Document Type

Article

Version Deposited

Published Version

Publication Date

2017

Publication Title

International Journal of Doctoral Studies

DOI

10.28945/3789

Abstract

Aim/Purpose The purpose of the current study is to explore student perceptions of their own doctoral-level education and quantitative proficiency.

Background The challenges of preparing doctoral students in education have been discussed in the literature, but largely from the perspective of university faculty and program administrators. The current study directly explores the student voice on this issue.

Methodology Utilizing a sequential explanatory mixed-methods research design, the present study seeks to better understand doctoral-level education students’ perceptions of their quantitative methods training at a large public university in the southwestern United States.

Findings Results from both phases present the need for more application and consistency in doctoral-level quantitative courses. Additionally, there was a consistent theme of internal motivation in the responses, suggesting students perceive their quantitative training to be valuable beyond their personal interest in the topic.

Recommendations for Practitioners Quantitative methods instructors should emphasize practice in their quantitative courses and consider providing additional support for students through the inclusion of lab sections, tutoring, and/or differentiation. Pre-testing statistical ability at the start of a course is also suggested to better meet student needs.

Future Research Using the student perspectives presented in the present study, future researchers should continue to explore effective instructional strategies and curriculum design within education doctoral programs. The inclusion of student voice can strengthen and guide future work in this area.

Comments

The International Journal of Doctoral Studies, published by the Informing Science Institute, is an open access journal.

Creative Commons License

Creative Commons Attribution-NonCommercial 4.0 International License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License

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