The University of Houston-Clear Lake
EDUC 7031: Quantitative Research II

Professor: Daniel L. McCollum, Ph.D.
E-mail: mccollum@uhcl.edu
Phone: 281-283-3604
Office: B1119-02
Office Hours:

Secretary: Sharon Klein
Email: klein@uhcl.edu
Phone: 281-283-3540
Office: B1119

Catalog Description

This is the second in a two course sequence (EDUC 7030 and EDUC 7031) that focuses on quantitative techniques of inquiry that pertain to educational research and policy analysis. Using an integrated approach, students will study statistics; exploratory data analysis; sampling, survey, and experimental design; naturalistic observation and inquiry; and interview and questionnaire design in the context of using research information in planning, change management, policy analysis, and program management. Topics include inferential, descriptive, comparative, relational, and non-parametric statistics. Instructional material will include readings; case studies and reports from educational, governmental, and service organizations; and field research projects. SPSS programs will be used.

I. Purpose of the Course

This course will provide knowledge and skills in quantitative research design, expanding upon EDUC 7030 (Quantitative Research I) which includes: simple regression, multiple regression, ANCOVA, factor analysis, principal components analysis, repeated measures ANOVA, two-way ANOVA, and one-way ANOVA. Statistical Package for the Social Sciences (SPSS) will be taught for data analysis.

II. Objectives of the Course

Develop intermediate and advanced level research, measurement, and statistical analysis skills. Incorporate these skills toward the end of interpreting and producing more advanced educational research. Incorporate research into policy and decision-making through the evaluation of case studies.

III. Text and Additional Reading Resources

Required Texts:

Lomax, R. G. (2001). Statistical Concepts (2nd ed.): A Second Course for Education and the Behavioral Sciences. Mahwah, NJ: Lawrence Erlbaum.

Green, S. B., & Salkind, N. J. (2005). Using SPSS for Windows and Macintosh: Analyzing and Understanding Data, (4th ed.). Prentice Hall.

APA (2001). Publication manual of the American Psychological Association (5th ed.). Washington, DC: APA.

Gall, M. D., Borg, W. R., & Gall, J. P. (2003). Educational Research: An Introduction (7th ed.). White Plains, NY: Longman Publishers.

Required Case Studies (available online through the Neumann Library):

Callahan, R. M. (2005). Tracking and high school English learners: Limited opportunity to learn. American Educational Research Journal, 42 (2), 305-328.

Marsh, H. W., & Kleitman, S. (2005). Consequences of employment during high school: Character building, subversion of academic goals, or a threshold? American Educational Research Journal, 42 (2), 331-369.

Borman, K. M., McNulty-Eitle, T., Michael, D., Eitle, D. J., Lee, R., Johnson, L., Cobb-Roberts, D., Dorn, S., & Shircliffe, B. (2004). Accountability in a postdesegregation era: The continuing significance of racial segregation in Florida's schools. American Educational Research Journal, 41 (3), 605-631.

Crosier, J. K., Cobb, S. V. G., & Wilson, J. R. (2000). Experimental comparison of virtual reality with traditional teaching methods for teaching radioactivity. Education and Information Technologies, 5 (4), 329-343.

Veenman, S., Denessen, E. , van den Akker, A., & van der Rijt, J. (2005). Effects of a cooperative learning program on the elaborations of students during help seeking and help giving. American Educational Research Journal, 42 (1), 115-151.

Pellegrini, A. D., Kato, K., Blatchford, P., & Baines, E. (2002). A short-term longitudinal study of children's playground games across the first year of school: Implications for social competence and adjustment to school. American Educational Research Journal, 39 (4), 991-1015.

Cashin, S. E., & Elmore, P. B. (2005). The survey of attitudes toward statistics scale: A construct validity study. Educational and Psychological Measurement, 65 (3), 509-524.

Other Texts (Supplemental reading, not required):

Leech, N. L., Barrett, K., & Morgan, G. A. (2005). SPSS for Intermediate Statistics: Use and Interpretation (2nd ed.). Mahwah, NJ: Lawrence Erlbaum.

Spector, P. E. (1991). Summated rating scale construction: An Introduction. Newbury Park, CA: Sage Publications.

Stevens, J. P. (1999). Intermediate Statistics (2nd ed.). Mahwah, NJ: Lawrence Erlbaum.

Key Websites (to be used for review/additional readings, not required)

http://espse.ed.psu.edu/statistics/Investigating.htm (covers basic statistics)

http://davidmlane.com/hyperstat/ (covers basic, intermediate, and advanced statistics)

http://www.statsoft.com/textbook/stathome.html (covers basic, intermediate, and advanced statistics)

IV. Prerequisite Skills for the Course

Students should have knowledge and skills in: reviewing literature related to a research problem; developing research questions and hypotheses; selecting a research design appropriate for answering the research questions or testing the hypotheses; sampling; instrument development including identifying and creating instruments, statistical hypothesis testing, descriptive statistics, independent and related samples t-tests, Pearson's r, chi-square, and Cronbach's alpha. Students should know SPSS well enough to compute and interpret these statistics.

V. Course Expectations

Assignments (Description):

7 Case Study Reviews (cases exemplifying analysis techniques will be assigned and analyzed/critiqued by students)

3 Statistical Analysis Projects: data sets will be given to students; students will develop hypothesizes, analyze the data, and write a report of the results in APA style

2 Tests: multiple choice, true/false and short answers tests; given in class; cover text and lecture material

1 Research Proposal: student will write a full research proposal including a problem statement, literature review, hypotheses/research questions, and a full methods section

Class Attendance and Participation:

Attendance is important. You should attend every class and arrive on time. However, there is no grade penalty for not attending.

Missed Assignments and Quizzes
Missed assignments and quizzes and late assignments will receive a grade of zero. No late work is accepted.

Student Accommodations Under the Americans with Disabilities Act:

Any individual with a disability who requires a special accommodation should inform the professor and contact the Disability Services office, Bayou Building, Room 1402, or call (281)283-2627.

Academic Honesty Policy:

The Academic Honesty Policy at UHCL (found on pages 74-76 of the 2004-2005 catalog) states: "Academic honesty is the cornerstone of the academic integrity of the university. It is the foundation upon which the student builds personal integrity and establishes a standard of personal behavior." The Honesty Code of UHCL states: "I will be honest in all my academic activities and will not tolerate dishonesty." Because honesty and integrity are such important factors, you should be aware that failure to perform within the bounds of these ethical standards is sufficient grounds to receive a grade of "F" in this course and be recommended for suspension from UHCL.

VI. Grading Criteria (Assignments and % of points)

7 Case Studies, 5% each = 35%
3 Statistical Analysis Projects, 10% each = 30%
2 Tests, 10% each = 20%
1 Research Proposal = 15%

VII. Week-to-Week Schedule

The instructor may alter this syllabus as conditions warrant.