EDR 1.1
RESEARCH APRACHES
google docs
EDR1
COMPARTIVE CHART
1.1 Activity. Research
Approaches.txt
EDUCATIONAL REEARCH CLASS
Deliverable:
Comparative table “1.1 Research Approaches Table”
Assessment Criteria:
Criterion
Score
Describes the main characteristics of the three research approaches
15%
Describes the epistemological principles of the three research approaches
10%
Describes the research process of the three research approaches
15%
Describes the main associated paradigms of the three research approaches
15%
Describes the recurrent methods used in the three research approaches
15%
Describes the advantages of the three research approaches
10%
Describes the limitations of the three research approaches
10%
Maintains careful spelling and wording, and references bibliography according to APA standards
5%
Submits the document on time and in the correct format on the platform
5%
Total
100%
Bibliographic Resources:
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). SAGE Publications. https://oscarjaramillo.cl/wp-content/uploads/2015/12/version-nueva-Creswell-2008-Research-Design.pdf
Dawadi, S., Shrestha, S., & Giri, R. A. (2021). Mixed-methods research: A discussion on its types, challenges, and criticisms. Journal of Practical Studies in Education, 2(2), 25–36. https://files.eric.ed.gov/fulltext/ED611786.pdf
Johnson, R. B., & Christensen, L. (2020). Educational research: Quantitative, qualitative, and mixed approaches (7th ed.). SAGE Publications. https://us.sagepub.com/sites/default/files/upm-assets/106361_book_item_106361.pdf
Criterion
Score
Describes the main characteristics of the three research approaches
15%
Describes the epistemological principles of the three research approaches
10%
Describes the research process of the three research approaches
15%
Describes the main associated paradigms of the three research approaches
15%
Describes the recurrent methods used in the three research approaches
15%
Describes the advantages of the three research approaches
10%
Describes the limitations of the three research approaches
10%
Maintains careful spelling and wording, and references bibliography according to APA standards
5%
Submits the document on time and in the correct format on the platform
Category | Quantitative Research | Qualitative
Research | Mixed Methods Research |
| – | - | ———— |
Main Characteristics | • Uses numerical data.
• Aims for measurement,
prediction, and generalization.
• Structured, objective, and
controlled.
• Focuses on variables and statistical relationships. | •
Uses non-numerical data (words, meanings, experiences).
• Aims to
understand subjective viewpoints.
• Flexible, interpretive, and
context-dependent.
• Focuses on depth, complexity, and social
meaning. | • Integrates quantitative + qualitative data.
• Seeks a
more complete understanding of a phenomenon.
• Uses systematic
procedures to combine both approaches.
• Provides corroboration,
expansion, and triangulation. |
Epistemological Principles | • Positivism / post-positivism.
•
Reality is objective and measurable.
• Knowledge is obtained through
observation and statistical analysis. | • Constructivism /
interpretivism.
• Reality is socially constructed.
• Knowledge
emerges from participants’ perspectives. | • Pragmatism.
• Reality is
complex and can be understood through multiple forms of evidence.
•
Knowledge is useful when it solves problems. |
Research Process | 1. Identify variables.
2. Formulate
hypotheses.
3. Design instrument and sample.
4. Collect numerical
data.
5. Analyze using statistics.
6. Interpret results. | 1.
Identify phenomenon to explore.
2. Select participants
purposively.
3. Collect data through interviews, observation, or
documents.
4. Code and categorize data.
5. Interpret patterns and
meanings. | Sequential or concurrent:
• Design integration
strategy.
• Collect quantitative & qualitative data.
• Analyze
separately or jointly.
• Integrate findings for interpretation.
•
Draw meta-inferences. |
Associated Paradigms | • Positivist
• Post-positivist | •
Constructivist
• Interpretive
• Critical theory (in some studies)
| • Pragmatic paradigm |
Recurrent Methods | • Experiments
• Surveys
•
Quasi-experiments
• Statistical modeling | • Case studies
•
Ethnography
• Narrative research
• Phenomenology
• Grounded
theory | • Explanatory sequential (QUAN → QUAL)
• Exploratory
sequential (QUAL → QUAN)
• Convergent parallel (QUAN + QUAL) |
Advantages | • Produces reliable, generalizable results.
• Allows
prediction and statistical testing.
• High level of control. | •
Provides rich, in-depth understanding.
• Captures emotions,
experiences, and meanings.
• Flexible and adaptive. | • Offers
comprehensive understanding.
• Compensates for weaknesses of a single
approach.
• Enables triangulation of results. |
Limitations | • May oversimplify complex human experiences.
• Limited
to measurable variables.
• May ignore context. | • Findings may not
be generalizable.
• Researcher bias may affect interpretation.
•
Time-consuming. | • Requires more time and resources.
• Complex
design and analysis.
• Integration can be challenging. |
Spelling, Wording & APA | Academic register, formal style, proper
citations recommended: Creswell & Creswell (2018), Punch &
Oancea (2014). | | |
Suggested APA References to Add at the End
Creswell, J. W., & Creswell, J. D. (2018). Research design:
Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE
Publications.
Punch, K., & Oancea, A. (2014). Introduction to research methods
in education (2nd ed.). SAGE Publications.