This document provides an introduction to quantitative research. It defines quantitative research as collecting and analyzing numerical data to explore, describe, explain, or predict trends. Quantitative research aims for objectivity and controls outside factors. It states hypotheses and uses statistics to analyze results. The document outlines reasons for quantitative research such as exploration, description, explanation, prediction, and evaluation. It also describes common types of quantitative research designs and the key components of measurement, sampling, research design, and statistical procedures.

1. AN INTRODUCTION TO QUANTITATIVE RESEARCH
EDF 7486: Topic 1

2. Quantitative Research
What is quantitative research?
 Quantitative research collects and uses numerical data to
explore, describe, explain, or predict trends or phenomena.
 Quantitative research emphasizes objectivity and the control of
contextual factors that may impact the results.
 Quantitative research states hypotheses and relies on statistical
analysis to support conclusions made regarding the
hypotheses.

3. Reasons for Quantitative Research
Exploratory
 Investigates issues with the goal of providing insight and information to
the researcher
 Use pilot studies to test feasibility or value of working in an area; focus
groups to guide survey design
Description
 Describe the current situation or classify situations, events or groups.
 Often use large scale data sets -NELS, High School and Beyond, etc.
 Surveys; correlational studies

4. Reasons for Quantitative Research
Explanation
 Build, enrich and explain theories
 Test theories using quantitative methods
Prediction
 Establish predictors of some behavior
 Two types of variables – predictor and criterion (outcome)
 Regression analysis is one statistical procedure used for prediction
Evaluation
 Evaluates programs for their efficacy
 Come in different forms and serve different functions

5. Types of Quantitative Research
Survey Research
 Collect quantitative data to address questions about the
current state of a population or phenomena.
 Can address preferences, attitudes, opinions, concerns,
interests
Correlational Research
 Determines if a relationship exists between two quantitative
variables
 Measure the strength of the relationship

6. Types of Quantitative Research
Causal-Comparative Research
 Establish a cause, or reason, for a behavior or other
phenomena after the event, or cause, has already occurred.
 Involves an independent-dependent variable relationship.
Experimental Research
 A collection of research designs that uses one or more variables
that are manipulated to understand the effect on a dependent
variable.
 Allows for control of variables not relevant to the research.

7. Types of Quantitative Research
Action Research
 Conducted by school administrators, teachers, or any other
stakeholder in the teaching-learning environment
 Primary focus is on the way schools operate, teachers teach
and students learn

8. Four Parts of Quantitative Research
Measurement
Sampling
Research Design
Statistical Procedures

9. Properties of Measurement
Reliability
 Consistency
 Random error
Validity
 Interpretation/Use
 Most Important Property
 Systematic error
Reliability is necessary but not sufficient condition
for validity

10. Properties of Sampling
Population v Sample
Sampling Methods
 Probabilistic (e.g., random)
 Non-probabilistic (e.g., convenience)
Key is that sample is representative of population to
make a generalization in interpretation

11. Research Design
How to set up data collection to minimize counter
interpretations to the results
Control/Comparison Groups
Random Assignment

12. Random Selection vs. Random Assignment
Random selection--Each person of a population has
an equal chance of being included in the sample.
Random assignment--Each person of a sample has
an equal chance of being assigned to particular
group.

13. Statistical Procedures
Descriptive
 Describes sample data
Inferential
 Tests probability of sample data being drawn from population
defined by hypotheses

14. Criteria for Evaluating Social Research
Construct validity
 Refers to inferences made from measured variables to
theoretical constructs
 Examines how well assessment “matches up with” the
construct.
Internal validity
 Examines the extent to which the relationship between two
variables is isolated from the influences of additional variables.

15. Criteria for Evaluating Social Research
External validity
 Addresses the concern of how well does the relationship
between two variables generalize across settings, samples, and
times.
Statistical conclusion validity
 Addresses issue of how the use of statistics shape inferences
and interpretations