Do We Really Need to Know That?': Defining Learning Outcomes for Quantitative Research Classes

Abstract

Background. Statistics is the language of research. Research influences every aspect of education and educational professionals are expected to justify their decisions implementing 'research-based' methods. Doctorate of Education (EdD) programs are geared towards current practitioners seeking skills to become 'practitioner-researchers' who can use research-based skills to effect change in their workplace. To do this effectively, practitioners need substantial experience with both quantitative and qualitative research methodologies. There are no agreed-upon learning outcomes associated with research methods courses. The lack of cohesion is ubiquitous among all research courses, but quantitative research skills suffer from a unique set of challenges making them more difficult to impart to students. Students have high anxiety concerning quantitative statistics courses and view the content as irrelevant to their future careers. As a natural consequence, students tend to avoid quantitative research, and the collective quantitative proficiency of the educational research body has declined. Improved curriculum for non-specialists (e.g., EdDs) is one way to increase quantitative literacy, and the first step in that process is defining learning outcomes. The purpose of this study is to gather learning outcomes for quantitative research classes from a variety of stakeholders. Methods. A convenience sample of knowledgeable instructors, (graduate-level quantitative research methods or introductory statistics course), EdD program directors, and EdD students/graduates will be surveyed about their perceptions of quantitative literacy skills. The survey will ask respondents to rank the usefulness of currently taught topics (Likert-type sale), suggestions for addition or removal of material (open-ended), and the types of quantitative skills they use regularly (open-ended). The data will be summarized through descriptive statistics and theme coded - resulting in updated learning outcomes for quantitative research classes aimed at practitioner-researcher students. Implications. EdD programs attract students from a varying backgrounds and diverse career aspirations. The current lack of consensus around what quantitative skills are necessary for this group of students has lead to disparate program requirements across the country. Identifying updated learning outcomes will improve the curriculum of quantitative literacy at the graduate-level, making it more relevant to the stakeholders. These results can also be used to set program-level quantitative literacy goals, which would is an essential component to program evaluations. Overall, improving the quality of the research body depends on functional quantitative literacy of researchers. This is a place to start.