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While other fields such as statistics and education have examined variousissues with quantitative work, few studies in physics education research (PER)have done so. We conducted a two-phase study to identify and to understand theextent of these issues in quantitative PER . During Phase 1, we conducted afocus group of three experts in this area, followed by six interviews.Subsequent interviews refined our plan. Both the focus group and interviewsrevealed issues regarding the lack of details in sample descriptions, lack ofinstitutional/course contextual information, lack of reporting on limitation,and overgeneralization or overstatement of conclusions. During Phase 2, weexamined 72 manuscripts that used four conceptual or attitudinal assessments(Force Concept Inventory, Conceptual Survey of Electricity and Magnetism, BriefElectricity and Magnetism Assessment, and Colorado Learning Attitudes aboutScience Survey). Manuscripts were coded on whether they featured various sampledescriptions, institutional/course context information, limitations, andwhether they overgeneralized conclusions. We also analyzed the data to see ifreporting has changed from the earlier periods to more recent times. We foundthat not much has changed regarding sample descriptions andinstitutional/course context information, but reporting and overgeneralizingconclusions has improved over time. We offer some questions for researchers,reviewers, and readers in PER to consider when conducting or using quantitativework.

A two-phase study examining perspectives and use of quantitative methods in PER