Quantitative Preparation in Doctoral Education Programs: A Mixed-Methods Study of Doctoral Student Perspectives on Their Quantitative Training

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This article explores student perceptions of their own doctoral-level education and quantitative proficiency.

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20 p.

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Ferguson, Sarah L.; Hovey, Katrina A. & Henson, Robin K. July 19, 2017.

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This article is part of the collection entitled: UNT Scholarly Works and was provided by the UNT College of Education to the UNT Digital Library, a digital repository hosted by the UNT Libraries. It has been viewed 145 times. More information about this article can be viewed below.

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UNT College of Education

The UNT College of Education prepares professionals and scholars who contribute to the advancement of education, health, and human development. Programs in the college prepare teachers, leaders, physical activity and health specialists, educational researchers, recreational leaders, child development and family studies specialists, doctoral faculty, counselors, and special and gifted education teachers and leaders.

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This article explores student perceptions of their own doctoral-level education and quantitative proficiency.

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20 p.

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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.

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  • International Journal of Doctoral Studies, 12, Informing Science Institute, July 19, 2017, pp. 1-20

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  • Publication Title: International Journal of Doctoral Studies
  • Volume: 12
  • Page Start: 137
  • Page End: 156
  • Peer Reviewed: Yes

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  • July 19, 2017

Added to The UNT Digital Library

  • Feb. 28, 2018, 6:41 p.m.

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  • Dec. 5, 2023, 9:28 a.m.

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Ferguson, Sarah L.; Hovey, Katrina A. & Henson, Robin K. Quantitative Preparation in Doctoral Education Programs: A Mixed-Methods Study of Doctoral Student Perspectives on Their Quantitative Training, article, July 19, 2017; Santa Rosa, California. (https://digital.library.unt.edu/ark:/67531/metadc1114916/: accessed May 30, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; crediting UNT College of Education.

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