First Advisor
Derek Gottlieb
First Committee Member
Jenni Harding
Second Committee Member
Suzette Youngs
Third Committee Member
Michael Cohen
Degree Name
Doctor of Education
Document Type
Dissertation
Date Created
12-2024
Department
College of Education and Behavioral Sciences, Teacher Education, Teacher Education Student Work
Abstract
Quantitative methods training is an integral part of an Education Doctoral Degree (EdD). Students tend to struggle with the content of these courses and consequently their quantitative proficiency has suffered. Currently, there is no consensus on the learning outcomes of introductory quantitative methods classes, leaving instructors to individually decide the content and teaching methods of their classes. The aim of this study was to capture the content of introductory quantitative methods course and determine their alignment with current best practices in statistics education.
- Q1 What curricular and pedagogical techniques are used in introductory quantitative methods course for EdD students?
- Q2 How do the teaching practices of introductory quantitative methods courses for EdD students align with the Guidelines for Assessment and Instruction in Statistics Education (GAISE)?
Instructors of quantitative methods courses from EdD programs were surveyed and asked to submit a class syllabus. Descriptive statistics and graphical summaries were used to analyze the survey results (n=23). Syllabi were coded in two separate processes – open coding and structural coding (n = 19). In general, the quantitative methods courses tended to be a mixture of quantitative literacy and statistical analysis. The placement of a class on the continuum dictated the types of learning outcomes and assessments; quantitative literacy classes have more article critiques and design components, while statistical analysis courses have more research papers and programming assignments. Overall, the courses utilize the best practices for teaching introductory statistics; there is strong alignment between the quantitative survey results and the qualitative analysis. Despite meeting best practices guidelines, more information is needed on whether these classes meet the needs for EdD students.
Abstract Format
html
Language
English
Extent
102 pages
Local Identifiers
Patterson_unco_0161D_11291
Rights Statement
Copyright is held by the author.
Digital Origin
Born digital
Recommended Citation
Patterson, Samantha Brooke, "Exploring the Content of Introductory Quantitative Methods Courses for Education Doctoral Students" (2024). Dissertations. 1132.
https://digscholarship.unco.edu/dissertations/1132
