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Quantitative Dance Education Research: Issues, Details and Procedures to Consider

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The purpose of this chapter is to discuss quantitative dance education research and the need for quantitative studies in dance. Most dance education studies have been qualitative, which is not surprising considering the complexity of the dance experience. Furthermore, quantitative research is grounded in numbers using statistical analyses, while qualitative research is involved with descriptive language, facilitating a narrative of multiple outcomes. Thus, quantitative research tests a theory by specifying a hypothesis and can be used to identify factors which influence the usefulness of lesson content ( : 19), especially for a particular case or group. The chapter also describes how the major components of quantitative research, the independent and dependent variables, and their causal relationship can be employed to produce a significant result. Other quantitative research components are described, including formulating a research problem as it relates to the theory, the case or individuals who are subjects, the use of treatment and control groups, pre- and post-tests and the use of statistical procedures and analyses. Different types of quantitative research are mentioned, but with an emphasis on the experimental design, along with information about population sampling, reliability and validity of research instruments and the importance of statistical significance when reporting the results. A published dance education study completed by the author on the relationship between involvement in dance and students’ creativity as measured with the Torrance Test of Creative Thinking (TTCT) is used as an example to demonstrate and help explain the various components of quantitative research.

Keywords: dance education ; qualitative research ; quantitative research ; research

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References

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References

  1. Bhandari, Pritha (2021), ‘An easy introduction to statistical significance (with examples)’, Scribber, January 7, https://www.scribbr.com/statistics/statistical-significance/. Accessed February 15, 2023.
     [Google Scholar]
  2. Bonbright, Jane M. and Faber, Rima, eds (2004), Research Priorities for Dance Education: A Report to the Nation, Silver Spring: National Dance Education Organization.
  3. Catterall, James S. (2002), ‘The arts and the transfer of learning’, in R. J. Deasy (ed.), Critical Links: Learning in the Arts and Student Academic and Social Development, Washington, DC: Arts Education Partnership, pp. 151–57.
     [Google Scholar]
  4. Cerny Minton, Sandra (2025), ‘Quantitative dance education research: Issues, details and procedures to consider’, The Intellect Handbook of Dance Education Research, Bristol: Intellect, pp. 78–87.
  5. Creswell, John W. and Creswell, J. David (2018), Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, 5th edition, Los Angeles: Sage Publications.
  6. Elpus, Kenneth (2022), ‘Access to arts education in America: The availability of visual art, music, dance, and theater courses in U.S. high schools’, Arts Education Policy Review, 123:2, pp. 50–69.
     [Google Scholar]
  7. Fraleigh, Sandra Horton and Hanstein, Penelope (1999), Researching Dance: Evolving Modes of Inquiry, Pittsburgh: University of Pittsburgh Press.
  8. Giguere, Miriam (2011), ‘Dancing thoughts: An examination of children’s cognition and creative process in dance’, Research in Dance Education, 12:1, pp. 5–28.
     [Google Scholar]
  9. Harkiolakis, Nicholas (2021), Quantitative Research Methods: From Theory to Publication, Minneapolis: CreateSpace.
  10. Hawkins, Alma M. (1991), Moving from Within: A New Method for Dance Making, Pennington: a cappella books.
  11. Jones, Sosanya (2019), ‘This bridge feels like a tightrope: For critical scholars who engage in policy research’, American Behavioral Scientist, 63:3, pp. 404–20.
     [Google Scholar]
  12. Mertler, Craig A. (2014), Action Research: Improving Schools and Empowering Educators, Los Angeles: Sage Publications.
  13. Milbrandt, Melody, Miraglia, Kathy and Zimmerman, Enid (2018), ‘An analysis of current research in Studies in Art Education and the International Journal of Education through Art’, Studies in Art Education, 59:1, pp. 39–54.
     [Google Scholar]
  14. Minton, Sandra (2003), ‘Assessment of high school students’ creative thinking skills: A comparison of dance and nondance classes’, Research in Dance Education, 4:1, pp. 31–49.
     [Google Scholar]
  15. Minton, Sandra and Hofmeister, Judi (2010), ‘The International Baccalaureate dance programme: Learning skills for life in the 21st century’, Journal of Dance Education, 10:3, pp. 67–76.
     [Google Scholar]
  16. Mis, Benjamin (2013), Quantitative Research: An Introduction, 3rd edition, n.p.: Benjamin A. Mis.
  17. Purvis, Denise (2021), ‘Creating thinking: Immersive dance theater as 4E cognition in the wild’, Journal of Dance Education, 21:3, pp. 149–57.
     [Google Scholar]
  18. Rabkin, Nick (2004), ‘Learning in the arts’, in N. Rabkin and R. Redmond (eds), Putting the Arts in the Picture: Reframing Education in the 21st Century, Chicago: Center for Arts Policy at Columbia College, pp. 5–15.
     [Google Scholar]
  19. Stevenson, Lauren and Deasy, Richard (2005), ‘Third space: When learning matters’, ArtsEdSearch, https://www.artsedsearch.org/study/third-space-when-learning-matters/. Accessed February 15, 2023.
     [Google Scholar]
  20. Wan, Yinmei, Ludwig, Meredith and Boyle, Andrea (2018), Review of Evidence: Arts Education through the Lens of ESSA, Washington, DC: American Institutes for Research.
  21. Warfel Sandler, Heather (2021), ‘Redefining success in dance: How dance education can impact diverse communities’, NDEO Virtual Conference, October 9.
  22. Williams, Malcolm, Wiggins, Richard and Vogt, W. Paul (2021), Beginning Quantitative Research, Los Angeles: Sage Publications.
  23. Cerny Minton, Sandra (2025), ‘Quantitative dance education research: Issues, details and procedures to consider’, The Intellect Handbook of Dance Education Research, Bristol: Intellect, pp. 78–87.

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