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Understanding Probabilities and Re-Considering Traditional Research Training

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  • Stephen Gorard

Abstract

Social science is facing increasing demands for research involving ‘quantitative’ approaches. Among these are the need, expressed by policy-makers, for practical evidence about what works, and the demand, exemplified by the new ESRC guidelines for research training, that all researchers learn something about techniques of analysis involving numbers. At the same time, however, traditional ‘quantitative’ approaches are facing a major upheaval caused by growing criticism of null hypothesis significance testing (NHSTs), the increasing availability of high quality numeric datasets, and the development of more and more complex forms of statistical analysis. This paper shows how a re- consideration of the nature and function of probabilities (or uncertainties) in research suggests a new approach to research training that will be more appropriate than traditional courses on statistics for all learners, and that will help researchers explain their findings to policy-makers.

Suggested Citation

  • Stephen Gorard, 2003. "Understanding Probabilities and Re-Considering Traditional Research Training," Sociological Research Online, , vol. 8(1), pages 104-112, February.
    • Handle: RePEc:sae:socres:v:8:y:2003:i:1:p:104-112
    DOI: 10.5153/sro.776
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    References listed on IDEAS

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    1. Graham Crow & Larry Ray, 2002. "Thinking and working sociologically: A call for contributions," Sociological Research Online, , vol. 7(4), pages 90-90, November.
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    Cited by:

    1. Stephen Gorard, 2016. "Damaging Real Lives through Obstinacy: Re-Emphasising Why Significance Testing is Wrong," Sociological Research Online, , vol. 21(1), pages 102-115, February.

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