According to Creswell (2012), the quantitative researcher describes a research problem through a description of trends or a need for an explanation of the relationship among variables. Initially the researcher relies greatly on the literary reviews so as to develop a strong backing as to why the research is important and necessary. Quantitative researchers create questions and look to find the answers to these questions. Once the necessity of the research is developed it is these researchers who rely on standardized methodologies of data collection to create statistical models where numeric data can be analyzed and correlations can be identified amongst variables.
One of the challenges for a practicing researcher is the background knowledge and skill one must have to effectively use the quantitative method. A thorough understanding of statistical knowledge and the process by which statistical data needs to be analyzed is not necessarily a skill mastered by a practicing researcher. This makes me wonder where I will be in terms of my research having had no practice with the methods learned within this course other than the practice within the course itself. Will I be prepared?
In the beginning, the terminology, the software and the APA formatting were unknowns; I had a great deal of work to accomplish before meeting any of the learning outcomes or course objectives. Right from the very beginning with the basics of SPSS and the management of data, my learning expanded. Follow that with the descriptive analyses, correlational analyses and the studying of hypotheses and one can say my researching skills went from null to ready to practice. However, the evaluation of the CRISS Project made me realize I have so much more to learn. Will my research results be at this level? Will I be able to handle the variations, which I encounter?
As I began the initial work with this course, the statistical software and the readings by Creswell, I was certain the quantitative work was not going to be a good fit for my research as it relates to students and education. Even in my initial epistemology paper, I noted that the quantitative researcher purely focused on numerical data with the objective of testing theories and hypotheses; refraining from personal interactions or descriptive analyses. This just did not seem to be the right fit for me; students are more than numbers and statistical data.
As the final weeks of learning related to quantitative analyses arrived, my mindset began to change as I studied the various philosophies associated with the style of research. One specific philosophy which helped me to realize quantitative research does not rely on absolution of numbers if that of post-positivism which is described as “A deterministic philosophy in which causes probably determine effects or outcomes. Thus, the problems studied by post-positivists reflect a need to examine causes that influence outcomes, such as issues examined in experiments ”(Creswell, 2012, p. 7). Good research within this paradigm is described by Mertens (2009, p. 12, as cited in Christians, 2005, p. 159) as “Intellectual honesty, the suppression of personal bias, careful collection and accurate reporting of data, and candid admission of the limits of the scientific reliability of empirical studies.” Post-positivistic researchers make major assumptions regarding reality and truth which develop from reading literacy as a variable of interest and use a quantitative measure of that variable, awareness of the need to eliminate alternative explanations and he application of statistics to data to support claim within a certain level of probability (Mertens, 2009, p. 14). The post-positivists concur that a reality does exist, but argue it can be known only imperfectly because of the researcher’s human limitations. Quantitative researchers can discover “reality” within a certain of probability. They cannot “prove” a theory, but they can make a stronger case by eliminating alternative explanations (Mertens, 2009). A realization for me that quantitative research is recognized as having limits in social sciences.
Knowing the limitations the quantitative research, I think back on my initial epistemology paper where researchers Johnson and Onwuegbuzie (2004) suggest taking a non-purist approach, specifically in the area of educational research. It is these researchers who recognize the mixed method of research as the perfect balance in overcoming the individual weaknesses of quantitative and qualitative methodologies. I look forward to studying the qualitative methodologies and philosophies to see how they may balance the limitations of the quantitative research. Will the qualitative research bring the human connection to my research and provide me with the perfect mix?
Quantitative research, although it did not appear to be the “right” method for me turned out to be more of a match than expected. Having a math background, I enjoy the number aspect of this method. Looking at data and the story, which can be developed from the analyses, is a mathematicians joy. However, the teacher in me also knows that behind this data is reality and truth; there is always another side to the data which must be considered. As a researcher and scholar, I think it is important that these two various views be recognized in research. In the end I have appreciated learning about all aspects of quantitative research, however, I look forward to developing as a well-rounded researcher who is aware of all methodologies and philosophies to provide sound research to education.
References
Creswell, J.W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. (4th ed.). Boston, MA: Pearson.
Johnson, R. B., & Onwuegbuzie, A. J. (2004). "Mixed methods research: A research paradigm whose time has come." Educational Researcher, 33(7), 14-26.
Mertens, D.M. (2009). Research and Evaluation in Education and Psychology: Integrating Diversity With Quantitative, Qualitative, and Mixed Methods. Retrieved from: http://www.sagepub.com/upm-data/29985_Chapter1.pdf
Pole, K., (2007). "Mixed method designs: A review of strategies for blending quantitative and qualitative methodologies." Mid-Western Educational Researcher, 20(4), 35-38.
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