This document discusses quantitative and qualitative research methods used in educational research. Quantitative methods use numerical data to test hypotheses, generalize findings, and examine relationships and causation through experimental, correlational, causal-comparative, descriptive, and single-subject designs. Qualitative methods seek to understand human experiences through narrative and ethnographic designs. Both approaches are complementary and the research question should determine the most credible design.

1. Research Methods

2. Research Methods
• Two general categories of methods currently
being used in Educational Research
–Quantitative
–Qualitative

3. Part 1: Quantitative

4. Quantitative Methods
• General Purpose
Collect and analyze data
to
explain, predict, or control
phenomena of interest
• Describe Current Conditions
• Investigate Relationships
• Study Causes and Effects

5. Assumptions of the Researcher
1.We live in a stable, uniform,
and coherent world
2.We can measure, understand,
and generalize about our world
3.Generally regarded as a
positivistic perspective

6. Quantitative Methods :Characteristics
1. Numerical data
2. Use of formally stated hypotheses and
procedures
3. Use of controls to minimize the effects of
factors that could interfere with the outcome
of the research
4. Large numbers of participating subjects
5. An objective, detached researcher
6. Use of pencil and paper tests, questionnaires,
etc.

7. Quantitative Methods
• Five Basic Designs
1. Descriptive
2. Correlational
3. Causal-comparative
4. Experimental
5. Single subject

8. Type 1 :Descriptive
Purpose
to describe the current status of a variable of
interest to the researcher
Examples
1. How many students drop out of school ?
2. What are the attitudes of students?
3. What kinds of activities typically occur in MA Education
Classes, and how frequently does each occur?
4. To what extent are elementary teachers using math
Assignments?

9. Type 2:Correlational
Purpose
to ascertain the extent to which two or more variables are
statistically related
Examples
1. What is the relationship between past results and mid terms
results of MA (ELM )class?
2. Is a teacher’s sense of efficacy related to his/her effectiveness?
3. Do significant relationships exist between the types of activities
used in math classrooms and student achievement?
This design does NOT imply causation

10. Type 3 : Causal-Comparative
Purpose
to explore relationships among variables that cannot be
actively manipulated or controlled by the researcher
Examples
1. What is the effect of experienced teachers on the
achievement of high school students?
2. What characteristics differentiate students who drop
out from those who do not?
3. What is the effect of attending a ABC school on
student attitude?
An important characteristic is that the independent
variable has already been manipulated

11. Type 4: Experimental
Purpose
to establish cause and effect relationships between
variables
Examples
1. What is the effect of teaching with (1) a co-operative groups
strategy or (2) a traditional lecture approach on students’
achievement?
2. What is the effect of teaching with Interactive vs. a traditional
approach on students’ test scores?
The important characteristics are that the researcher
manipulates the independent variable and controls
extraneous variables

12. Type 5 :Single subject
Purpose
to investigate cause and effect relationships with samples
of one (1)
Examples
• What is the effect of a behavior modification program on ABC
conduct in class?
• What is the effect of a behavioral training program on ABC’s ability
to complete her performance tasks?
The important characteristic is the use of specific
interventions to cause behavioral changes in low incidence
populations (e.g., Special Education)

13. Part 2: Qualitative

14. Qualitative Methods
• Two basic designs
1. Narrative
2. Ethnography

15. Qualitative Designs
• Narrative
– Purpose – focus on studying a single person and gathering
data through the collection of stories that are used to
construct a narrative about the individual’s experience and
the meanings he/she attributes to them
– Examples
• What are the experiences of a ABC teacher who has been moved
into an administrative position in her/his school?
• What does “inclusion” mean to a special needs child who is placed
in a regular education classroom?

16. Type 1: Narrative
Purpose
focus on studying a single person and gathering data
through the collection of stories that are used to construct
a narrative about the individual’s experience and the
meanings he/she attributes to them
Examples
1. What are the experiences of a Experienced teacher
who has been moved into an administrative position
in her/his school?
2. What does “inclusion (Additional need)” mean to a
special needs child who is placed in a regular
education classroom?

17. Type 2:Ethnography
Purpose
• to obtain an understanding of the shared beliefs
and practices of a particular group or culture
Examples
1. What is the nature of the problems teachers
encounter when they begin using a constructivist
approach to instruction after having taught using
a very traditional approach for ten years?
2. Why does a sense of failure cases about the
particular ABC high school?

18. Part 3 :
Quantitative and Qualitative
Methods

19. Quantitative and Qualitative Methods
Complementary nature of quantitative
and qualitative approaches
Different purposes of research
1. Explanatory
2. Exploratory

20. Quantitative and Qualitative Methods
1.Consideration of the strengths and
weaknesses of different approaches
for specific purposes
2.The ultimate goal when choosing a
design is to produce a credible
answer to the research question

21. Cont .
1.The research question drives the choice of a
research design
2.The characteristics of specific designs
suggest they will produce more credible
answers to specific types of research
questions than other designs
• Specific purposes
• Specific procedures and analyses for each
design

22. Thanks
• God Bless you
• Have a nice day