Expertise in the design, analysis and interpretation of research employing quantitative techniques underlies a substantial portion of educational research.  The purpose of this research methodology is to provide a programmatic approach to developing scholarly expertise in quantitative methodologies.

The area of quantitative methodology has the following purposes: 

  1. To provide a foundation for students to be able to interpret and judge the appropriateness of quantitative aspects of educational research;
  2. To prepare students to conduct quantitative analyses, to articulate the methodology employed, and to interpret and discuss the meaning of the results in lucid discourse; 
  3. To help students understand the strengths and limitations of quantitative methodology;
  4. To help students develop a quantitative research base by becoming familiar with journals and seminal sources of research methodology; and, 
  5. To build a base upon which students can independently extend their knowledge and expertise in quantitative methods as demanded by their own research.

The Quantitative Research focus area enables the student to further specialize in one of three sub areas of quantitative methodology: 

  1. Statistical and/or quantitative analysis and appropriate interpretation of data collected through experimental or quasi-experimental research. 
  2. The development and psychometric analysis of measurement instruments.
  3. The design of experiments

Coursework

Foundational Methods Course (4 hours)

All students entering fall 2015 or later will take a Foundational Methods Course. It is recommended that students take this introductory foundations course in their first year of the doctoral program.

Currently available: 
CI 550/EPSY 573/SPED 550/EPOL 550: Methods of Educational Inquiry

Basic Course: (8 hours)

The student must take 8 basic research hours. The student must demonstrate a basic level of statistical knowledge by satisfactorily completing either: 

EPSY 580 Statistical Inference in Educ
AND
EPSY 581 Applied Regression Analysis

OR

PSYC 406 Statistical Methods I
AND 
PSYC 407 Statistical Methods II

 OR

STAT 400 Statistics and Probability
AND 
STAT 425 Applied Regression and Design

If a course is not offered when the student needs it, courses across departments can be taken (e.g. PSYC 406 followed by EPSY 581) with approval from the advisor. It is recommended that a student take courses from the prior list in addition to a basic qualitative course.

Advanced Courses: (8 hours):

The student must demonstrate expertise in a sub area by satisfactorily completing a minimum of 8 hours from one of the following specializations: 

  • Statistical/Quantitative Analysis Methodology

EPSY 574 Quasi-Experimental Design
EPSY 584/PSYC 594/SOC 584 Multivar Anlys in Psych and Ed
EPSY/PSYC/STAT 587 Hierarchical Linear Models
EPSY/PSYC/SOC/STAT 588 Covar Struct and Factor Models
EPSY 589/PSYC 589/SOC 579 Categorical Data in Ed/Psyc 
PSYC 435 Math Form in Psych Theory
PSYC 436 Mathematical Models in Psychology
PSYC 506 Psych Scaling: Unidimen Meth
PSYC 509 Psych Scaling: Multidimen Meth
PSYC 582 Advanced Statistical Methods
STAT 426 Categorical Data Analysis or EPSY 589 Categorical Data in Ed/Psyc (Credit is not given for both STAT 426 and EPSY 589.)

  • Measurement Methodology

EPSY 585/PSYC 595 Theories of Measurement, 1
PSYC 490 Mea and Test Dev Lab
PSYC 506 Psych Scaling: Unidimen Meth
PSYC 509 Psych Scaling: Multidimen Meth 

  • Experimental Methodolgy

EPSY 574 Quasi-experimental design
EPSY 582 Advanced Statistical Methods
PSYC 408 Design of Experiments in Psychology
SPED 583 Single Subject Research Design