Quantitative and Qualitative Research Methods in Education

Posted on Dec 23, 2024 in Psychology and Sociology

Item 10: Research in Education

Quantitative Research Methods

The striking feature of the scientific method is a positivistic, experimental approach. A hypothesis is based on a premise and an offset from that hypothesis. The steps in this method are:

  1. Intervention from problem identification.
  2. Formulation of hypotheses about why the problem exists.
  3. Theory of problem-related scenarios.
  4. Logical deductions and inductions.
  5. Verification through observation and experimentation.
  6. Confirmation or rejection of the initial hypothesis.

Literature review is based on two criteria:

  1. Amount of information.
  2. Where to obtain the information.

This entails some problems:

  1. It is an unstructured process.
  2. Try using universal definitions.
  3. Adequate provision of resources to carry out the objectives.

All this implies generating laws and a series of work tasks. These together generate constructs, and theories, in turn, generate these assumptions, and all models are reflected in these processes (cognitive, behavioral, experimental). This approach to work is essential. A hypothesis must have these characteristics when formulated:

  1. A clear and precise definition; it must be universal, verifiable, and observable.
  2. It relates at least two variables (one cause and the other effect).
  3. It is limited, conditional on a context and a person.
  4. It is consistent and congruent with the scientific doctrine, in positivism.
  5. The investigator has the resources to undertake it.

From a verifiable point of view, anything we verify must be objective and observable. It can also be experimental, but also relate two or more objective variables. From this arises sampling, probability, and criteria related to experimental designs. These designs are related to cause and effect (variables) about something or someone. The verification process of the scenario materializes by acting on reality, making a selection of a sample and other variables to pursue these related problems. When including two variables, bear in mind there are types:

  • Independent (because it is causing the problem).
  • Dependent (the effect produced by the solution to the problem).
  • Intervening (from cause to effect; educational activities).

From here, the variable has three principles: it must be strong and clear (independent variable); try to control the effects (dependent variable); minimize the possible sources of errors both in our intervention and the outcome (dependent intervening variable).

Validity of Experimental Designs

Experimental designs are valid when what seeks to be measured has been measured. We distinguish between:

  1. Internal validity (There is no minimum number of persons or cases to assess and validate, to verify what is true, to validate results under some related criteria. There is no need for a low number of cases to interpret an experiment. It responds to the question of whether experimental treatments reflect established differences in this design instance).
  2. External validity (related to the generalization of the result obtained. In this case, the question is to which groups or contexts, population, or variables the verified effect can be generalized).

Reliability

This is the instrument we use to evaluate whether something is valid or not. Reliability is the stability and accuracy of measurement. A measurement instrument is reliable if, used repeatedly on the same object of analysis, it delivers the same or similar results, according to Kerlinger (1964).

Ex Post Facto Research

There are two types of variables:

  1. Active (on which we can directly act).
  2. Attributive (on which the experiment may still not be justified morally or ethically).

Criticism of the Experimental Method

The criticisms come mainly from the field of Social Science. They speak of the difficulty of maintaining strict control over the total variables in the intervention, and some authors say this action is impossible. On the other hand, they say that many times, generating hypotheses conditions the whole process of work.

Qualitative Research Methods Applied to Education

There are three main methods:

  1. Ethnographic Research

    This research uses a descriptive methodology. It does not start from previous hypotheses that condition the work. It starts with a problem and goes through data collection. This data collection is done without regard to hypotheses or variables. For data collection, we make observations, and participant observation is used in interviews. We are part of the problem (we are not outsiders). Interviews are based on surveys made by us from observation, and biographies of people are going to intervene, made by ourselves from the surveys. With all this, we organize and interpret the information. We contrast the aims and objectives (the duty to be), which are negotiable. This approach may be amended at any moment. It is not linked to any technique, and there is an objective-subjective interpretation. Brezinka calls this coherence.

  2. Case Study

    It takes one unit, one case, and studies all the variables that are proper to it. It is a study of cause and effect. The chosen person has a disease and is observed 24 hours a day, every day, looking to see how they respond in each moment. It is an individual approach, so the results cannot be generalized or universalized.

  3. Action Research

    The origin of this method is in Lewin (1946), who was the one who used the term. This took a philosophical-ideological approach related to Habermas (1979), generated by the discursive process and critical theory (pedagogical approach). This is the basis of education. Based on the authors Carr and Kemmis (1988), it raises self-reflective inquiry. From here, it generates a methodology based on seven steps:

    1. Systematize a problem, observing and contextualizing data (in its specific context).
    2. Once the problem is systematized, categorize it (which allows you to compare and synthesize).
    3. Once categorized, reflect reality in real situations (empirical evidence).
    4. Interpretation of this within the research team.
    5. Generate relations between the observed data.
    6. A hypothesis appears from the relations.
    7. The hypothesis implies a generalization of a structure that raises work theories.

    In Critical Theory, dialogue is important: the teacher-student interaction (self-reflexive inquiry). The problem is investigated to act, but also to investigate (continuous recycling).

Conclusion

Regarding whether to use either method, there is an eclectic solution. The professional is requested to handle all the techniques and methods and use them at the right time.

  1. There are many techniques.
  2. Knowing when to use them, and which strategies to use.

Common Mistakes:

  • Not knowing all the methods.
  • Not knowing when to use them to solve a particular problem.