Some learning is robust. Are you familiar with the phrase “just like riding a bike?” Once you master the skills necessary to balance on two wheels, your muscle memory locks this skill in for life. Even if years and years pass between jaunts on a bicycle, you do not have to relearn the necessary skills—you just jump on and go. Unfortunately, statistics is utterly unlike riding a bike in almost every conceivable way. If months and years pass between uses of statistical tests, often the knowledge begins to fade away. A different adage applied: “If you don’t use it, you lose it.”
As you know, conducting research plays an important role in providing answers about natural and social phenomena. Researchers employ a variety of techniques when collecting and analyzing empirical data. In this course you will be introduced to more designs dealing specifically with quantitative analysis and reasoning, which you will examine in greater detail.
When choosing a research design, the design to use depends on your social problem, research problem, gap in the literature, and the research question you’re asking. For this Discussion, you will work a bit backwards as you will be given a design and then you provide an explanation of that design, when it would be appropriately used, the assumptions of the design, strengths/weaknesses, of the design, and an analysis of that research design. By looking at the design from both ends, you will learn this vital concept in more depth than if you had only approached it in one way.
Discuss the quantitative research design below in at least 1 and a half pages (4 to 5 paragraphs):