Qualitative research explores underlying ideas, opinions, and motivations (Creswell 29). The questions asked by this kind of research include the major issues associated with a specific scenario. Quantitative research is used to generate numerical data for different statistical functions (Allwood 1422). This approach quantifies behaviors, opinions, and attitudes. Scholars use the method to gather measurable data thus formulating the best facts. Quantitative research asks questions associated with statistical measurements.
These two research techniques have their unique weaknesses and strengths. Qualitative research describes people’s experiences, opinions, or viewpoints. Researchers can use the method to analyze complex situations or phenomena. It is also useful whenever studying various dynamic processes (Castellan 6). The method is also used whenever conducting cross-case analyses or studies. However, researchers cannot use the method to give quantitative predictions.
Researchers must use a lot of time to analyze data. The idiosyncrasies of the scholar can affect the targeted outcomes. The information gathered might not be easy to generalize (Creswell 83). These issues explain why the presented conclusions can be misleading. Analysts should therefore be aware of potential bias whenever evaluating such findings.
Quantitative methods make it easier for researchers to refine and analyze data (Kura 4). As well, the approach delivers detailed data that can be used to describe various complex issues. The method is also hard to analyze. The findings obtained and analyzed using this method can be precise and reliable. Researchers evaluating this method should focus on the accuracy of the statistical approaches used before making their inferences.
I can comfortably use the above techniques in my work in education. A quantitative approach can be used to examine the performance of different students in a specific subject. The method can make it easier to analyze the learners’ achievements and challenges (Kura 7). A qualitative approach can be used to study a specific phenomenon in a given classroom. A good example is the relationship between play and performance. Three students can be observed in order to get the best conclusions.
A quantitative approach can be used to analyze the relationship between academic performance and child upbringing. The method can be used to gather useful information from the targeted respondents (Creswell 82). Data can be collected and analyzed in order to understand how child upbringing affects the performance of different learners.
Standards-based education has become common in many schools. Teachers use this system to analyze their learners’ grades instead of teaching them. New instructions have emerged in order to cater for the ever-changing needs of average learners (Miller 113).
In many districts, Educators are no longer teaching concepts or units. Such educators are mainly focusing on skills. Teaching practices have changed as more educators focus on the average learner. This approach ignores the needs of below-average students (Miller 114). These new practices have affected the manner in which learners are evaluated. For instance, standards-based education focuses on the performance of the students.
The major advantages of standards-based education include the relevance of grades and ability to customize instructions. As well, the method portrays the progress of every learner. However, the best performers do not get the best rewards. This method also promotes poor teaching practices and habits. The approach has also forced schools and colleges to lower their grades for admission (Tomlinson 6). I am therefore proposing a new system that supports every learner with diverse educational needs. The important goal is to ensure more learners achieve their goals in life (Miller 113).
Allwood, Carl. “The distinction between qualitative and quantitative research methods is problematic.” Quality and Quantity Journal 46.1 (2012): 1417-1429. Print.
Castellan, Catherine. “Quantitative and Qualitative Research: A View for Clarity.” International Journal of Education 2.2 (2010): 1-14. Print.
Creswell, John. Research Design: Qualitative, Quantitative and Mixed Methods Approaches. London: Sage, 2003. Print.
Kura, Sulaiman. “Qualitative and Quantitative Approaches to the Study of Poverty: Taming the Tensions and Appreciating the Complementarities.” The Qualitative Report 17.34 (2012): 1-19. Print.
Miller, Jeanetta. “A Better Grading System: Standards-Based, Student-Centered Assessment.” English Journal 103.1 (2013): 111-118. Print.
Tomlinson, Carol. “Reconcilable Differences: Standards-Based Teaching and Differentiation.” Educational Leadership 58.1 (2000): 1-7. Print.