Quantitative and Qualitative Research

Introduction

Human nature views, nature of being metaphysics, and epistemological led to the emergence of two paradigms. That is the naturalist paradigm and positivist paradigm. In positivism, a hypothesis is obtained from theory and tested experimentally, and a neutral researcher reproduces it. The researchers use results procured from the analytical belief to identify the starting point and repercussions relationship inside a value-free inquiry (Farghaly, 2018). In this paradigm, there is either acceptance or rejection of the study hypothesis, and there is also the possibility of generalization of results. Quantitative research is believed to have originated from the positive paradigm, while qualitative research is believed to have originated from the naturalist paradigm. This essay aims to clarify the difference between quantitative and qualitative problems, identify a research problem and determine whether the research can be investigated qualitatively or quantitatively and who to benefit from the analysis. It also aims to consider the researcher’s philosophical underpinnings and which scientific paradigm best characterizes the researcher’s belief.

Part A

How Quantitative and Qualitatively Problems Differ

After a research problem has been identified, there should also be consideration of whether the research problem best fits a qualitative or quantitative approach. This is because the two methods differ in terms of their essential characteristics. The technique used should equal the problem. Various things should be considered, such as the critical factors that determine the match, the type of the research problem best suited for qualitative research, and the one that best suits quantitative analysis (Creswell, 2002). Each study inscribes a different kind of problem. For instance, parents’ involvement in adolescence schooling is determined by various factors, which the little knowledge about it is provided by researchers in the quantitative parent involvement study.

One essential characteristic of quantitative research is explaining and predicting relations amid variables. Alternatively, the qualitative research characteristic explores a problem (Creswell, 2002). Whether a research problem is best suited for either qualitative or quantitative study is determined by standards provided by two factors which are exploration and explanation. The other factors that should also be considered are; one should use qualitative research if the research problem requires a measurement of variables, assess the effect of these variables on a result, test theories and comprehensive explanation, and apply results to a vast number of people. One also ought to use qualitative research if the requirement of the research problems is; to understand individual’s views, assess processes within a period, use participants’ perceptions to generate theories, and acquire comprehensive information about few people.

Research Topic

Benefits of Technology in High School Classroom Setting

Our lives revolve around technology in most environments, and there is no exception in the classroom. The children taught in high school have been surrounded by technology during their growth (Hicks, 2011). Most of those students don’t know what it means to grow up without computers, cellphones, and other technology devices. Some schools have made investments in technology to be used in the classrooms by using donations made by community or business partners and grant funding. This technology includes computers, tablets, and smartboards that are a replacement for old-fashioned projectors. Technology can make education aspects easier and more equitable in many ways.

There are various ways in which technology in the classroom improves learning. One way is that technology enables engagement; students who are more engaged are the ones that use technology in the classroom. Teachers have ensured that students can digitally give responses to questions and lectures (Hicks, 2011). Through technology, students find it easy to cooperate and save their work. Technology allows them to develop a troupe of ideas and research digitally. Students who have never been included in the classroom are now offered inclusion by technology in ways that they have never witnessed before. For instance, technology has enhanced education for students with special needs, such as the blind.

Resources in the library are limited, so instead of going to the library, students can now pick a research topic that aligns with their interests with an effortless click on a button that enables access to a diversity of programs and sources of information (Hicks, 2011). The use of technology allows students to access what they need at any time they want; this means that they don’t have to wait for long or waste time trying to access what they want. Technology has also improved the creativity of students.

How to Investigate the Research Topic Quantitatively and Qualitatively

This research topic can be investigated quantitatively using measuring devices, presenting data on graphs and tables, and giving a broad explanation of the research. Contrary, it can be researched qualitatively by exploring much of the matter (Creswell, 2002). The best approach that fits the research topic is the qualitative method. This is because it involves various techniques; participants are also involved in this approach and use complex reasoning.

Reason for Conducting the Investigation

The main reason for conducting an investigation is to explore in detail the topic and come up with evidence of its existence. For instance, in this case, the reason for conducting an investigation is to explore more details about the use of technology in the classrooms and provide evidence that the use of technology in the classroom has improved learning in various ways.

The Person to Benefit from The Investigation

Various people benefit from this investigation, one of them being the students. When an investigation is done, more evidence about the benefits of the technology is brought to light. In turn, this enables more investment to be done in technology. When this happens, students can get a quality education.

Part B

Scientific Paradigm That Characterizes Researcher’s Belief System

The scientific paradigm that best characterizes a researcher’s belief system is the positivist paradigm at some point in their career, and this is because this paradigm defines a worldview for research. Most researchers use experimentation and observation as their preferred research methodology. This is the basis of the social paradigm (Kivunja & Kuyini, 2017). Another factor that makes this paradigm suitable for most researchers’ beliefs is that most researchers base their research on deductive logic, hypothesis formulation, hypothesis testing, operational exemplification and mathematical calculations, extrapolations, equations and expressions. Also, researchers tend to use quantitative research, which originated from the positivist paradigm.

How Positivist Paradigm Impacts Researcher’s Methodological Choices

This paradigm has some impacts on the researcher’s methodological choices. This is because this paradigm employs various research methodologies such as experimentation and observation (Kivunja & Kuyini, 2017). Researchers who prefer the positivist paradigm then tend to use this research methodology as their preferred choice. Various research methodologies are emphasized by the positivist paradigm and which researchers should consider for their dissertation studies; they include experimentation, measurement, observation, control, validity and reliability in the research process.

Conclusion

In this essay, various studies have been brought about, such as the difference between quantitative and qualitative research, the research problem that ought to be studied and which approach best suits the research problem and the people to benefit from the research. The best scientific paradigm that best characterizescharacterizes a researcher’s belief has also been discussed.

Reference

Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative (Vol. 7). Prentice-Hall Upper Saddle River, NJ.

Farghaly, A. (2018). Comparing and Contrasting Quantitative and Qualitative Research Approaches in Education: The Peculiar Situation of Medical Education. Education in Medicine Journal, 10(1).

Hicks, S. D. (2011). Technology in today’s classroom: Are you a tech-savvy teacher?. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 84(5), 188-191.

Kivunja, C., & Kuyini, A. B. (2017). Understanding and applying research paradigms in educational contexts. International Journal of higher education, 6(5), 26-41.