examiner has the right to decide on adaptation during examination, if this is done in accordance with Local rules regarding RIU students at the University of Gothenburg.

The grading scale comprises: Pass with Distinction (VG), Pass (G) and Fail (U).

For the course grade Pass (G), a G is required on the two written reports and participation in the group presentations. For the course grade Pass with distinction (VG), VG is required on the two written reports and participation in the group presentations.

Course evaluation is integral part of the course. Course participants will be invited to evaluate the course via a short online questionnaire. Course evaluations are anonymous. The results will be communicated to the students and will function as a guide for further development of the course.

The course uses the University of Gothenburg’s management learning system for different forms of digital communication. Access to a computer and the Internet is therefore required.