Comparative Research Analysis

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Comparative Research Analysis

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Comparing the Quantitative and Qualitative Studies

Similarities and Differences between the Problem Statements

In both quantitative and qualitative studies, they both aim at drawing out specific expectations from their research work in that they both have specific aims and expect to draw out a conclusion on their research. In both studies, the problem statement is responsible for driving and deriving the results of the entire research. They both rely on problem statements in order to identify the issues faced and provide a solution. However, Quantitative study’s problem statement involves carrying out an investigation and measuring data where as qualitative study is about carrying out an analysis on the area and people of study. (Crossed, 2013)

Similarities and Differences between the Purpose Statements

Some of the similarities between purpose statement in qualitative and quantitative study is that it sums up the specific matter that is being researched and its goal. The purpose statement in both studies is usually comprised in the introduction in order to enlighten the reader to accurately understand what is being researched. (Crossed, 2013) also shares that quantitative analysis, the purpose statement is derived from a researcher’s point of view, where an illustration is made on what the researcher intends to do. However, contrary to quantitative, qualitative study the purpose statement is derived from the researcher’s intended area or people of study.

Similarities and Differences between the Research Questions

The research questions used on quantitative and qualitative study have the same goal which is to narrow down the purpose into several important questions that the researcher will use to conduct his or her research. Qualitative research questions helps a researcher identify a common phenomenon that the researcher is planning to explore whereas Quantitative helps the researcher to look into the connection, comparison and relation in variables. Qualitative research questions usually have one common question with other sub questions under it to further limit the phenomenon whereas in quantitative, the research questions can either be descriptive, casual or predictive.

Comparing the Quantitative and Qualitative Methodologies

According to (Crossed, 2013), quantitative methodology is used when data needs to be compared against each other systematically where as qualitative is used when a researcher is exploring a subject he or she doesn’t know. Quantitative methods are known for comparing or generalizing information covering the area under research and coming up with conclusions on the population whereas qualitative research is meant for finding data that the researcher wants to grasp the motive or meaning. In quantitative methodology, data is collected through sampling and well organized data collection methods that are aligned with predetermined categories. Qualitative methodology has data collected in form or observations, analysis and interviewing.(Crossed, 2013)

Expectations when Reading Research

In both qualitative and quantitative research methodology, it is important to determine the population and the sample size of the area under surveillance first before carrying out any research. As shared by (Padgett, 2016), quantitative research collects data, compares it and generalizes it as per the results, thus while reading a research, I expect to see some sampling and calculation done in order to have a drawn conclusion. Qualitative data however collects data through observation, interviews and focus groups. Thus in this I expect to see those types of method collection being used as well as read the views of different people concerning the research.

Article One

One of the similarities between the research site and context is that structured tutorial support has a great influence reducing stress, promoting self esteem. It also has an effect on cognitive coping because it makes it more effective. However from my context, failure, studies and personal problems can make someone have harmful psychological side effects which affect both self esteem and cognitive coping especially when it is associated with having someone go through isolation. Thus in cases like these, it becomes difficult to just use student tutorial support because they are in a very bad place.

The degree of transferability of the research results and in my new role on working to improve student retention is relatable. This is because the students in my work place are going through the same experiences. The students face external problems like family problems, rejection among peers, lack of funds for tuition and other financial issues. All these problems affect them to a point that they develop stress over them; begin to have low self esteem and difficulty in cognitive coping. There is also transferability also in my context and research site because student structured tutorial support works in dealing with cases of low self esteem, stress and cognitive coping.

Student retention in this research report should be improved. I feel that the students sometimes lack ways in dealing with stress, low self esteem and have no idea on cognitive coping. Thus as a result I would suggest to the administration that the students have a unit on stress management be incorporated in their curriculums for them to have the knowledge. I also feel that student retention can be improved by providing counsellors for students or therapists. Student tuition fee should also be reduced to enable students to afford. It is also the work of the administration to foster good character and kindness. This will help the students who have low self esteem as well as those with stress to feel better about themselves.

Article Two

The similarity between the research site and context is that they both have adolescent students, one principal and poor record of student retention. The differences include the fact that the research site was a middle school and my context is a high school with low graduates. Another difference is the fact that the research site worked on ways they could solve their retention problem which is unlike my context. The research site did not complain on throw graduates unlike my context site. This thus makes the degree of transferability between the research site and my context become low. This is because the research site and context have low similarities.

Student retention in my context as an appointed principal would involve the introduction of new and interesting ways that would increase the attendance in classes and eventually result in high graduate turn out. I would also improve student retention by reducing tuition revenue and looking for scholarship opportunities for the students who cannot afford to pay their fees. This initiative will help in having more graduates in the coming years to clear college. I would also include extracurricular activities in the school that the kids have passion in. Including counselling would also be good to encourage students to study especially in cases where the students are abusing drugs and need guidance (Mertens, 2014).

In conclusion, some of the key concepts that I have learned about using research results to improve professional practice is identifying problems and solving them. Through research, one can easily be able to identify the problems and find solutions to those problems easily. Good decision making is another key concept. When a research is done in a particular sample area, they tend to figure out the most affected area that need attention thus aiding decision making.

Reference

Crossed, J. W. (2013), Research Design, Qualitative, Quantitativeand mixed methods approaches, Sage Publications

DK Padgett. (2016), Qualitative methods in social work, sage publications

DM Mertens. (2014), Research and evaluation in education and psychology: integrating diversity with quantitative, qualitative and mixed methods.




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