Doing Quantitative Research in Education with SPSS

By D. Muijs. 2004

673 citations recorded by the source corpus.

Subfields: Computer Networks and Communications, General Agricultural and Biological Sciences, Information Systems

View Paper: https://www.semanticscholar.org/paper/5929af807b792b4dc2cdda3c7644e67776f59803

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In Computer Networks and Communications

In General Agricultural and Biological Sciences

In Information Systems

Citations in the corpus

The Usefulness of Qualitative and Quantitative Approaches and Methods in Researching Problem-Solving Ability in Science Education Curriculum (2016, neutral): “It is interesting to note that in the research approaches, whether qualitative or quantitative method, the key words “explaining phenomena” are used irrespective of the approach (Muijs, 2004, p7-45).”
An Exploration of Problematic Smartphone Use among Chinese University Students: Associations with Academic Anxiety, Academic Procrastination, Self-Regulation and Subjective Wellbeing (2018, methodology): “Besides calculating path estimates, it helps to judge whether a model fits the data well (Muijs 2004).”
Rethinking Convenience Sampling: Defining Quality Criteria (2012, background): “But, in convenience sampling or in working with intact groups, there is a high probability that the two selected groups will constitute “low-set” and “high-set” groups, to borrow a few words from Muijs (2004), or will be different in other ways not allowing us to conceive of them as comparable.”
Motivations for choosing teaching as a career: a perspective of pre-service teachers from a Turkish context (2013, background): “This process can be restricted to past or present as well as longitudinal in a period of time (Cohen et al. 2007; Karasar 1991; Muijs 2004).”
The Effects of Instruction on Linguistic Development in Spanish Heritage Language Speakers (2009, neutral): “5, strong (Muijs, 2004).”
Gender study on the relationships between science interest and future career perspectives (2018, background): “When the absolute loading value on the specific factor is more than 0.3 and no significant loadings of other factors, the variables are considered to belong to the specific factor (Muijs, 2011).”