Six Research Categories Relating to Qualitative and Quantitative Aspects - Essay Example

Educational Research Educational Research This paper aims at analyzing six research categories relating to qualitative and quantitative aspects. The examination and analysis is made from a historical, descriptive, correlative, casual-comparative and experimental perspective. In Educational research, researchers are empowered with discernment in selecting appropriate research designs and method to assure the validity and reliability of the proposed study. The validity and reliability of research is controlled by selecting appropriate research designs, such as quantitative, qualitative and mixed methods. Methods of this consort are selected on feasibility, value, validation and outcomes of the study. Qualitative and quantitative research approaches are supported by descriptive methods including correlation, causal comparative and experimental designs to ensure the validity and reliability of both. Qualitative research often involves written confirmation to the validity and reliability of its results. Whereas, the results of quantitative research utilizes numerical values as its source to confirmation of the outcomes intended. Other significant qualities of qualitative and quantitative research are the two approaches of inductive and inductive reasoning that will be discussed later in this paper (Creswell, 2002). The history research began with a quantitative approach to research education in the 20th century. The end results of the approach presented “two major approaches” to research. Both approaches are significant to research however, both lack impurities that will manifest pureness. An example of utilizing both concepts in data research is to combine written results, such as interviews with numbers using statistical analysis (Kozma, 2000). Quantitative research constitutes the studies in which data obtained can be examined and analyzed in number terms. It relatively emphasizes on data sets that are representative and large-scale and this is perceived as facts gathering. The key characteristics of this research approach are control, definition of operation, replication and testing of hypothesis. Control enables the researcher to discover the causes of their observation. In defining the operation, terms are defined depending on the operations or steps that are used in measuring them. In terms of replication, the data retrieved from the experiment should be reliable and the results should be similar in case the study is repeated. For the hypothesis, it should be subjected to empirical testing once it is created. Quantitative research originated in the 19th century and gained overall dominance in educational research during the 20th century. The premises behind quantitative research evolved from the physical sciences of physics and chemistry” and later migrated towards understanding the phenomena of behavioral patterns in childhood education. Researchers during the 20th century identified aspects of human behavior that were collectable, measurable and experimental. The historical development of quantitative research resulted in “three historical” procedures involving statistical analysis, testing and measurement, and experimental designs. An example of Historical development in Quantitative research begins in 1980s where challenges to traditional approaches in testing the “magnitude of relation among variables” in testing and measuring (Creswell, 2002). Standardize testing would later result in cutoff of scores for school aged participants. 1990’s would later target the sensitivity and power of experimental designs. Developmental approaches to quantitative research have made a significant impact on educational research with emphasizes on collection and analyzes of data using numerical values, collection of scores that attributes to the measurement of people and organizations (Kozma, 2000). The benefits of this approach include precision through measurements that are reliable and quantitative, control through designs and sampling and statistical techniques that pave way for analysis that is sophisticated. It is also possible to provide causality statements via controlled experiments. However, there are limitations regarding the same and they include difficulties in variable control due to human experience complexity, different responses between scientific inert matter and humans and its exclusion of choice and freedom notions (Keith & Keith, 2005). This approach is also not fully objective and does not account for human’s unique ability in interpretations and decisions. New developments in research alternative to quantitative began in the 1960s. Types of quantitative approaches to research are subjective to educational research. Finalizing numerical values will determine the appropriate outcomes of the research study. These values are facilitated using “non-experimental or experimental values”. Historical events of qualitative research originated in the "1800s and 1900’s” in non-related educational practices The purpose of the qualitative designs were to implement studies of social sciences with a focus on demographical and social needs of disadvantage economic groups. Thirty years later, qualitative education in the realm of historical educational events developed into three thematic events utilizing logic, practical change, and sharing and promotional practices in educational research (Kozma, 2000). Qualitative research is harder and stressful than others. It is more responsive and open towards its subject. Its main concern is collection and analysis of information in non-numeric forms. Exploration is the main focus in this empirical research. The inquiry contexts are not in any way contrived, they are seen and it is mandatory for the researcher to be in the setting physically. The advantages are that the researcher is in a position to discover often-missed issues like complexities and subtleties. The researcher/practitioners gain new insight since the research is descriptive and several other knowledge forms are examined. The descriptions from the qualitative research can suggest causes, relationships and effects that are otherwise possible. It also adds weight to the social analysis. Limitations come in handy and they include criticism regarding adequate reliability and validity. Due to its single context origin, application of standards regarding validity and reliability that are conventional is difficult. Lengthy time is needed for the collection of data, interpretation and analysis and there are problems with confidentiality and anonymity issues. The presence of the researcher also has effects on the study subjects (Keith & Keith, 2005). Descriptive research is also referred to as statistical research. Data description is the primary goal of this research. Averages, statistical calculations and frequencies are studied. However, this research does not identify reasons behind situations even though it is rated highly accurate. This type of research is carried out when the researcher yearns for a topic’s better understanding. It is the exploration of particular phenomena that exists. It can make use of the elements of both qualitative and quantitative approaches of research. This research is concerned with collecting data that gives a description of events and later organizing, depicting, tabulating and describing data collection. Visual aids like charts and graphs are often used and they help in comprehension of data distribution. Descriptive statistics are significant in data reduction to forms that are manageable since the minds of human beings cannot extract much information from raw data (Creswell, 2002). This research approach has a significant role in the sector of educational research. It provides statistical information concerning educational aspects that educators and policy makers are interested in. Advantages of this research are that the data is usually available and therefore inexpensive and can be efficiently used. Descriptive analysis also aids in identification of certain consequences or antecedents that can be incorporated into analyses that are functional. Descriptive analysis can be useful as assessment procedures in absence of functional analysis. Disadvantages of this approach are that lengthy time is required for complete and reliable assessments. Poor validity and data co relational nature is also reported. Correlation research approach is a measure of relations between variables that is statistical. Researchers analyses already existing things and determines their relationship such as income and education. The purpose of correlating is to allow for predictions about a variable because of what is known about a different variable like higher or lower income according to one’s education level. Two patterns are usually followed in correlations namely negative and positive correlation. In the latter, the value of a variable increases and so does the value of the other variable. If the value decreases, it will be to both variables (Kozma, 2000). In correlations that are negative, the value of one variable rises while the value of the other variable decreases and vice versa. It is some sort of “inverse” correlation. Correlations range from strong to weak, whether negative or positive. The advantage with this method is that predictions can be made about things whose correlation is known. If there is a correlation between two variables, predictions are based on one another. The limitation of this method is that correlation is not equal or similar to causation in that, there is no proof that a certain variable caused changes in the other variable (Gliner & Morgan, 2000). Causal-comparative research is also known as ex post facto research. It attempts to find explanations for differences that exist among or between groups. The comparison is retrospective amongst the existing groups. In this method, there is one variable and two groups or more whereas in correlation method, there are two variables or more and one group. The formed groups are differentiated in accordance with the variable that is independent. The groups’ classification is according to the usual characteristics that are preexisting compared with other measures (Gliner & Morgan, 2000). There is no manipulation, random assignment or interventions. The major hardship is the cause establishment since there are conditions. The effect must be preceded by the cause that is presumed, there must be significant statistical relationship between effects and causes and the most difficult is elimination of other probable causes. This research provides evidence in support of theoretical conjecture. However, the evidence’s strength relies on the extent of ruling out rival causes and the extent of results prediction beforehand. Causal-comparative research can be approached in two ways; prospective and retrospective. In the former, a presumed cause is used to investigate effects whereas the latter uses presumed effects to investigate probable causes. Limitations of this method are that there is deficiency of randomization, manipulation of independent variables is impossible and absence of controls of variables that are extraneous. Advantages are associated with comparing and matching groups that are homogenous and covariance analysis (Kozma, 2000). The experimental research method is a scientific and systematic approach in which researchers manipulates controls and variables and later measures changes in other variables. More often, the nature of experiments is quantitative than qualitative. Usually, this research is used where time priority is present in causal relationships, there is consistency and where correlation magnitude is great (Creswell, 2002). Experimental research is one approach to summarizing numerical values of quantitative studies. The purpose of experimental research is “to distinguish a causative- effective”. However, non-experimental research incorporates numerical values to identify preexistent of arrangements or discern the association of two variables. An experiment is to identify the cause and effect of the intended study. “It differs from non-experimental methods in that it involves the deliberate manipulation of one variable, while trying to keep all other variables constant” (Creswell, 2002). Advantages associated with this research approach is that, the researcher controls variables, humans perform experiments and there is use what is best for populations’ Incomparable groups. There is replication of experiments since the procedures used are standardized and repeating is easy and quantitative data yielded from experiments can be analyzed via inferential statistical test. The disadvantages include sample misrepresentation, researcher bias and production of artificial results (Keith & Keith, 2005). Conducting research in the vast field of nursing and medical sector in general requires very distinct research approaches. This is because the results from the information gathered would pose a reflection of the structure, activities and how bad or good the sector is run and possible recommendations that would be implemented for purposes of improvement. Use of qualitative approach is important since quality is important in terms of all nursing obligations. The researcher is present in the field and therefore observes and gets new insights. The information is not distorted since the researcher gets it from the actual source. Deeper understanding of the problems is exhibited and their effects. However, it is hard and stressful, it is associated with a lot of criticism and lengthy time is mandatory to compile and analyze data. Some subjects might not give the exact information or express themselves freely since the researcher is physically present (Gliner & Morgan, 2000). Another method that could be adequate in such a study is the correlation research. Comparisons can be made between known and existing variables like the nurses and a breakdown of their stipulated obligations. The advantage is that, predicting is possible and facts can later be ruled out after the study. However, the researcher is not able to determine if the variable is actually responsible for causing the effect since there are other possible causes of the same. Experimental research is crucial in any study linked to science. The nursing field is a portion of the wide medical sector and therefore experimental approach is significant. It studies causes and effects. This method allows conclusions to be drawn with more certainty because one variable is changed, another is measured and the others are controlled. The advantages with this method are that, it is the only way in which causes and effects are established by deliberately manipulating a variable while keeping others constant (Keith & Keith, 2005). Variables are precisely controlled, quantitative data that is yielded is analyzed, and statements made about the likelihood of results occurring through chance. It has limitations as well in that, the subjects are asked to conduct tasks that are bizarre and unnatural during the experiment and therefore the results turn out artificial. During the experiments, behavior might be limited due to very narrow ranges in the laboratory. Other variables are not controlled completely and the final analysis is interfered with. References Creswell, J. W. (2002). Educational research. Upper Saddle River, NJ: Pearson Education. Gliner, J.A., & Morgan, G.A. (2000). Research methods in applied settings. New York: Routledge. Keith, F., & Keith, P. (2005). Introduction to social research: Quantitative and qualitative approaches. Thousands Oak, CA: Sage. Kozma, R. B. (2000). Reflections on the state of educational technology research and development. 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