Development of Quantitative Skills for College Students

Development of Quantitative Skills for College Students Order Instructions:TOPIC: PROPOSED COURSE FOR DEVELOPMENT.

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Development of Quantitative Skills for College Students
Development of Quantitative Skills for College Students

Write a four to six (4-6) page paper in which you:
Provide a description of a course that you plan to develop for this class, including at least three (3) goals of the course.
Describe the target learners, discussing at least three (3) unique needs and/or challenges the online learners to face.
Develop six (6) learning outcomes for the course.
Propose the primary learning theory or theories you plan to apply to ensure students achieve the outcomes, providing a rationale for the theory or theories.
Propose three (3) ways you plan to motivate students in the online environment, providing a rationale for each way.
Provide at least three (3) academic references (published within the last five [5] years) to support your proposal.

The assignment must follow these formatting requirements:
Be typed, double-spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA.

Development of Quantitative Skills for College Students Sample Answer


Course Description

The importance of learning quantitative skills for university students is underpinned by the need to equip graduates with skills that will enable them to perform effectively in professional environments that are increasingly driven by computerized technologies and research data. Students undertaking higher education in science disciplines require a strong background in mathematics. Many students entering university usually need a refresher course in some of the foundational topics that have been learned in their past years of schooling. This course aims at teaching the foundation topics in quantitative research methods that are commonly covered in many undergraduate courses that employ scientific research. The course aims at providing basic training in statistical research methods in topics that provide a basic understanding of the concepts and principles applied in quantitative research methodologies as well as enable learners to acquire skills for practical research in social sciences, education, business, and humanities fields. Students will be expected to develop competencies in quantitative and statistical techniques through hands-on practice working on research design, data collection, and data management as well as the analysis and interpretation of field data.

In this course, students will get a basic understanding of basic concepts in mathematics as well as core quantitative skills that are required for learners in operating with research data and computer-based statistical methods. Students will develop an understanding of mathematical computation applied in research, which will … *** confidence in applying basic statistical methods for scientific research. Students will learn important topics for statistical analysis including basic statistical formula and concepts for testing research hypotheses. The skills acquired will enable students to apply basic statistical tests in analyzing research data, which will allow students to build a strong foundation necessary to proceed to more advanced concepts taught at the university in their respective professional disciplines. This course is intended to enable students … *** courses that will get them to the prerequisite beginner level necessary for learning more advanced units in mathematics taught in the university. The topics covered in this course will include basic statistical concepts including quantitative research design, data collection and tabulation, data management using statistical software, mathematical concepts for comparing statistical significance and for hypothesis testing, and interpretation of statistical descriptors of findings. Students will also learn statistical methods for simple and multiple regression, scale reliability, contingency analysis, and critical appraisal of research findings (Rock, Coventry, Morgan, and Loi, 2016).

Target Learners for Development of Quantitative Skills for College Students

This course will target students that require an introductory understanding in the use of statistics for conducting empirical research relating to their respective professional disciplines. The target learners for this course are students entering university in their first year of college, and second-year students undertaking courses in social sciences, education, business studies and humanities that will utilize statistical research methods to examine various phenomena encountered in these professions. Emphasis will be placed on enabling students to achieve a basic understanding of the statistical procedures used in practical research. The students targeted in this course should be able to think critically about the most suitable procedures for collecting and analyzing research data and to appreciate the educational use of statistical calculations using computer software packages (Tishkovskaya and Lancaster, 2012).

 Learning Outcomes on Development of Quantitative Skills for College Students

Upon completion of this course, students are expected to demonstrate basic knowledge and understanding of the various quantitative methods and concepts for conducting research in the practical application of more advanced concepts taught in their respective courses. Students completing this course are expected to be able to systematically appraise and review statistical and methodological issues faced in conducting quantitative research studies. Students will be expected to apply basic quantitative research techniques for data management, analysis, and review. Students will be expected to understand the use of different computer software programs such as SPSS and Microsoft Excel to manage and analyze research data. Students completing the course will be expected to demonstrate skills in critical thinking and problem solving that is steeped in research methods and rigor in the statistical analysis of information based on empirical evidence collected using a scientific approach to the development of academic knowledge and theory (Baglin, 2013). Students will further be expected to be able to present numerical and statistical research findings in a report format that is commonly used for presenting information in professional research studies.

Primary Learning Theories Applied in Teaching the Course

The primary learning theory proposed for teaching this course is the cognitive psychology theory that proposes that individuals learn best when they practice what they learn and apply the concepts learned in practical situations. According to the theory, knowledge tends to be directly related to the context in which it is taught and learned, and that learning is most effective when students can receive real-time feedback on errors through direct application of learned knowledge in solving problems. The theory recognizes that learning becomes less effective as the mental load for students increases. Teachers must, therefore, strive to integrate the new knowledge being taught with the existing knowledge in an incremental improvement of skills being taught (Slootmaeckers, Adriaensen, and Kerremans, 2012).

Learning Environment for Development of Quantitative Skills for College Students

The course will be taught online in a learning environment that provides students with opportunities for practical application of concepts learned. The course instructor will seek to establish a balance between a ‘teacher-centered’ and ‘student-centered’ approach to learning with emphasis providing a learning pedagogy that will engage students in integrating theoretical knowledge to practical situations (Baglin, 2013). Besides the various lecture and reading materials provided for the course, the instructor will make available chapters from statistic textbooks selected for enabling students to acquire the theoretical concepts being taught in the course. The lecture notes and readings will be supported by tests where students will solve questions relating to theoretical and practical aspects of research. Students will be required to apply theoretical concepts to practical research situations. The students will be required to apply their learned knowledge to search for background theoretical information and field data for use in solving the problems. The learners are assisted by the instructor in searching for available field data for research and to choose amongst appropriate and relevant statistical procedures for undertaking research. The students will also be required to justify and support the particular strategies used in tackling practical research problems, and to present their research findings in a report format that is acceptable for professional standards (Slootmaeckers, Adriaensen, and Kerremans, 2012). Students will also be provided with opportunities for using their acquired knowledge in quantitative research to undertake practical sessions in problem-solving for statistical research using computer software programs, which will require the active participation of students in computer-aided research workshops.

Development of Quantitative Skills for College Students References

Baglin, J. (2013). “Evaluating learning theory-based methods for improving the learning outcomes of introductory statistics courses”, Doctor of Philosophy (Ph.D.), Mathematical and Geospatial Sciences, RMIT University. Retrieved from

Rock, Adam J., Coventry, William L., Morgan, Methuen I. and Loi, Natasha M. (2016). “Teaching Research Methods and Statistics in eLearning Environments: Pedagogy, Practical Examples, and Possible Futures”, Frontiers in Psychology, 7(1), 339. Retrieved from

Slootmaeckers, K., Adriaensen, J. and Kerremans, B. (2012). “Learning Trajectory of Quantitative Methods – Students’ Experience with Curriculum-based Method for Overcoming Statistics Anxiety”, Conference Paper Presented at CETL-MSOR Conference, Sheffield. Retrieved from

Tishkovskaya, Svetlana and Lancaster, Gillian A. (2012). “Statistical education in the 21st century – a review of challenges, teaching innovations and strategies for reform”, Journal of Statistics Education, 20(2). Retrieved from

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