Quantitative Methods in Educational Research

This course is offered within S2IME International Master's Programme in Educational Research, 120 hec.

To be eligible for the course, a good first cycle degree in Social Sciences with a minimum of 60 credits in Education, or equivalent is required. Applicants must prove their knowledge of English: English 6 or English, level 2 from Swedish Upper Secondary School or the equivalent level of an internationally recognized test, for example TOEFL, IELTS.

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.

A possibility for completion may be granted by the examiner.

If a student who has been failed twice for the same examination element wishes to change examiner before the next examination session, such a request is to be granted unless there are specific reasons to the contrary (Chapter 6 Section 22 HF).

If a student has received a certificate of disability study support from the University of Gothenburg with a recommendation of adapted examination and/or adapted forms of assessment, an examiner may decide, if this is consistent with the course’s intended learning outcomes and provided that no unreasonable resources would be needed, to grant the student adapted examination and/or adapted forms of assessment.

If a course has been discontinued or undergone major changes, the student must be offered at least two examination sessions in addition to ordinary examination sessions. These sessions are to be spread over a period of at least one year but no more than two years after the course has been discontinued/changed. The same applies to placement and internship (VFU) except that this is restricted to only one further examination session.

If a student has been notified that they fulfil the requirements for being a student at Riksidrottsuniversitetet (RIU student), to combine elite sports activities with studies, the examiner is entitled to decide on adaptation of examinations if this is done in accordance with the 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.