Chap 2

Chapter 2
Quantitative and Qualitative Approaches
Educational Research by John W. Creswell. Copyright 2002 by Pearson Education. All rights reserved.
Slide 1
Key Ideas
4Configurations of research 4Development of quantitative research 4Development of qualitative research 4Definitions of qualitative and quantitative
research 4The relationship between the research process and qualitative and quantitative research
Slide 2
Historical Trends: Research Designs

4Educational Surveys (late 19th century) 4Simple Experiments (early 20th century) 4Multiple groups and tests (by 1935) 4Longitudinal designs 4Books on research design (e.g. Kerlinger
1964)
Slide 3
Music Education Research

4Child Study Movement (G. Stanley Hall) 4Schneider & Cady (1965) 4Surveys - example Bernard, 1837 4Improve Instruction - Hayden, 1905 41920s Methodology 4Measurement of Aptitude/Achievement
Slide 4
The Research Spiral

Identify the Research Problem Evaluate Data and Write Report Analyze and Interpret Data Review the Literature
Collect Data
Specify a Research Purpose
Slide 5
Characteristics of Quantitative and Qualitative Research in the Process of Research

Quantitative Characteristics
Description of trends and Explanation Oriented Major Role Justify Problem Specific and Narrow Measurable/Observable
Steps in the Research Process Identifying a Problem Reviewing the Literature Specifying a Purpose
Qualitative Characteristics
Exploratory/ Understanding a Central Phenomenon Minor Role Justify Problem General and Broad Participants Experience Emerging Protocols Text or image data Small Number Text Analysis Description/Themes Larger meanings of findings Flexible and Emerging Reflexive and Biased
Slide 6
Pre-determined Instruments Collecting Data Numeric Data Large numbers Statistical Analyze and Interpret Data Description of Trends Comparisons/Predictions Standard and Fixed Report and Evaluate Objective and Unbiased
Definitions of Qualitative and Quantitative Research

Quantitative Research
Quantitative research is an inquiry approach useful for describing trends and explaining the relationship among variables found in the literature. To conduct this inquiry, the investigator specifies narrow questions, locates or develops instruments using statistics. From the results of these analyzes, the researcher interprets the data using prior predictions and research studies. The final report, presented in standard format, display researcher objectivity and lack of bias.
Qualitative Research
Qualitative research is an inquiry approach useful for exploring and understanding a central phenomenon. To learn about this phenomenon, the inquirer asks participants broad, general questions, collects the detailed views of participants in the form of words or images, and analyzes the information for description and themes. From this data, the researcher interprets the meaning of the information drawing on personal reflections and past research. The structure of the final report is flexible, and it displays the researchers biases and thoughts.
Slide 7
Quantitative Proposal Sample

Statement of Purpose
The purpose of this study is to examine the attitudes of pre-service elementary education students enrolled in a music methods elective course. Specifically, the study will provide information on the effect of practicum teaching assignments on attitudes toward music teaching. The information will be presented in a manner applicable to major and non-major students alike. It will also be applicable methods instructors in university settings.
Slide 8
Proposed Methods and Procedures

The subjects for this study will consist of four sections of MUE 311 Music for the Elementary Teacher, a methods course for non-majors. Two sections of the course are offered each semester, with an average of thirty students per section. Data will be collected from four sections of the course over an academic year (1999-2000) resulting in a total of 120 subjects.
Collection of Data
The main study will take place as outlined above, with the data collection comprised of a survey instrument given to each section of subjects by the course instructor. The testing instrument will be a researcher-constructed survey consisting of 21 questions, with seven questions designed to measure each area of the hypotheses (attitudes, competency, and value). The total response to the questions will be used to determine the composite view toward music teaching.
Slide 9
Research Design The research design for this study will follow the Solomon four group model as described by Campbell and Stanley (Campbell & Stanley, 1963, 24-25). Each group will consist of one course section, assigned at random. The design is as follows:
Table 1 Solomon Four-Group Design I O1 X O2 II O3 O4 III X O5 IV O6 The four-group design enables the researcher to determine the main effects of testing (O) and the interaction of testing with the treatment (X).
Slide 10
Hypotheses Three hypotheses were developed to examine attitudinal differences in pre-service elementary teachers.
1. There will be no statistically significant difference in attitudes toward teaching music between pre-service elementary education majors who engage in music practicum teaching experiences and pre-service elementary education majors who do not engage in music practicum teaching experiences (p<.05). 2. There will be no statistically significant difference in perceived competency in teaching music between pre-service elementary education majors who engage in music practicum teaching experiences and pre-service elementary education majors who do not engage in music practicum teaching experiences (p<.05). 3. There will be no statistically significant difference in perceived value of teaching music between pre-service elementary education majors who engage in music practicum teaching experiences and pre-service elementary education majors who do not engage in music practicum teaching experiences (p<.05). 4. There will be no statistically significant difference in composite views of teaching music between pre-service elementary education majors who engage in music practicum teaching experiences and pre-service elementary education majors who do not engage in music practicum teaching experiences (p<.05).
Slide 11
Analysis of Data
Table 3 Summary of Analysis of Variance for Attitudes Toward Music Teaching of Pre-Service Elementary Teachers as Related to Practicum Teaching Experiences Source of Variance p Practicum Teaching (A) Pretest (B) Interaction (AxB) Within Groups Total SS df MS F
Slide 12
QUALITATIVE PROPOSAL
The purpose of this study was to examine the interactions and activities that occur in kindergarten music classrooms from the perspective of developmentally appropriate practice. A critical factor in this examination was sensitivity to childrens developmental characteristics displayed within the learning environment and awareness of these characteristics by the music education specialist. The following questions guided the investigation: 1. In what ways are the interactions, activities, and instruction that occur in kindergarten general music classes congruent with developmentally appropriate practice? In what ways are they not congruent? 2. Within the context of the kindergarten music classroom, what strategies and techniques do music teachers employ to deliver instruction, and how do the children respond? The DAP guidelines delineate considerations for practice based on teacher knowledge of childrens physical, cognitive, and social-emotional development. Within the context of this broad picture of DAP, I documented the interactions of kindergarten children and music teachers in three different music classrooms over the course of one academic year.
Slide 13
Research Design The comparative case study model (multi-case design) utilizing a constantcomparative method of analysis will frame the research (Bogdan & Biklen, 1992).Data is then to be collected employing a variety of methods, including observation, interview, and collection of artifacts.
Glaser (1978) presents the following steps to the constant comparative method of data analysis:
1. Begin collecting data. 2. Look for key issues, recurrent events, or activities in the data that become categories for focus. 3. Collect data that provide many incidents of the categories of focus with an eye to seeing the diversity of the dimensions under the categories. 4. Write about the categories you are exploring, attempting to describe and account for all the incidents you have in your data while continually searching for new incidents. 5. Work with the data and emerging model to discover basic social processes and relationships. 6. Engage in sampling, coding, and writing as the analytic focuses on the core categories. The analysis of data, in accordance with Glasers model, results in material for a literary report. The report presents findings and elaborates on themes of the study.
Slide 14
Sample Tables
Table 1 Overview of Participants Participant Teachers Teacher/ Assigned School Years teaching Earned Degrees/ Specialization School Sites SES median home price High/ $149,557 % Free lunches 7% Participant Classes Music Schedule (number of classes in rotation) All day K2 per 6 days (morning) All day K2 per 5 days (morning) Half day K1 per 5 days (afternoon) Class size in August
Lisa Ratiolie at Ocean Elementary Jenny Brasch at McKinley Elementary Rhonda Widger at Lincoln Elementary
17
BS Mus.Ed. MA Mus.Ed./ Orff Levels I & II BS Mus. Therapy; BA/MA Ch.Mus.Ed. BS Mus.Ed. & Phys.Ed. MA Mus.Ed./ 4 Coaching endorsements
24
11
Middle/ $105,277
33%
27
20
Low/ $96,019
75%
13
Slide 15
Table 6 Go To Interactions at McKinley Elementary Sample List 11/22 *Tessa *Jake *Crystal *Arabie Shelby *Hunter *Addison Chance *Kaitlyn Sample List 11/29 *Tessa *Jake *Crystal Chance *Kaitlyn Solomon. *Hunter Sample List 12/6 *Tessa Miles *Addison Kayla *Mary *Kaitlyn *Jake *Hunter Sample List 12/15 *Jake Christine *Arabie Solomon Ryan B. Kayla Josh Kimberly *Tessa
Slide 16

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Chap 2

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Chapter 2

Quantitative and Qualitative Approaches

Historical Trends: Research Designs

Music Education Research

The Research Spiral

Specify a Research Purpose

Characteristics of Quantitative and Qualitative Research in the Process of Research

Definitions of Qualitative and Quantitative Research

Quantitative Proposal Sample

Proposed Methods and Procedures

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