Wade Into the Water: Preparing Students for Successful Quantitative Research*

• DOI: http://doi.org/10.1111/j.1741-3729.2006.00356.x
• Author: Jonathan C. Davis,Dan M. Sandifer‐Stech
• Date: 01 January 2006
• Published date: 01 January 2006

Wade Into the Water: Preparing Students for

Successful Quantitative Research*

Jonathan C. DavisDan M. Sandifer-Stech**

Abstract: To date, family scientists have not examined the processes and outcomes of research training. In this

study, we present a potential way in which the research-practice gap is sustained by our current forms of research

education, and we suggest two improvements. First, graduate and undergraduate programs should improve assess-

ment of their research training. Second, experience with research should be integrated into undergraduate family

studies programs, preferably in a capstone research experience for all students. Toward these ends, we present

a model of curriculum organization and assessment data across 3 years. Assessment indicated that undergraduate stu-

dents’ confidence and skills changed over the course of their education. These results suggest that graduate and

undergraduate family studies programs could benefit from defining outcomes and investigating processes of research

education for all students.

Key Words: education, pedagogy, quantitative research, statistics anxiety, teaching undergrads.

To date, family scientists have not examined the

processes and outcomes of research training. This

training is a fundamental part of graduate education;

yet, too often we leave the training methods and

quality to be decided by institutional, program, or

faculty needs. The most obvious consequence of this

approach is the research-practice gap, and we need

large-scale intervention to address these problems

with research education and reduce this gap.

In this study, we make two suggestions toward

this end. First, we propose that graduate and under-

graduate programs improve assessment of their

research training, and we offer an example of such

assessment. Second, we present a curriculum de-

signed to improve the process of research training

for all undergraduate students, where intervention

likely will be most fruitful.

We begin by reviewing literature on the research-

practice gap and connect the gap to our undergradu-

ate educational process. Then, we discuss lessons we

can gain from the literature in other fields on

obstacles to the process of research education and

potential outcomes. Finally, we suggest ways to

improve quantitative research education on the

graduate and undergraduate levels.

Literature Review

The Research-Practice Gap

A dilemma facing many applied fields, from medi-

cine to psychology to family studies, is the research-

practice gap (Addis, Wade, & Hatgis, 1999;

Chambless & Ollendick, 2001; Greenberg, 1994;

Lavee & Dollahite, 1991; Small, 2005; Weisz,

Hawley, Pilkonis, Woody, & Follette, 2000; Willinsky,

2000; Wolfe, 1999). This often-cited gap is the ten-

dency of practitioners (often clinicians) to ignore

research findings and of scientists to study questions

irrelevant to practice or to fail to disseminate findings

in an accessible manner (Small). This gap also relates

*Earlier versions of this paper were presented at the Teaching Family Science conferences, June 5–7, 2003 (Gatlinburg, TN) and June 9–11, 2005 (Strasburg, PA).

**Jonathan Davis, Assistant Professor, Department of Family Studies, Samford University, 800 Lakeshore Drive, Birmingham, AL 35229-2239 (jcdavis1@samford.

edu). Dan Sandifer-Stech, Associate Professor, Department of Family Studies, Samford University.

Family Relations, 55 (January 2006), 56–66. Blackwell Publishing.

Copyright 2006 by the National Council on Family Relations.