Synthesis Statement for Learning Outcome #8

Identify and describe both quantitative and qualitative educational research

models in order to critically analyze existing research and to design an
applied research proposal.
Taking AHE 501, Introduction to Research Methods and Approaches, provided
me the opportunity to further build my understanding of research. Learning
about the different methods, designs, population samplings and data
analyses broadened my understanding on how to identify good research
practices. A researcher should go through a process of evaluating which
method will produce the most suitable data for the question they are trying
to answer. One method may have desirable strengths, but if the weaknesses
are too limiting the researcher may want to consider other methods.
When I started AHE 501, I thought qualitative research would be the easier of
the two methods. Perhaps this was driven by my anxiety of working with
numbers. What I learned was that quantitative research data was actually
more straightforward when it comes to doing the analysis. I personally
gravitate to research subjects that involve human subjects and these often
are more suited to qualitative models. I found the different data collection
methods for qualitative studies to be quite appealing, but the actual
recording of data and the following analysis more intimidating than
mathematical calculations for quantitative analysis. A quote from the
textbook we used squarely places the quality of qualitative data analysis
directly on the researchers ability to think critically and think well. I took this
quote from our textbook:
Knowing the steps is not enough; the thinker, imaginer, and hypothesizerthat is, the qualitative researcher-is the data analyzerthe quality of the
research analysis depends heavily on the intellectual qualities of the
researcher. (Gay, Mills & Airasian, 2008, p. 467)
Qualitative research, such as Gotos ethnographic study of Accommodation
and Resistance Among Chinese American Students, is an example of how
research can take months or years to complete. Goto gathered his data
through observations, formal and informal recorded interviews, handwritten
notes, questionnaires, reviews of student writing and school documents.
These data collection methods require a generous amount of time for
thorough and complete analysis, but were well-suited for the type of
research question Goto sought to answer.
In the AHE 501 course, we were assigned to design a research proposal. It is
my chosen artifact for this learning outcome. My research question was one
that needed a quick response. I chose to design the proposal to be best
suited to a quantitative model. In my design I planned to use a cross1

sectional survey, which would allow a quick response. There would only be
one open-ended question so that data analysis could be completed quickly.
What I learned about research is some components are very clear and done
prescriptively, while other components are not so black and white. It is
important to follow established guidelines and practices in performing
research so the results will as accurate as possible and when appropriate the
results can be generalized to other related areas.
Gay, L.R.; Mills, G. E.; and Airasian, P. (2008). Educational research:
Competencies for analysis and applications, 9th edition. Upper Saddle
River, NJ: Pearson.
Goto, S.T. (1997). Nerds, Normal People, and Homeboys: Accommodation
and Resistance among Chinese American Students. Anthropology &
Education Quarterly, 28(1):70-84.