‘I’m not a quants person’; key strategies in building competence and confidence in staff who teach quantitative research methods’

Jones, Julie Scott; Goldring, John E.

doi:10.1080/13645579.2015.1062623

Cited by 14 publications

(8 citation statements)

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“…In the USA, Gelman and Loken (2015, p. 1) argue that attitudes in statistics education are more informed by 'views about statistics, and personal experiences in the classroom, than from systematic studies of what works in what context'. This is echoed in the UK, where MacInnes (2012) and Scott Jones and Goldring (2015) observe the neglect of quantitative methods and problems with understanding how they might be taught in the social sciences. Within the mixed methods classroom, the need for pedagogic culture has spurred deliberate moves to develop the field.…”

Section: From Thematic and Systematic Review To Empirical Researchmentioning

confidence: 95%

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Teaching Research Methods in the Social Sciences: Expert Perspectives on Pedagogy and Practice

Lewthwaite

Nind

2016

British Journal of Educational Studies

103

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Capacity building in social science research methods is positioned by research councils as crucial to global competitiveness. The pedagogies involved, however, remain under-researched and the pedagogical culture under-developed. This paper builds upon recent thematic reviews of the literature to report new research that shifts the focus from individual experiences of research methods teaching to empirical evidence from a study crossing research methods, disciplines and nations. A dialogic, expert panel method was used, engaging international experts to examine teaching and learning practices in advanced social research methods. Experts, perspectives demonstrated strong thematic commonalities across quantitative, qualitative and mixed methods domains in terms of pedagogy, by connecting learners to research, giving direct and immersive experiences of research practice and promoting reflexivity. This paper argues that through analysis of expert responses to the distinct pedagogic challenges of the methods classroom, the principles and illustrative examples generated can form the knowledge and understanding required to enhance pedagogic culture and practice.

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Section: From Thematic and Systematic Review To Empirical Researchmentioning

confidence: 95%

“…The trend they observed, of reflection, both as a key pedagogic theme and the dominant research method (e.g. Hernández-Hernández and Sancho-Gil, 2015;Scott Jones and Goldring, 2015), continues in other recent literature (e.g. Dyrhauge, 2014;Silver and Rivers, 2015).…”

Section: From Thematic and Systematic Review To Empirical Researchmentioning

confidence: 96%

Teaching Research Methods in the Social Sciences: Expert Perspectives on Pedagogy and Practice

Lewthwaite

Nind

2016

British Journal of Educational Studies

103

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“…The inappropriate use of research methods affects how students and researchers improve and utilise their research skills (Scott Jones and Goldring, 2015), how theories are developed (Ngulube, 2013), and the credibility of research results (Levitt et al, 2017). This, in turn, can be detrimental to the field (Nind et al, 2015), journal publication (Ketchen et al, 2008;Ezeh et al, 2010), and attempts to address public social issues through psychological research (Dweck, 2017).…”

Section: Introductionmentioning

confidence: 99%

The Use of Research Methods in Psychological Research: A Systematised Review

Scholtz

Klerk

Beer

2020

Front. Res. Metr. Anal.

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Research methods play an imperative role in research quality as well as educating young researchers, however, the application thereof is unclear which can be detrimental to the field of psychology. Therefore, this systematised review aimed to determine what research methods are being used, how these methods are being used and for what topics in the field. Our review of 999 articles from five journals over a period of 5 years indicated that psychology research is conducted in 10 topics via predominantly quantitative research methods. Of these 10 topics, social psychology was the most popular. The remainder of the conducted methodology is described. It was also found that articles lacked rigour and transparency in the used methodology which has implications for replicability. In conclusion this article, provides an overview of all reported methodologies used in a sample of psychology journals. It highlights the popularity and application of methods and designs throughout the article sample as well as an unexpected lack of rigour with regard to most aspects of methodology. Possible sample bias should be considered when interpreting the results of this study. It is recommended that future research should utilise the results of this study to determine the possible impact on the field of psychology as a science and to further investigation into the use of research methods. Results should prompt the following future research into: a lack or rigour and its implication on replication, the use of certain methods above others, publication bias and choice of sampling method.

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“…Research method training in general of undergraduate and graduate students has long been a concern for social research. Researchers often have trouble teaching and learning various research methodologies because of a lack of confidence and method expertise (Buckley, Brown, Thomson, Olsen, & Carter, 2015;Hesse-Biber, 2015;Scott Jones & Goldring, 2015). The I-O psychologists specifically are called to pay more attention to research method education and especially sampling in graduate courses (Fisher & Sandell, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

Sacrifice is a step beyond convenience: A review of convenience sampling in psychological research in Africa

Scholtz¹

2021

SA Journal of Industrial Psychology

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Orientation: Articles from three African psychology journals were reviewed to indicate their use and reporting practices of convenience samples.Research purpose: Method-relevant sections of empirical research reports (qualitative, quantitative, mixed method, etc.) were categorised to establish current method use and reporting practices as well as the methodological standards of convenience sampling in three African psychology journals from 2018 to mid-2020.Motivation for the study: Convenience sampling is the most popularly used sampling method in psychology. However, little attention is paid to sampling composition and sampling methods in articles, which influences trustworthiness, generalisability and replication of results. Psychology is also experiencing criticism because of the lack of non-Western, educated, industrialised, rich and democratic (WEIRD) samples.Research approach/design and method: A systematised review design was followed to purposively collect and categorise articles that used convenience samples as a sampling approach (n = 139) from the South African Journal of Industrial Psychology, the South African Journal of Psychology and the Journal of Psychology in Africa.Main findings: General reporting practices included sample size, gender, country, sample source (e.g. university) and age. Other sample characteristics indicate that studies were primarily conducted with South Africans speaking Afrikaans or English. English was mainly used to collect data from primarily black (African) and white (Caucasian) racial groups. Participants were largely female from university or college. Some sample differences such as sample size were also noted between qualitative and quantitative research methods. African journals’ reporting practices of sample characteristics were found to include standards and frequencies similar to or higher than those of international journals.Practical/managerial implications: Journals should pay attention to their role in influencing the reporting practices and standards of convenience samples and consider incorporating the presented categories.Contribution/value-add: The use of convenience sampling in African psychology journals is presented along with the potential of African research to provide non-WEIRD samples in psychology. Recommendations for improving the use of this sampling method are highlighted.

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‘I’m not a quants person’; key strategies in building competence and confidence in staff who teach quantitative research methods’

Cited by 14 publications

References 10 publications

Teaching Research Methods in the Social Sciences: Expert Perspectives on Pedagogy and Practice

Teaching Research Methods in the Social Sciences: Expert Perspectives on Pedagogy and Practice

The Use of Research Methods in Psychological Research: A Systematised Review

Sacrifice is a step beyond convenience: A review of convenience sampling in psychological research in Africa

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