Module Code: Module Title: Programme: Type of Module: Modular Credits:

FE 5404 Quantitative Research In Education Master of Education (M Ed) Elective 4 Student Workload: Contact hours for timetabling:

8-10 hrs/wk 4 hrs/wk

Prerequisite(s): None Anti-requisite: None Aims: This module will focus on problem-based learning and emphasis will be more on the application rather than on the theoretical and mathematical aspects. This module should enable students to: (a) be aware of issues and trends associated with quantitative research in education settings; (b) conceptualise, plan, and develop valid and reliable instruments for use in quantitative research; (c) use Excel and SPSS software for data entry and analysis; and (d) design, conduct, and evaluate education research in which quantitative methods are employed. Module Content: Problems based on descriptive statistics in analysis involving continuous and discrete variables, percentile rank, class interval, histogram, frequency polygon, distribution, cumulative distribution, normal curve, skewness, measures of central tendency and dispersion (e.g., mean, median, mode, standard deviation, variance, effect size) will be given to students. Figures such as scatter plots and correlations such as Pearson product-moment, Cronbach Alpha, Spearman rank-order correlation coefficients, linear regression, reliability, Item Response Theory (IRT) and Stepwise multiple regression will be discussed. For Inferential Statistical Procedures Hypothesis testing involving Null, significance level, degrees of freedom, one- and twotailed tests, level of confidence, sample statistic, population parameter, Type I and Type 2 errors, power of an experiment will be set for students. Commonly-used sampling distributions in quantitative research in education, giving rise to the use of z-scores, t-tests, and chi-square tests, ANOVA, ANCOVA sampling units (e.g., student, class, school), experimental and quasi-experimental research designs will be emphasized. The emphasis will be on using the technology (Excel, SPSS software) for analyses involving concepts and statistical techniques introduced in the course.

Assessment:

Assessment is coursework 100%

Coursework: Assessment of the module is based on three assessment tasks: 1) Assessment Task One: The candidates will be required to submit a written paper of 1300-1500 words in length on problem-based research using quantitative approach on a topic set by the Module Coordinator. This paper will be marked out of 60; i.e.60% of the total assessment. 2) Assessment Task Two: The candidates will be required to select a topic of interest and relevance from a number seminar topics set by the Module Coordinator and make an in-class presentation of 30 minutes based on research using quantitative research, leading to the submission of a seminar paper of 1300-1500 words in length one week later for assessment. The presentation will be marked out of 10 and the seminar paper out of 30 amounting to a total of 40% of the total.

Recommended Reading: Burns, R. B. (1999). Introduction to educational research (4th edition). Melbourne: Addison Wesley Longman. Campbell, D. T., & Stanley, J. C. (1963). Experimental and quasi-experimental designs for research. Chicago: Rand McNally. Einspruch, E. L. (1998). Data analysis using SPSSfor Windows. London: Sage. Goldstein, H. (1995). Multi/evel models in educational and social research: A revised edition. London: Edward Arnold. Jager, R. (Ed.). (1988). Complementary Methods For Research in Education. Washington, D. C.: American Educational Research Association. Howit, D., & Cramer, D. (2005). Introduction to SPSS in Psychology for Versions 10, 11, 12 and 13. London: Prentice Hall. Coordinator(s)/Lecturer(s): Dr See Kin Hai, Dr Leong Yong Pak