1. Quantitative and Qualitative Approaches
Chapter 2
Quantitative and Qualitative Approaches
John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition

2. By the end of this chapter, you should be able to:
Define quantitative and qualitative research
Explain what has influenced the development of quantitative research and qualitative research
Identify differences and similarities between quantitative and qualitative research
Identify the types of research designs used as procedures in quantitative, qualitative, or combined (mixed) research
Identify factors useful for deciding whether to use a quantitative, qualitative, or mixed methods approach in a study
John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition

3. Definitions of Quantitative and Qualitative Research
Quantitative Research
A type of educational research in which the researcher decides what to study; asks specific, narrow questions; collects quantifiable data from participants; analyzes these numbers using statistics; and conducts the inquiry in an unbiased, objective manner.
Qualitative Research
A type of educational research in which the researcher relies on the views of participants; asks broad, general questions; collects data consisting largely of words (or text) from participants; describes and analyzes these words for themes; and conducts the inquiry in a subjective, biased manner.
John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition

4. The Development of Quantitative Research: Historical Trends
Statistical procedures
Correlational procedures
Comparison of groups
Cause/effect relationships
Test and measurement practices
Testing mental abilities (late 19th century)
Measuring achievement (e.g., SAT)
Predicting achievement from standardized measurements
John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition

5. Historical Trends: Quantitative Research Designs
Educational surveys (late 19th century)
Simple experiments (early 20th century)
Multiple groups and tests (by 1935)
Longitudinal designs
Books on research design (e.g., Campbell & Stanley, 1963; Kerlinger, 1964)
John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition

6. Historical Trends and the Characteristics of Quantitative Research
An emphasis on collecting and analyzing information in the form of numbers
An emphasis on collecting scores that measure distinct attributes of individuals and organizations
An emphasis on the procedures of comparing groups or relating factors about individuals or groups in experiments, correlational studies, and surveys
John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition

7. The Development of Qualitative Research: Major Themes
Philosophical ideas
Procedural developments
Advocacy practices
John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition

8. Historic Trends: Qualitative Philosophical Ideas
Naturalistic inquiry or constructivism
Consider the participant’s point of view
Describe participant’s view within a setting or context
Alternative perspective to traditional research
John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition

9. Historic Trends: Qualitative Procedural Developments
Central phenomenon rather than research question or hypothesis
Methods such as observations and interviews
Designs such as case studies, grounded theory, and narrative
John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition

10. Historic Trends: Qualitative Advocacy Practices
The qualitative researcher is not an objective, politically neutral observer.
The qualitative researcher is an observer of the human condition.
The meaning of the research is plural, political, and open.
The project is collaborative and participatory.
John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition

11. Characteristics of Quantitative and Qualitative Research in the Process of Research
Quantitative Characteristics
Steps in the Research Process
Qualitative Characteristics
Exploratory/
Understanding
a Central Phenomena
Descriptive/Explanatory
Identify a Problem
Major Role
Justify Problem
Minor Role
Justify Problem
Review the Literature
Specific and Narrow
Measurable/Observable
General and Broad
Participants’ Experience
Specify a Purpose
Predetermined
Instruments
Numeric Data
Large numbers
General, emerging form
Text or image data
Small Number
Collect Data
Text Analysis
Description and Themes
Larger Meanings of
Findings
Statistical
Description of Trends
Comparisons/Predictions
Analyze and
Interpret Data
Standard and Fixed
Objective and Unbiased
Flexible and Emerging
Reflexive and Biased
Report and Evaluate
John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition

12. Ways in Which Quantitative and Qualitative Research Are Similar
They both follow the steps in the process of research.
The format for reporting the research problem is the same.
Both have data collection steps.
John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition

13. Analyze and Interpret Data
Relating Research Designs to Quantitative and Qualitative Research and Steps in the Research Process
Steps in the Research Process
Two Approaches
Research Designs
Quantitative
Qualitative
Identify a Problem
Quantitative
Qualitative
Review the Literature
Experimental
Correlational
Survey
Quantitative
Qualitative
Specify a Purpose
Quantitative
Qualitative
Collect Data
Mixed
Action
Quantitative
Qualitative
Analyze and Interpret Data
Ethnography
Grounded Theory
Narrative
Quantitative
Qualitative
Report and Evaluate
John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition

14. Quantitative Designs and Uses
Nonintervention
Research
Intervention
Research
Explaining whether an
intervention influences
an outcome for one
group as opposed to
another group
Associating or
relating variables
in a predictable
pattern for one
group of individuals
Describing trends for
the population of
people
Experimental
Research
Correlational
Research
Survey
Research
John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition

15. Qualitative Designs and Uses (cont’d)
Exploring common
experiences of
individuals to
develop a theory
Exploring the shared
culture of a group
Exploring individual
stories to describe
the lives of people
Ethnographic
Research
Grounded Theory
Research
Narrative
Research
John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition

16. Combined Designs and Uses
Combining quantitative and
qualitative data to understand and explain a research problem better.
Using quantitative and qualitative data for individuals to study problems that they face in their setting
Mixed Methods
Research
Action
Research
John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition

17. Choosing Whether to Use a Quantitative or Qualitative Approach
Match the approach to the problem
Fit the approach to your audience
Relate the approach to your experiences
John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition