PSYC 815 Advanced Research: Quantitative Research & Analysis

The value of quantitative research in understanding human behavior is examined with an emphasis on various advanced quantitative methodologies and their theoretical foundations. The course builds on students’ understanding of basic inferential theory and linear regression and familiarizes them with new statistical techniques and advanced quantitative methods.

For information regarding prerequisites for this course, please refer to the Academic Course Catalog.

The purpose of this course is to develop an advanced understanding of the major concepts, applications, methodologies and practices in quantitative research. This course will take on a more applied approach addressing empirical findings of contemporary issues in psychology with the goal of moving students toward a dissertation topic and proposed research strategy. The course will also help students develop the skills necessary to understand and critique research in the field of psychology as well as propose innovative research ideas.

Textbook readings, lecture presentations, articles, and websites

No details available.

Course Requirements Checklist

After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in the Course Overview.

Discussions are collaborative learning experiences. Therefore, the student is required to provide a discussion thread in response to the provided prompt for this discussion. The thread must respond and fully address the prompt, demonstrate course-related knowledge, and include at least the required scholarly sources, not including the course text and/or Bible (unless otherwise specified). The discussion thread must be 500 to 800 words.  In addition to the discussion thread, the student is required to reply to 2 other classmates’ discussion threads. Each discussion reply must be at least 250 words and must provide a critical analysis and substantive feedback. (CLO: D, F)

Discussions are collaborative learning experiences. Therefore, the student is required to provide a discussion thread in response to the provided prompt for each discussion. Each discussion thread must respond and fully address the prompt, demonstrate course-related knowledge, and include at least the required scholarly sources, not including the course text and/or Bible (unless otherwise specified). Discussion format for the video assignments require a linked or embedded video presentation of the student (no voice over PowerPoints or attached .mp4 files accepted) following the guidelines in the instructions.  In addition to the discussion thread, the student is required to reply to 2 other classmates’ discussion threads. Each discussion reply must be at least 300 words and must provide a critical analysis and substantive feedback. (CLO: A, B, C, D, E, F)

This assignment introduces students to the research design process by having them develop a mock study on a “fun” topic that moves from an initial idea to a research question to a hypothesis. Additionally, students will practice using AI as an emerging research support tool while critically evaluating its strengths and limitations in generating clear, meaningful research components. Emphasis is placed on understanding how research questions, hypotheses, and variables are logically connected, as well as clarity of wording, and the ability to evaluate the work of “others” (AI in this instance). The activity reinforces that research is an investigative process focused on inquiry and design rather than proving outcomes, which requires clarity and specificity in wording. (CLO: A, B, D, E)

These assignments give the student an opportunity to demonstrate the ability to apply the research processes learned in the associated module. These allow the student to practice conducting and analyzing research in various ways which will serve both as formative exercises, as well as summative assessments. It is recommended that the student first complete the Learn items for the applicable module, as well as the Learning Quiz associated with the applicable module before completing the Research Application Assignment. (CLO: A, B, C, D, E, F)

Design and Methodology Assignment

This assignment demonstrates the student’s ability to pull together content learned through the course to develop a quantitative research design. The paper should demonstrate an ability to locate and analyze prior research literature, articulating a clear purpose and research question, and designing an appropriate methodological approach to test their hypotheses. The assignment reinforces the logical connection between theory, research questions, variables, and statistical analysis while demonstrating skills essential for doctoral level work. Students should be careful to follow the provided assignment instructions specifically and thoroughly.  In some respects, this paper serves as a “final exam”, reflecting the student’s learning throughout the research design components of the course.  (CLO: A, B, C, D, E, F)

Quizzes (8)

These quizzes have low grade points associated with them, and should be considered “Learning Quizzes” designed to help you learn and apply the information from the textbook and other Learn items.  Each quiz in Module 1-7 will primarily cover the Learn material for the associated module, but in some cases may include building upon what you have learned in previous modules.The quiz in Module 8: Week 8 will cover the information in that module as well as a comprehensive review of all materials learned previously in the course.

Each quiz will be open-book/open-notes, contain 10–25 questions, and there is no time limit to complete them. However, students must complete them on their own without outside help from other individuals, “cheat sites”, or AI assistance.  Doing so is not only unethical and academic dishonesty, but will circumvent the formative purpose of the quizzes as “learning quizzes”.  (CLO: A, B, C, D, E, F)

Quiz: CITI Human Subjects Training (SBE)

Students are required to complete the CITI course in Social-Behavioral-Educational (SBE) Basic. The SBE Basic course provides an introduction to social-behavioral-educational research with a focus on the protection of human subjects. It offers historic and current information on regulatory and ethical issues important to the conduct of research involving human subjects. Case studies are used within the modules to present key concepts. This course has been updated to reflect the 2018 Requirements of the Common Rule.  The student will be required to upload a current transcript or certificate. Students who have a previously completed the course, and whose certification is current, may upload the verification from the previously completed course.  Points will be awarded for successful completion of the CITI course. (CLO: E, F)

University link: https://www.liberty.edu/graduate/institutional-review-board/collaborative-institutional-training-initiative/

Course link: https://about.citiprogram.org/en/course/human-subjects-research-2/