Analysis of College Students' Misconceptions of Quantitative Research in Social Sciences in China: Implications for Teaching

Abstract

Research design is essential in regard to obtaining objective reliability for social science research. However, some social sciences students may be prone to many misconceptions regarding the understanding of quantitative research and application of statistics, which threatens the credibility of the research. To understand and potentially alleviate this problem, we examined 25 research projects and interviewed 10 undergraduate students who participated in quantitative methodology courses in social work and social welfare in a university in mainland China. This study aimed to explore students’ misconceptions about quantitative research methods and statistical analysis. The results show that common misconception include but not limited to the following aspects: (1) taking research topics as research questions; (2) no clarification of sampling procedure in data collection and no random assignment in experimental research project; (3) no explanation of the validity and reliability of the construct measures; (4) violations of the assumptions of statistical tests; (5) misuses of statistical methods; and (6) misinterpretation of statistical findings; and (7) little consideration of research ethics. The findings indicate that institutes, educators, and students should make consorted efforts to improve the understanding of quantitative research methods and enhance statistical literacy of undergraduates in social sciences in China.