Questions On Quantitative And Qualitative Research

Researcher’s encounter difficulties during implementation and/or while performing methodologies may also reference action research findings for clarity or solutions. Researchers may benefit from previous action research findings when attempting to determine what has improved or decreased in their action researcher findings, while performing evaluations. While revising action research action plans, researchers may also reference previous action research findings to determine if any alterations or revisions need to be

Action research- a process of different methods that are used to diagnose and solve issues that arise within schools or problems that teachers can face themselves. This process helps to improve or change the actions of those people involved.

By contrast, the main purpose corresponded with qualitative research is to make understanding with regard to participants. Moreover, qualitative research has many different ways of collecting information, but the best ways of qualitative research is to approach the sources of information, it is due to make the deeper understanding of the issues (Easterby-Smith et al, 2002; Wood et al., 2010, p. 59). In addition, quantitative and qualitative both were also many researchers debated. For example, quantitative research is mostly experimental and qualitative research is mainly non-experimental (Leeds-Hurwitz, 1995, p.50), (see table 5). While, various researchers also combined two methods for researching, which was called that “mixed-methods”. Creswell, (2003) have stated

Action research is known of other terms which include participatory speech, collaborative inquiry, emancipatory research, action learning and contextual action research; however they differ in various contexts. In simple terms, action research can be defined as “Learning by doing”, a number of people identify a problem, ways to resolve it, assess their efforts, if they aren’t successful, and they give it a try.

Qualitative research collects non-numerical data to describe events or phenomena. On the other hand, quantitative research uses numeric data with statistical methods to investigate phenomena. (Melnyk & Fineout-Overholt, 2015, p. 609). Qualitative studies address human responses to particular situations or events with an emphasis on interviews and observations. The results are reported from the participant’s point of view. Qualitative studies can be conducted when a phenomenon is unknown to obtain a general idea. Also, they can be used when an event is well known, but certain areas lack details or depth (Melnyk & Fineout-Overholt, 2015). Contrarily, quantitative studies measure phenomena with the use of scales, tests, scores and statistics. Quantitative research designs are multiple. They can range from descriptive studies, which are used to predict relationships between variables, to randomized control trials (RCT). RCTs are used to describe cause and effect relationship between variables. Quantitative studies report results using a uniform format with preselected variables (Melnyk & Fineout-Overholt, 2015).

According to Yilmaz (2013) there exist two significant approaches to research with respect to studying the social and individual world. According to Creswell (2014) three types of design quantitative, qualitative, and mixed methods should remain in consideration when choosing a research designs at the start of the process. The two methods exist a quantitative and

In order for a researcher to conduct an action research analysis several factors must be determined. The specific purpose for the research, the components, and stakeholders. My action research project is to address a specific problem my agency has with employee retention within the patrol division during the past three years. In conducting a critical mass analysis it is important to determine who has influence and can assist with making suggestions on changes or give necessary data. Stringer (2007) states, "action research is a systematic approach to investigation

Action Research – a researcher moves through the action research cycles consisting of planning, acting, observing and reflecting to advance knowledge and develop people as professionals (Zuber-Skerrit, 1993, p.1).

Research, educational and action, are key to the continued improvement of educational methodologies and strategies. Educational research provides theories and pedagogy by organizing “empirical facts” (Johnson, 2012, p. 9). These scientific studies reach peer-reviewed conclusions that can be applied in multiple situations. Action research is more specific and focuses to provide a usable action plan (Johnson, 2012, p. 16).

This study will implement a mixed methods design to include both quantitative and qualitative methods.

The social sciences employ three main types of research methodologies: qualitative research, quantitative research, and mixed-methods research. Qualitative research is a catch-all term that describes field research within social settings (Saint-Germain, 2002). It does not have a control group or require the researchers to impose variables and is not going to be sufficient to establish causation. However, qualitative research is excellent at providing descriptions of behavior. While qualitative research is descriptive, quantitative research is predictive. It makes predictions known as hypotheses, tests those hypotheses, and attempts to establish cause and effect (Xavier, 2012). Mixed-methods research, as its name implies, employs a mixture of qualitative and quantitative elements in its research design. Generally, a mixed methods approach is appropriate when a combination of quantitative and qualitative data, together, provide a better understanding of research (Fischler, 2012).

Action research began in the late 19th and early 20th century during the large idea that education must be viewed as a science. Because of Great Britain and their teacher research movement during the 1960s, action research began to change into a teacher-led curriculum reform. At some point in the 1980s, qualitative researchers were not in total agreement and pursued internal validity. They felt inquiring based on “trustworthiness” is more appropriate for a better research. Thus, the birth of professionalism created hierarchy between universities and schools. Even with professionalism changing the problem-solving framework over problem framing, scientific knowledge over personal knowledge, and facts over values, the No Child Left Behind Act created high stakes testing that de-emphasized many action research practices (Anderson, page 53). This is controversial in the sense that politics always played a role in either defending action research or going against it.

Mcniff J & Whitehead J All you need to know about action research. 2nd ed. London: Sage Publications; 2011.

When both research designs are used together, more information can be gathered. Mixed methodology uses the numerical portion of the quantitative study design in combination with the descriptive aspect of the qualitative study. There are many similarities between these two designs, which make them compatible with each other.

Quantitative research is considered to be the use of numbers. In the use of a quantitative study, the researcher test objective theories by examining the conjunction among variables. The variables used can be measured on instruments, so that numbered data can be used and analyzed (Creswell, 2008). Qualitative research is mainly used to explore and understand human or social problems. The process of qualitative studies includes questions and procedures; and the data is collected byway of participant’s settings. It allows the researcher to study an issue in great detail and depth, as well as not allowing data collection to be constrained by predetermined data. Mixed methods research combines quantitative and qualitative methods and it involves philosophical assumptions. This form of study includes collecting and analyzing data from a quantitative and qualitative perspective. It is believed that mixed methods research is a great method for practicing researchers who would like to bridge the schism between quantitative and qualitative research (Onwuegbuzie & Leech, 2004a). Even though these methods are different, they all involve philosophical assumptions and distinct methods or procedures (Cresswell, 2009).