Challenge in Enhancing the Teaching and Learning of Variable Measurements in Quantitative Research

Chang Peng Kee,Fauziah Ahmad,Kamisah Osman

doi:10.5539/ies.v6n6p15

Chang Peng Kee, Fauziah Ahmad + Show 1 more

Open Access

https://doi.org/10.5539/ies.v6n6p15

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Abstract

Statistical analysis is one component that cannot be avoided in a quantitative research. Initial observations noted that students in higher education institution faced difficulty analysing quantitative data which were attributed to the confusions of various variable measurements. This paper aims to compare the outcomes of two approaches applied in enhancing the quality of teaching and learning statistics. 143 communication undergraduate students were involved as participants in this action research. They were divided into two groups, in which one experienced “group quiz” technique and the other went through the newly designed “challenge the challenger” technique. The effects of interventions given were measured from the students’ cognitions of variable measurements before and after such interventions. The action taken is believed to play an important role in the effort to improve teaching and learning of variable measurements in quantitative research.

Highlights

Research methodology and statistical data analysis have always been the core subjects for university students
This paper aims to compare the outcomes of two approaches applied in enhancing the quality of teaching and learning statistics. 143 communication undergraduate students were involved as participants in this action research
The action taken is believed to play an important role in the effort to improve teaching and learning of variable measurements in quantitative research

Summary

Introduction

Research methodology and statistical data analysis have always been the core subjects for university students. Through the observation of the researchers throughout the teaching process of these two courses, the researchers noted that students do not fully master the understanding and the application of quantitative measurements. The effect of this incompetency has affected their final year research. The researchers, who are lecturers of Research Methodology as well as Quantitative Analysis courses, have taken this matter very seriously and are looking reasons for the students’ incompetency. The action to hold a quiz in any teaching process has proven to be more effective than any method of lectures. The loophole in the quiz approach is that students are merely waiting and predicting what the questions will be

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