Book contents
- Frontmatter
- Dedication
- Contents
- Editors
- Contributors
- Foreword
- Acknowledgments
- Introduction
- Chapter 1 Chronological and Ontological Development of Engineering Education as a Field of Scientific Inquiry
- Part 1 Engineering Thinking and Knowing
- Part 2 Engineering Learning Mechanisms and Approaches
- Part 3 Pathways into Diversity and Inclusiveness
- Part 4 Engineering Education and Institutional Practices
- Part 5 Research Methods and Assessment
- Chapter 24 Studying Teaching and Learning in Undergraduate Engineering Programs
- Chapter 25 Design-Based Research in Engineering Education
- Chapter 26 Quantitative and Mixed Methods Research
- Chapter 27 Framing Qualitative Methods in Engineering Education Research
- Chapter 28 Conducting Interpretive Research in Engineering Education Using Qualitative and Ethnographic Methods
- Chapter 29 The Science and Design of Assessment in Engineering Education
- Part 6 Cross-Cutting Issues and Perspectives
- Index
- References
Chapter 26 - Quantitative and Mixed Methods Research
Approaches and Limitations
Published online by Cambridge University Press: 05 February 2015
- Frontmatter
- Dedication
- Contents
- Editors
- Contributors
- Foreword
- Acknowledgments
- Introduction
- Chapter 1 Chronological and Ontological Development of Engineering Education as a Field of Scientific Inquiry
- Part 1 Engineering Thinking and Knowing
- Part 2 Engineering Learning Mechanisms and Approaches
- Part 3 Pathways into Diversity and Inclusiveness
- Part 4 Engineering Education and Institutional Practices
- Part 5 Research Methods and Assessment
- Chapter 24 Studying Teaching and Learning in Undergraduate Engineering Programs
- Chapter 25 Design-Based Research in Engineering Education
- Chapter 26 Quantitative and Mixed Methods Research
- Chapter 27 Framing Qualitative Methods in Engineering Education Research
- Chapter 28 Conducting Interpretive Research in Engineering Education Using Qualitative and Ethnographic Methods
- Chapter 29 The Science and Design of Assessment in Engineering Education
- Part 6 Cross-Cutting Issues and Perspectives
- Index
- References
Summary
Introduction
A concern across the field of education, as well as within engineering education, is the identification of effective instructional approaches. “Effective” can be defined in many ways, including increased learning gains, improved attitudes, and changes in the general appeal of a subject or topic to students. To determine the effectiveness of an approach, it is often necessary to measure changes in student constructs over time or to acquire a snapshot of students’ performances at a given point. In addition, teachers and researchers may be concerned with determining whether their approaches are equally effective across different student populations.
In engineering education, each of these assessment purposes receives increased emphasis at the program and student level owing to the existence of an accreditation board, ABET, Inc. (formerly known as the Accreditation Board for Engineering and Technology or ABET; see www.abet.org/history.shtml). ABET, Inc. requests that each accredited program demonstrate that its graduating seniors have achieved a set of program outcomes that can be found at the referenced website.
- Type
- Chapter
- Information
- Cambridge Handbook of Engineering Education Research , pp. 519 - 534Publisher: Cambridge University PressPrint publication year: 2014
References
- 1
- Cited by