EDUC 7021 - Advanced Quantitative Research

North Terrace Campus - Quadmester 3 - 2017

This topic aims to prepare students to select and employ appropriate analytical procedures for the examination of data collected in surveys, quasi-experimental research studies and longitudinal studies as well as to draw appropriate conclusions and interpret the research findings from such studies. The course concentrates on an understanding of and on the use of the analytical procedures of linear regression, path analysis, multiple regression, factor analysis, cluster analysis, analysis of variance and covariance, partial least squares path analysis, and structural equation modelling using SPSS, AMOS and LISREL. In addition, the problems of multilevel analysis are examined and an understanding and experience in the use of the analytical procedure of hierarchical linear modelling is provided both for studies of growth and of school and classroom effects. The HLM and MPlus programs are introduced as appropriate procedures for multilevel analysis. The implications of the choice of a particular multivariate analytical procedure for the design of quantitative research studies in the social and behavioural sciences are considered.

  • General Course Information
    Course Details
    Course Code EDUC 7021
    Course Advanced Quantitative Research
    Coordinating Unit School of Education
    Term Quadmester 3
    Level Postgraduate Coursework
    Location/s North Terrace Campus
    Units 3
    Contact Up to 3 hours per week
    Available for Study Abroad and Exchange Y
    Prerequisites EDUC 7011 Introduction to Quantitative Research
    Assumed Knowledge EDUC 7054 Research Design
    Assessment Practical portfolio 20%, Group presentation 30%, Report 50%
    Course Staff

    Course Coordinator: Dr Igusti Darmawan

    Name Dr. I Gusti Ngurah Darmawan
    Location Room 834, Level 8, 10 Pulteney Street
    Telephone 8313 5788
    Course Website
    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes
    1 Foster students’ understanding of the researcher’s work (model)
    2 Introduce students to procedures for collecting and storing of data in educational research
    3 Introduce students to procedures for analysis of multivariate and multilevel data
    4 Promote students’ competence and confidence in using computer based procedures for the data analysis
    5 Develop students’ ability to understand and master the handling of data and employ proper analyses
    6 Develop students’ understanding of output derived from statistical procedures and to converting such output to understandable statements in English
    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)
    Deep discipline knowledge
    • informed and infused by cutting edge research, scaffolded throughout their program of studies
    • acquired from personal interaction with research active educators, from year 1
    • accredited or validated against national or international standards (for relevant programs)
    Critical thinking and problem solving
    • steeped in research methods and rigor
    • based on empirical evidence and the scientific approach to knowledge development
    • demonstrated through appropriate and relevant assessment
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
  • Learning Resources
    Required Resources
    No Specific text book is required.
    Recommended Resources
    Keeves, J.P. (ed.) (1997) Educational Research, Methodology, and Measurement: An International Handbook. (2nd Edn) Oxford: Pergamon
    Online Learning
    Each week, the instructor will assign readings of selected chapters from statistic textbooks, which will be made available online via MyUni.
  • Learning & Teaching Activities
    Learning & Teaching Modes

    No information currently available.


    No information currently available.

    Learning Activities Summary

    No information currently available.

  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary

    Assignment 1 : Practical portfolio
    Type : Formative and Summative (Individual)
    Due Date : The following session
    Weighting : 30%
    Learning objectives : 1, 2, 4, 6

    Assignment 2 : Report 1
    Type : Summative (Individual)
    Due Date : Week 8
    Weighting : 35%
    Learning objectives : 1, 3, 5, 6

    Assignment 3 : Report 2
    Type : Summative (Individual)
    Due Date : Week 14
    Weighting : 35%
    Learning objectives : 1, 3, 5, 6

    Assessment Detail

    No information currently available.


    No information currently available.

    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy ( course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

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