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Qualitative or quantitative? Methodology or method?

In the literature the terms qualitative and quantitative are often used in two distinct discourses, one relating to what is more commonly understood to be the research paradigm and the second referring to research methods. This is illustrated the following definition.
At one level quantitative and qualitative refers to distinctions about the nature of knowledge: how one understands the world and the ultimate purpose of the research. On another level of discourse, the terms refer to research methods - how data are collected and analyzed - and the types of generalisations and representations derived from the data (McMillan & Schumacher, 2006, p. 12).
Confusion for the first time researcher or early career researcher is created by informal reference to researchers as qualitative or quantitative researchers and research as qualitative or quantitative research. This is further exacerbated by research texts, which utilise these terms within their titles, suggesting a purity of method, which is potentially impossible in social research. O'Leary (2004) argues another way of thinking about these terms by defining qualitative and quantitative as
adjectives for types of data and their corresponding modes of analysis, i.e. qualitative data - data represented through words, pictures, or icons analyzed using thematic exploration; and quantitative data - data that is represented through numbers and analysed using statistics (p.99).
This definition suggests that the terms qualitative and quantitative refer to the data collection methods, analysis and reporting modes instead of the theoretical approach to the research. While acknowledging that some research texts refer to quantitative, qualitative and mixed-methods as paradigms the authors will use the terms quantitative and qualitative to refer to methods of data collection, analysis and reporting.

Can qualitative and quantitative methods be combined?

As discussed earlier, the use of the term 'paradigm' in this article is reserved for the philosophical intent or underlying theoretical framework and motivation of the researcher with regard to the research. While data collection methods can be combined, a researcher usually aligns philosophically with one of the recognized research paradigms, which proceed from different premises, leading to and seeking different outcomes (Wiersma, 2000). According to Mertens (2005, p.7) a "researcher's theoretical orientation has implications for every decision made in the research process, including the choice of method" (pp.3-4). Educational research traditionally followed the empirical "objective scientific model" (Burns, 1997, p.3) which utilized quantitative methods of data collection, analysis and reporting modes. In the 1960s there was a move towards a more constructivist approach which allowed for methods which were "qualitative, naturalistic and subjective" (p.3) in nature. It would appear that at the time there was considerable debate regarding the introduction of this form of data collection. This philosophical debate "left educational research divided between two competing methods: the scientific empirical tradition, and the naturalistic phenomenological mode" (Burns, 1997, p.3).
More recently, research approaches have become more complex in design and more flexible in their application of methods with mixed-methods being more acceptable and common. A mixed-methods approach to research is one that involves
gathering both numeric information (e.g., on instruments) as well as text information (e.g., on interviews) so that the final database represents both quantitative and qualitative information (Creswell, 2003, p.20).
According to Gorard (2004) combined or mixed-methods research has been identified as a "key element in the improvement of social science, including education research" (p.7) with research strengthened by the use of a variety of methods. Gorard (2004) argues that mixed method research "requires a greater level of skill" (p.7), "can lead to less waste of potentially useful information" (p.7), "creates researchers with an increased ability to make appropriate criticisms of all types of research" (p. 7) and often has greater impact,
because figures can be very persuasive to policy-makers whereas stories are more easily remembered and repeated by them for illustrative purposes (p.7).
Many researchers including Creswell (2003), Thomas (2003) and Krathwohl, (1993) now view qualitative and quantitative methods as complementary choosing the most appropriate method/s for the investigation. While some paradigms may appear to lead a researcher to favour qualitative or quantitative approaches, in effect no one paradigm actually prescribes or prohibits the use of either methodological approach. However, this may not sit comfortably with researchers who are strongly aligned with a particular approach to research. Almost inevitably in each paradigm, if the research is to be fully effective, both approaches need to be applied. It is unduly impoverished research, which eschews the use of both qualitative and quantitative research approaches. Paradigms, which overtly recommend mixed methods approaches allow the question to determine the data collection and analysis methods applied, collecting both quantitative and qualitative data and integrating the data at different stages of inquiry (Creswell, 2003).

Discussion

In this article the authors have exposed the various approaches undertaken by many writing in the field through a review of research books. In this review it has been found that many writers fail to adequately define research terminology and sometimes use terminology in a way that is not compatible in its intent, omitting significant concepts and leaving the reader with only part of the picture. Texts are sometimes structured in a way that does not provide a clear path to information terms and major concepts crucial to assist those undertaking the research process especially for the first time. The research process for early career researchers can be a complex task which may be compounded by text books (and university courses) which fail to adequately substantiate the difficulties of the process, fail to explore the role of the research paradigm and perpetuate a perceived and unhelpful dichotomy between qualitative and quantitative methodology despite the plethora of research which is now combining the two. The role of the paradigm is paramount to the choice of methodology and yet this is not addressed effectively in many of the research texts reviewed. Wider acceptance and employment of mixed method research can only enrich and strengthen educational research through the application of qualitative and quantitative methods in complementary ways and should therefore be clearly described and explored within research texts. Mixed method is itself a statement of what could be, rather than a groundbreaking notion, especially in the instance of educational research. Mixed method, like all research approaches, needs to be viewed through a critical lens while at the same time recognising as valid its contribution to the field of research. Research books are designed to assist students and researchers in understanding the research process but instead many are baffling readers and adding to confusion and misconceptions.

A methodology is usually a guideline system for solving a problem, with specific components such as phases, tasks, methods, techniques and tools. It can be defined also as follows:
  1. "the analysis of the principles of methods, rules, and postulates employed by a discipline";
  2. "the systematic study of methods that are, can be, or have been applied within a discipline";
  3. "the study or description of methods" 
Generally speaking, methodology does not describe specific methods, even though much attention is given to the nature and kinds of processes to be followed in a particular procedure or in attaining an objective. When proper to a study of methodology, such processes constitute a constructive generic framework; thus they may be broken down in sub-processes, combined, or their sequence changed.

In recent years, some have argued the word methodology has become a "pretentious substitute for the word method". This criticism applies to most modern use of the word methodology as evidenced by the falling use of the word method and the corresponding increase in the frequency of methodology over the past 20 years. The distinction should be made only when one is referring to the study of methods used, not the methods themselves

In theoretical work, the development of paradigms satisfies most or all of the criteria for methodology. A paradigm, like an algorithm, is a constructive framework, meaning that the so-called construction is a logical, rather than a physical, array of connected elements.

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