DIFFERENT APPROACHES TO

EDUCATIONAL RESEARCH

1. Quantitative Research Approach

2. Qualitative Research Approach
Quantitative Research Approach

 Quantitative research is the collection and analysis of

numerical data to describe, explain, predict, or control
phenomena of interest.
 A quantitative research approach entails just the use
of numerical data.
 Quantitative researchers have little personal interaction
with the participants they study because they
frequently collect data using paper-and-pencil,
noninteractive instruments.
Qualitative Research Approach

 Qualitative research is the collection, analysis, and

interpretation of comprehensive narrative and visual (i.e.,
nonnumerical) data to gain insights into a particular
phenomenon of interest.
 Qualitative research methods are based on different beliefs
and designed for different purposes than quantitative
research methods.
 Qualitative researchers often avoid stating hypotheses
before data are collected, and they may examine a
particular phenomenon without a guiding statement about
what may or may not be true about that phenome non or its
context.
Qualitative Research Approach (Cont..)

 Qualitative researchers do not necessarily

accept the view of a stable, coherent, uniform
world. They argue that all meaning is situated
in a particular perspective or context, and
because different people and groups often have
different perspectives and contexts, the world
has many different meanings, none of which is
necessarily more valid or true than another.
 (Source: LR Gay, pg 8)
Quantitative Research Characteristics

 Describing a research problem through a description of

trends or a need for an explanation of the relationship
among variables
 Providing a major role for the literature through suggesting
the research questions to be asked and justifying the
research problem and creating a need for the direction
(purpose statement and research questions or hypotheses) of
the study
 Creating purpose statements, research questions, and
hypotheses that are specific, narrow, measurable, and
observable
Quantitative Research Characteristics
(Cont..)
 Collecting numeric data from a large number of people
using instruments with preset questions and responses
 Analyzing trends, comparing groups, or relating
variables using statistical analysis, and interpreting
results by comparing them with prior predictions and
past research
 Writing the research report using standard, fixed
structures and evaluation criteria, and taking an
objective, unbiased approach
Qualitative Research Characteristics

 Exploring a problem and developing a detailed

understanding of a central phenomenon
 Having the literature review play a minor role but
justify the problem
 Stating the purpose and research questions in a general
and broad way so as to the participants’ experiences
Qualitative Research Characteristics
(Cont..)
 Collecting data based on words from a small number of
individuals so that the participants’ views are obtained
 Analyzing the data for description and themes using
text analysis and interpreting the larger meaning of the
findings
 Writing the report using flexible, emerging structures
and evaluative criteria, and including the researchers’
subjective reflexivity and bias
Mixed Methods Design

 A mixed methods research design is a procedure for

collecting, analyzing, and “mixing” both quantitative
and qualitative methods in a single study or a series of
studies to understand a research problem (Creswell &
Plano Clark, 2011).
 The basic assumption is that the uses of both
quantitative and qualitative methods, in combination,
provide a better understanding of the research problem
and question than either method by itself.
Key Characteristics of Mixed Methods
Designs

 Provide a rationale for the design

 Include collecting quantitative and qualitative data
 Consider priority
 Consider sequence
 Match the data analysis to a design
 Diagram the procedures
Types of Mixed Methods Designs

 the convergent parallel design

 the explanatory sequential design
 the exploratory sequential design
 the embedded design
 the transformative design
 the multiphase design
The convergent parallel design
 The purpose of a convergent (or parallel or concurrent)
mixed methods design is to simultaneously collect both
quantitative and qualitative data, merge the data, and
use the results to understand a research problem.

The Explanatory Sequential Design

 An explanatory sequential mixed methods design (also
called a two-phase model; Creswell & Plano Clark, 2011)
consists of first collecting quantitative data and then
collecting qualitative data to help explain or elaborate on
the quantitative results.
The Exploratory Sequential Design
 The purpose of an exploratory sequential mixed methods design
involves the procedure of first gathering qualitative data to explore a
phenomenon, and then collecting quantitative data to explain
relationships found in the qualitative data.

The Embedded Design

 The purpose of the embedded design is to collect quantitative and
qualitative data simultaneously or sequentially, but to have one form
of data play a supportive role to the other form of data.
The Transformative Design
 The intent of the transformative mixed methods design is to use one of the
four designs (convergent, explanatory, exploratory, or embedded), but to
encase the design within a transformative framework or lens (Creswell &
Plano Clark, 2011).
Multiphase Design
 Multiphase mixed methods designs occur when researchers or a team of
researchers examine a problem or topic through a series of phases or separate
studies.