It is evenly useful your opinion on methods to apply in education, qualitative or quantitative.
HI, Raquel,
The research methodology is not determined by the discipline, but by the research hypothesis being tested.
In the analysis of the possible relation between teachers' attitudes towards mathematics and the teaching practices, there are qualitative and quantitative works. Although every researcher think this relation exits, it has not been clearly confirmed. Do you think that the issue is to stablish the right hypothesis, or could be the use of mixed methodologies, in order to overtake the weaknesses of qualitative and quantitative ones?
I think the qualitative or quantitative option is the methodology option. The choice of methodology is certainly related to what we will achieve from our research (research purposes) which is certainly based on the underlying theory of research, as well as boils down to the research hypothesis. Attitudes can use a quantitative approach with various analytical options, such as using attitude analysis with Likert scale so that it can be continued with quantitative analysis chi-square may also rank spearman correlation. Unlike if we want to understand, the reason why there is a small number of students who have an attitude not in accordance with the norms that are generally applicable to learning mathematics. Qualitative approach is more appropriate because we can understand the views of a group of students. Understanding students can be understood with a qualitative approach because more in-depth and without reference theory to be tested the truth. Thus, the views or understanding of students can be displayed as is. That is my opinion. Thankyou.
Thank you so much. I mainly agree with your perception and handling of the issue.
I agree that the key is the kind of question(s) that you want to answer, but it is also important to consider the kind of skills you want to develop. Often, it is hard to achieve a high level of expertise in both qualitative and quantitative methods, so if you have preference for one or the other, that can be an important part of your decision.
Also, don't overlook the possibility of mixed methods research, where you combine both qualitative and quantitative methods in the same project.
Thank you. I found your article on mixed methods.
I'm sure it is the way to counteract the drawbacks of each typical methodology.
I find that the best way to teach methodology is to ask students for examples of research questions that they are planning to address, or would like to be addressed in the field, and map the methodology most suitable to their research question using a white-board. I always find that there is a mix of qualitative, quantitative, and mixed methods questions no matter what class I take.
Below I attach two links to a handout and a workbook that I have updated on the topic of teaching research methodology to dissertation students starting out:
https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3008573
https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2407141
A mix method approach helps. Probing the waters for variables is good in this case using Focus Groups, then move to a quantitative approach. When done, triangulation between the 2 methods and the literature leads you to good results.
Your choice of methodology should be guided by both your ontological position and the research question/hypothesis you set. Fr example, if you are a social constructionist, it is unlikely you would adopt a quantitative approach to your data collection/analysis.
Having read both your question and also your informative responses to other answers, I would strongly recommend a mixed methods approach. You could start with a survey (Likert type) which can help you with quantitative analysis, but can also indicate emerging themes/topics as well as raise more questions and issues that perhaps you had not anticipated initially. The combined analysis of this data can signpost the way to a semi-structured focus group session (online or F2F), or personal interviews with a randomly selected group from your original sample. This way you will be able to go deeper in addressing your original research question plus the issues raised by the Likert-type survey.
A few more pieces of advice if I may:
As you are planing your research methodology do ask yourself what research methods and tools you feel most comfortable utilizing in general. Sometimes the best method/tool for a specific research hypothesis or question may not be what the researcher feels confident to work with.
As you are analyzing your results do keep in mind that one mostly teaches the way she has been taught. This also defines their attitude toward the teaching of their subject... In addition if you want to check whether a relationship exists between teaching attitudes and teaching practices, a PCA would be a good starting point.
Best of luck!
We are planning to work with an approach similar to the one you propose, Maria. In addition to the mixed method, the other issue we want to care about is the sampling process, in order to reach generalizable conclusions.
Many thanks for your helpful suggestions
I agree with all and would suggest making it interesting and inspiring at each course level BSc, MSc and PhD. Developing these skills is essential to make sure that innovation, research and development of next generation technologies will contribute well to the betterment of mankind in all countries worldwide.
Actually Maria, I am acquainted with a research of a colleague. She studied at the Hellenic American University and did her work on Peace Education, she used exactly what you suggested as a mix method.
Am picking a thing or two from the responses thus far. Following keenly.
Insight into attitudes and opinions are best determined by qualitative approaches.
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