RM 621, Quantitative Research Methods
Summer, 2010
Denise Duval, PhD, LCSW
dduval@icsw.edu
312.726.8480 ext. 24
This course is designed to further knowledge of quantitative research methods and statistical analyses and interpretation, gain an understanding of how quantitative techniques can be integrated into qualitative studies, and familiarize students with a common quantitative database system (SPSS).
Course Objectives
- Learn to understand and use basic quantitative concepts, research methods, and statistical analyses.
- Learn to conceptualize qualitative material in a quantitative manner.
- Develop an SPSS database.
Course Format
- Lectures
- Discussions
- Project Assignments
- Computer Application
Evaluation
30% Assignments
20% Class Participation
50% Final Project – SPSS Database and Statistical Analysis and Interpretation
Required Texts
Huff, D. (1993). How to lie with statistics. NY: W.W. Norton & Company. (original print 1954)
Weinbach, R. & Grinnell, R. (2004). Statistics for social workers (6th ed. or higher). Boston: Pearson Education, Inc.
Statistical Package for Social Services (SPSS) -- current student version
Course Outline
Class 1
Introduction
- Course Objectives and Expectations
- Course Format
- Key Purpose of Quantitative Research Methods and Major Differences between Quantitative and Qualitative Techniques
- Use of Quantitative Methods for Dissertations
- Database Familiarity and Uses
Basic Concepts of Quantitative Methods
- Statistical and Research Terminology
- Research Hypothesis and Research Questions
- Sampling
- Quantitative Research Methodologies
- SPSS Data Set Examples
Reading for this class period:
Huff -- Introduction
Weinbach & Grinnell -- Chapter 1 – Introduction to Statistical Analysis
*Come prepared to talk about familiarity with and/or anxieties related to research, quantitative methods, and statistics.
Class 2
Descriptive Statistical Analyses
- Frequency
- Central Tendency
- Variability
- Normal Distributions
- SPSS Data Set Examples
Inferential Statistical Analyses
- Correlations
- Cross-Tabulation
- T-Tests and Analysis of Variance
- SPSS Data Set Examples
Reading for this class period:
Weinbach & Grinnell -- Chapter 2 – Frequency Distributions and Graphs
Chapter 3 – Central Tendency and Variability
Chapter 4 – Normal Distributions
Chapter 8 – Correlation
Chapter 10 – Cross-Tabulations
Chapter 11 – t-Tests and Analysis of Variance
Huff -- Chapter 1 – The Sample with Built-In Bias
Chapter 2 – The Well-Chosen Average
Chapter 3 – The Little Figures That Are Not There
Chapter 4 – Much Ado About Practically Nothing
Chapter 8 – Post Hoc Rides Again
**Bring in 2-3 examples of statistics in everyday life. Examples can be from newspaper articles, television commercials, political surveys, etc. Anything with charts, graphs, etc. is also of use. Be prepared to talk about examples in relation to basic statistical concepts and analyses.
Class 3
Research Design
- Demographic Information
- Survey/Questionnaire Design
- Coding (creating value categories)
- Quantifying Qualitative Data
Assignment: Create a brief interview protocol including at least three demographic variables and five survey questions. Write a brief description of the variables and value categories chosen, including the level of measurement and possible statistics that could be used (e.g., frequencies, measures of central tendency, etc.).Turn in a copy of the protocol and the written description. Due before or at Session 4.
Class 4
Database Design (SPSS)
- Introduction to SPSS Database Design
- Key Elements of Database Design
- Creating a Database
- Sample Analysis
- View Sample Database
Assignment: Build database for previously created interview protocol, survey classmates, and enter data. Write a brief description of what types of statistics could be used for each variable and where graphs/charts could provide visual representation of the data. Email database prior to class session. Description can either be emailed as well or turned in during class session. Due at Session 5.
Class 5
Sample Analysis and Interpreting Results
- Statistical Analyses for Survey/Interview Data
- Critical Review of Charts and Graphs - SPSS
- Ways in which Statistics can Deceive
Reading for this class period:
Huff -- Chapter 5 – The Ghee-Whiz Graph
Chapter 6 – The One-Dimensional Picture
Chapter 7 – The Semi-Attached Figure
Class 6
Summary and Overview
- Review of Knowledge
- Discussion of Quantitative Methods for Dissertations
Reading for this class period:
Huff -- Chapter 9 – How to Statisticulate
Chapter 10 – How to Talk Back to Statistics
Assignment: Completion of final interview protocol and SPSS database with statistical analyses and interpretation along with graphic representations. Due THIS session.
FINAL PROJECT: Development and completion of a brief survey/interview protocol and creation of a simple SPSS database. Students will begin designing a protocol and database during the course. The final project should contain three demographic questions and at least 5 interview questions and should be analyzed and discussed using the procedures and methods covered in class. At least two or three graphs/charts should accompany the analysis.
CLASS POLICIES
Reading
The learning in this class takes place mostly between the assigned readings and class lectures and discussions about the material. The readings are designed to provide a foundation in the subject matter, which will then be further explained and discussed in class. It is expected that everyone will do the reading and bring any questions or reactions to class.
Attendance
Students are expected to attend class, be on time, and participate in discussion.
If a student needs to miss a class, please let the instructor know with an email or phone message. More than two missed classes could result in an incomplete grade.
GRADES
A work demonstrates not only mastery of the material but fluency with the material and the capacity to use the ideas creatively.
B work presents an overall understanding of the material and a well-written, well-organized presentation.
C work represents a basic grasp of the material but has some significant deficits or distortions in the use of ideas and/or written presentation.
Failing means there is little evidence of comprehension of the material and/or the presentation is in unacceptable form.