QUALITATIVE AND QUANTITATIVE EXAMPLE

Methodological Critique: Qualitative and Quantitative Example Rebecca Harrison 87257127 ETEC 500 Section 65A UBC Vancouver Dr. Carey March 1, 2013

QUALITATIVE AND QUANTITATIVE EXAMPLE Critique of Articles Quantitative Example

The article by Hamre and Pianta (2005), is an example of quantitative research. The researchers were investigating a hypothesis using a wealth of background research and numerical data to determine whether students who are at risk of school failure can have their achievement positively influenced by academic and emotional teacher support. Because Hamre and Pianta wanted to compare students from at-risk to low-risk and be able to generalize their results, they randomly sampled 1364 children from the 5416 that were eligible from three different hospitals, and used 910 children in this study. The study process went from birth until the end of Grade 1 and data was collected when students were in Kindergarten to establish a baseline for their academic ability and risk status, (p.37). The researchers and teachers involved administered tests for academic achievement and risk indicators, and teachers were also assessed by researchers on their level of emotional and instructional support during observations. Quantitative research is an effective choice for this study because of a variety of factors. Quantitative research allows generalization as such a large sampling should allow researchers to see trends in students behaviour and make predictions. To have such a large sample group would not allow for the time to be spent fostering relationships, which is often an important component of qualitative research. Another reason that quantitative methods are necessary for this study has to do with the narrow and precise question that the researches are asking. The main subjects in this study would be limited in their ability to self-reflect as many of them would not have the necessary language or conceptual knowledge to accurately relate their emotions and achievement. Choosing to do the research based on a causal-comparative model is necessary in this case; experimental research would have yielded more concrete results, however it would require actively placing at-risk students in

QUALITATIVE AND QUANTITATIVE EXAMPLE classrooms with low emotional and academic support. Additionally, it would have been difficult to control variables effectively within so many different classrooms. Qualitative Example The research done by Sleeter (2009), is a good example of the qualitative model. Sleeter begins her case study by selecting a teacher who had elected to take a course in Multicultural Curriculum Design to see how her learning could inform teacher education pedagogy, (p.51). Sleeter uses data from a variety of text and oral sources, including interview and journal entries. In this way she builds a strong and complex picture of her subjects experience within her own context. The subject was selected because she had relatively little experience in the area of Multicultural Curriculum Design, so

would provide more opportunity for the researcher to see how she developed her thinking and practice over time. This particular study lends itself well to qualitative research for many reasons. Qualitative methods are characterized by complexity and a more broad focus. The researcher in this scenario is able to deeply involve themself within the context of the research question and the subject and gain a more thorough understanding of the causes and development of that subjects thinking. The purpose of this study is to inform thinking on pedagogy, not to illustrate a clear cause and effect relationship which is a trait of qualitative research. Another aspect which makes qualitative research, and particularly a case study, a valid choice for this investigation is that it allows for the necessary relationship to be formed between the subject and researcher. It would have been difficult to determine thought patterns, emotional responses and understand the subjects viewpoints if the researcher had chosen to use survey style questions or other measurable processes. Similarities and Differences in Models of Research These two studies can be used to further compare and contrast qualitative and quantitative models. The research problem that is stated by Hamre and Pianta looks for a causal relationship or an

QUALITATIVE AND QUANTITATIVE EXAMPLE explanation of how students can be supported. Steelers research begins with a more open-ended and

reflective kind of question, which is characteristic of qualitative research. Because Hamre and Pianta are looking at a narrow question and causal relationship, their data collection methods and analysis are more numeric and can be based on a larger number of randomly selected participants, as is common in quantitative research. Qualitative research requires more complex documentation ranging from text to images, interviews or other formats. The broad picture that emerges is what is significant. Steeler begins her investigation by looking briefly at literature necessary to outline the background of her research. This is contrasted by Hamre and Piantas more quantitative approach which includes an encompassing analysis of the literature on their subject area, including: data collection methods, selection of participants, and comparison to findings. This is reflective of expectations for qualitative and quantitative models, respectively. These two studies also illustrated the different approaches to findings and conclusions. Quantitative research works to fit the answers back into the model of the world neatly, without bias, while making generalizations about the findings that can be applied to similar settings. Qualitative research, on the other hand, acknowledges the complexities of each individual context and aims for reflection of individuals or others on the processes and pedagogies that are presented. Each of these types of studies lends itself to different possibilities, but they do share some important qualities which can inform the creation of an educational research project. Even though the way the study progresses may differ, both qualitative and quantitative models require a problem or question that the researcher wants to investigate as a beginning point , with the end being improving education in some way, either by demonstrating best practices or questioning current systems. This question may be narrow and defined as in quantitative research, or more broad and understandingbased, but it must address a real need for understanding. A review of literature is necessary in both cases to see what knowledge others have already acquired in this area and whether the question being investigated is novel, or well-documented. Clarity and transparency in all types of research is important

QUALITATIVE AND QUANTITATIVE EXAMPLE throughout the process of selecting participants, collecting data and documenting procedures.

Additionally, both qualitative and quantitative research models require that the researchers draw some kind of conclusion, tying together their review of literature and their own findings, while making recommendations for further areas of interest or investigation. The similarities that are noted are important considerations when I create my own educational research project. Reflections on Future Research No matter which direction I go with my research proposal, I would want to have a mixed method approach for a variety of reasons. Personally, because I am researching a question that I want to impact both my own and my districts practices, I would require an extensive review of the literature, to prove that the academic and emotional benefits of outdoor education outweigh the costs and risks associated with them. I also believe that to get a feel for important topics, an anonymous survey for a random sample of the district teachers and students would be an effective way to begin my research, followed by a more in depth analysis which will be guided by the information that I receive. The qualitative characteristics of relationship building with a single or small group of subjects will allow more accurate answers as to the viewpoints and attitudes behind choices and impacts with respect to outdoor education. The qualitative method will provide me with an opportunity to unpack some of the complex interactions that impact the thinking in our district. By choosing a mixed method approach I will be able to best describe the background and understand the complexity of the issues behind outdoor education.

QUALITATIVE AND QUANTITATIVE EXAMPLE References Hamre, B.K., & Pianta, R.C. (2005), Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure?, In Gay, L. R., Mills, G. E., & Airasian, P. (Eds.), Educational research: Competencies for analysis and applications (10th ed., pp.33-50). Upper Saddle River, NJ: Pearson. Sleeter, C. (2009). Developing teacher epistemological sophistication about multicultural curriculum: A

case study. In Gay, L. R., Mills, G. E., & Airasian, P. (Eds.), Educational research: Competencies for analysis and applications (10th ed., pp.51-59). Upper Saddle River, NJ: Pearson.