Review of Quantitative Methods Used in Chinese Educational Research, 1978–2018

Abstract

Purpose: This article reviews the development of quantitative methods in educational research in China since 1978. Design/Approach/Methods: For this summary and literature review, we used data from the China National Knowledge Infrastructure (CNKI), relevant books, and research output from the Graduate School of Education, Peking University. Findings: We divided the development of quantitative methods in Chinese educational research into four stages: the Startup Stage (1978–1988), the Gradual Application Stage (1989–1998), the Growth Spurt Stage (1999–2008), and the Integrated and Diverse Development Stage (2009–2018). Overall, the development of quantitative methods in Chinese educational research shows sustained innovation in numerous aspects, including research methods, data sources, utilization of advancements in computing technology and statistical software, and research topics. However, despite the relatively advanced state of quantitative methods, education measurement and evaluation require further attention. The questionnaire and experimental research data currently available indicate the need to improve the mining and utilization of big data. Moreover, while Chinese educational researchers have demonstrated their proficiency in using quantitative research methods, improvements remain to be made with respect to collaboration and sharing. Originality/Value: This article is the first to analyze systemically the development of quantitative methods in Chinese educational research. It provides an original summary of the development and characteristics of quantitative methods in educational research in China.