In order to put quantitative research into a larger context, it is helpful to think about how the application of quantitative analysis may inform and shape the path of one’s research. You may recall that research methodology does not begin—nor does it end—with a decision to apply a qualitative, quantitative, or mixed-methods design. In fact, that decision has a pivotal position in the process once predecessor factors, such as the research question and purpose statement, are in place.

To prepare for this Discussion, review the article “An Integrative Model for Teaching Quantitative Research Design,” by Corner (2002), and consider your own Doctoral Study topic: How would you align your thought process with this integrative model? In DDBA 8300: Applied Research Methods—Qualitative and Quantitative, you were asked to frame your research question, or a potential research question, in a way that would lend itself to quantitative analysis.

By Day 3

Post an explanation of how you would align your thought process for your specific research topic with Corner’s integrative model. In your explanation, be sure to do the following:

  • Describe how you would align your current thinking and potential quantitative research approach with the integrative model. Does this approach make sense for your Doctoral Study? Why or why not?
  • Explain the aspects of your interests that would benefit from an integrative approach, as well as any areas where your process might diverge. Devote special attention to the portions of the model that particularly apply to quantitative research.
  • Identify which two of the proposed exercises from Corner (2002) would be most beneficial to you and why. If you wish, you may choose to attempt the exercises and describe the results in your posting.

Be sure to support your work with a minimum of two specific citations from this week’s Learning Resources and at least one additional scholarly source.

Green, S. B., & Salkind, N. J. (2017). Using SPSS for Windows and Macintosh: Analyzing and understanding data (8th ed.). Upper Saddle River, NJ: Pearson.

Unit 1, “Getting Started with SPSS” (pp. 1–20)

  • Lesson 1, “Starting SPSS”
  • Lesson 2, “The SPSS Main Menus and Toolbar”
  • Lesson 3, “Using SPSS Help”
  • Lesson 4, “A Brief SPSS Tour”

Unit 2, “Creating and Working With Data Files” (pp. 21–44)

  • Lesson 5, “Defining Variables”
  • Lesson 6, “Entering and Editing Data”
  • Lesson 7, “Inserting and Deleting Cases and Variables”
  • Lesson 8, “Selecting, Copying, Cutting, and Pasting Data”
  • Lesson 9, “Printing and Exiting an SPSS Data File”
  • Lesson 10, “Exporting and Importing SPSS Data”
  • Lesson 11, “Validating SPSS Data”
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