Running head: COMPARISON OF QUANTITATIVE AND QUALITATIVE RESEARCH

Methodological Critique: A Comparison of Quantitative and Qualitative Research

Shannon Maion
University of British Columbia

ETEC 500 65D

O. Bartosh
March 9, 2014

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Part One: Descriptive Analysis and Critique

Research Methods
Quantitative research method. The quantitative study performed by Hamre
and Pianta (2005) uses a causal-comparative method. Hamre and Pianta (2005) use
three standardized tests and statistical analysis in the research method. The research
builds upon previous research and their methodology comes from research suggestions
for procedural methods as discussed in the literature review.
A quantitative method is useful in this study because generalizations can be
made for a specific population and the researchers have a hypothesis and larger
numbers of participants. The causal-comparative approach is best suited for Hamre
and Piantas (2005) research problems because the method attempts to determine the
cause, or reason, for existing differences in behavior or status of groups or individuals
(Gay, Mills, & Airasian, 2012, p. 227).
Limitations to quantitative studies include threats to external and internal validity.
Hamre and Pianta (2005) tried to account for this in their study by randomly selecting a
subgroup from qualified participants and accounting for economic, educational and
ethnic diversity. Lack of manipulation and control over all sources involved also limits
this quantitative method. This absence of control can lead to other variables having an
effect on the outcome of the study which is why a cause-effect relationship may not be
as it appears.

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Qualitative research method. The qualitative research performed by Sleeter

(2009) is a case study that examines one of the researchers students, selected from a
larger group of students, in their multicultural curriculum design graduate course. This
type of sampling is purposive and purposeful (Gay et al., 2012, 448) as the researcher
believes that this student will provide the best insight and learning opportunities.
Student assignments, journal entries, observational notes and interviews are collected
and triangulated for analysis.
Stake (2000) suggests that case studies are effective in educational settings as
students and teachers are unique and complex. A large amount of detail is provided for
this individual students experience which the research will use to reflect on teaching
strategies and learning in the graduate course.
The results of a case study cannot be generalized to a larger population.
Instead, results provide guidance on possible quantitative research questions (Gay et
al., 2012). Sleeters (2009) single subject approach means that there is low external
validity and should be discussed when reporting results.

Major Differences between Research Examples

Description of research problem. In quantitative research the hypothesis is
stated at the beginning of the study and frequently used to extend a theory that already
exists (Gay et al., 2012). Hamre and Pianta (2005) created a hypothesis to expand the
work of Morrison & Connor (2002) and Rimm-Kaufman et al. (2002). Quantitative
research hypothesis often examine the strength of associations (Gay et al., 2012).

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Hamre and Piantas (2005) hypothesis examines achievement association in at risk

children between those who received high levels of instructional and emotional support
in first grade and those who did not.
In contrast, the research problem in qualitative studies are written as key
questions that evolve as understanding of the topic deepens (Gay et al., 2012).
Selection and assignment of participants. Larger sample sizes and random
selection is used to select the subjects in quantitative studies. Hamre and Piantas
(2005) sample subgroup is selected to minimize internal and external threats to validity.
Procedures were used to ensure economic, educational and ethnic diversity.
Sleeters (2009) qualitative study started with a smaller group of students which
led to the selection of one student by the researcher. The selection of the student was
not random.
Data collection and analysis. Quantitative research uses numerical data and
statistical analysis. This provides less depth but a wider range of information across a
large number of participants (Gay et al., 2012). Data collection in quantitative studies
uses a structural and measurable approach which then makes it possible to find
patterns of change or causal connections between variables. Hamre and Piantas
(2005) study uses three statistically analyzed standardized tests and placed results into
ANCOVA models to look for statistical significance.
Data collected for Sleeters (2009) qualitative study used nonnumeric data that
provides in-depth information on a single subject. Sleeters (2009) study uses
triangulation of findings across a variety of methods such as student assignments,

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journal entries, observational field notes and recorded interviews. This type of analysis
uncovers trends in opinion and thus is more subjective than a quantitative analysis.
Procedures and instruments. Quantitative research procedures are outlined in
detail before beginning the study. Researchers must plan to control the setting and as
many variables as possible in order to reduce threats to validity. Quantitative research
relies on statistical analysis and has a focus that is narrow and concise (Gay et al.,
2012)
In comparison, qualitative research procedures emerge as the study progresses.
Procedures and instruments gather descriptive data. This data is complex and contains
a broad focus. The procedural approach remains flexible throughout the study and
takes place in a natural setting (Gay et al., 2012).
Reporting of literature. Reporting of the literature happens early on in a
qualitative study. Hamre and Piantas (2005) study contains a large section that reviews
the current literature from which their research study then adds to. Their research
procedure is based on suggestions from the literature review
The literature review occurs as the qualitative study progresses or after it is
complete. The purpose of the literature review in qualitative research is to provide
support for the ideas found at the studys conclusion (Gay et al., 2012).
Reporting of conclusions. Conclusions in quantitative research are more
generalizable to greater populations because of the larger number of participants
generally used. Quantitative conclusions are facts which are value and bias free (Gay
et al., 2012). Caution is required when providing conclusions in a causal-comparative

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study. A limitation to causal-comparative studies is that a cause-effect relationship

appears plausible but could be the influence of an unaccounted for third variable (Gay
et al., 2012). These extra variables are hard for the researcher to control because in
many occasions the comparison groups are already formed at the beginning of the
study (Gay et al., 2012).
The case study conducted by Sleeter (2009) focuses on just one participant. The
findings will be detailed but less generalizable. The conclusions in qualitative studies
often provide insights to problems and help develop ideas for further quantitative
research or new theory (Gay et al., 2012). Skills, experience and sensitivity of the
researcher can influence the quality of conclusions in qualitative research (Gay et al.,
2012). Conclusions in qualitative studies contain a personal element which can lead to
facts being value based and biased.

Part Two: Methodologies for Future Research

Quantitative research should be considered if you are describing current
conditions, investigating relation or studying cause-effect (Gay et al., 2012, p.9). When
designing your methods and selecting participants it is especially important to consider
all possible threats to validity and discuss these in the conclusion of the research.
Qualitative research approach should be considered when research seeks to
probe deeply into the research setting to obtain in-depth understandings about the way
things are, why they are that way, and how participants in the context perceive them
(Gay et al., 2012, p12). Important considerations need to be made in maintaining

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consistency in analyzing or recording observations to ensure the quality of the

qualitative research data.
Quantitative research is most appealing to me. I prefer data based on numbers
that is generalized to a larger population so that my research results may be applicable
in more than one group of students that I teach. . I will be investigating my research
topic using quantitative quasi-experimental research with a causal-comparative design.

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References
Gay, L. R., Mills, G. E., & Airasian, P. (2012). Educational Research: Competencies for
analysis and applications. Upper Saddle River, NJ: Pearson Education.
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?.
Child Development, 76(5), 949-967. Retrieved from
http://www.jstor.org/discover/10.2307/3696607?
uid=3737720&uid=2129&uid=2&uid=70&uid=4&sid=21103697710553
Morrison, F. J., & Connor, C. M. (2002). Understanding schooling effects on early
literacy: A working research strategy. Journal of School Psychology, 40, 493-500.
Retrieved from http://eric.ed.gov/?id=EJ657043
Rimm-Kaufman, S. E., Early, D. M., Cox, M. J., Saluja, G., Pianta, R. C., Bradley, R. H.,
et al. (2002). Early behavioral attributes and teachers sensitivity as predictors of
competent behavior in the kindergarten classroom. Journal of Applied
Developmental Psychology, 23, 451 470. Retrieved from
http://www.sciencedirect.com/science/article/pii/S0193397302001284
Sleeter, C. (2009). Developing Teacher Epistemological Sophistication about
Multicultural Curriculum: A Case Study. Action In Teacher Education, 31(1), 3-13.
Retrieved from http://eric.ed.gov/?id=EJ863317
Stake, R. E. (2000). The art of case study research. Thousand Oaks, CA: Sage.