Compare and contrast positivist and post-positivist research.

Guba 1990 defined paradigm as a basic set of beliefs that guides action,

- Involves breaking down of large complexity of the real world

- Quantitative / positivist borg and gall 1996 assert research is grounded in the assumptions
that features of the social env constitute an independent reality and are relatively constant
across time and setting
- Develop knoeledge by collecting numerical data from samples and subjecting the dta to
numerical analysisollect

Research by its nature is an ongoing dynamic process which people execute, trying to gain
more knowledge and understanding about specific socio-economic and political ideas. The
human need to expand the frontier of knowledge has been ongoing through the use of both
quantitative and qualitative methods. I am going to delve deeper into these research methods
in an effort of trying to bring out why these two have become the cornerstones for the
research project. Therefore in this assignment positivist and post positivist research attributes
will be at the centre of contestation.

To compare is to look for similarities and differences according to the American College
Dictionary (1947). The same source observed that to contrast is to set in opposition to show
unlikeness. These two definitions are premised on the need to bring out the similarities and
differences in the positivist and post positivist research processes. Positivist research is
popularly known as the quantitative research which is premised on data collection assuming
that features of a social environment constitute relatively constant (static) reality across time
and setting as noted by Borg and Gall (1996). Post-positivist research is also known as
qualitative research which assumes that social interpretations vary from individuals and are
transitory (dynamic) and situational depending on time and setting of the research according
to Borg and Gall (1996). Research is a process of steps used to collect and analyze
information in order to increase our understanding of a topic or issue according to Fischler
(undated). Leedy (1997) defined research as the systematic process of collecting and
analysing information in order to increase our knowledge in an area of interest. These
definitions concur in the need for unveiling the unseen phenomenon in a specific area of
study which drives us to the need to sift through the similarities and differences of the two
aforementioned research processes in an effort to justify their compatibility in the specific
investigations. However it is important to always remember that positivist assume
consistence or static subjects whereas the post positivists appreciate the dynamic nature of the
subjects which in turn contributes towards the outcome of the research project.

Qualitative Research Characteristics

The key characteristics of qualitative research:

A key characteristic of qualitative research is studying behavior as it occurs naturally within

the setting. A natural setting is one that the researcher does not manipulate or control. In
Schempp’s study, the setting is the physical education classrooms in Hillcrest High School, in
Hillcrest, a small rural community in the Pacific Northwest. The physical education classrooms
in the high school were natural settings because the researcher was studying the experienced
physical education teacher and his ability to acquire knowledge necessary to teach. The
physical education teacher taught in the physical education classrooms, therefore making
them his natural setting and thus where Schempp could naturally observe his behavior
without altering or interfering with his environment.

Direct data collection is also a key characteristic of qualitative research studies; narrative
data is collected over long periods of time from observations and interviews and analyzed
using interpretive techniques (the researcher personally collects the data and then interprets
what the data means and why). In Schempp’s study, he collected data directly using various
techniques, including nonparticipant observations, artifact and document analysis, stimulated
recall using videotaped classes, and formal and informal interviews. The physical education
teacher was interviewed, as well as other school personnel (Kathy, students, teachers,
administrators). Field notes were recorded during and after observations and a summary
statement was made off site after each day of data collection. Direct data collection is
important in qualitative research studies because by observing naturally occurring behavior
over many hours or days, the researcher hopes to obtain a rich understanding of the
phenomenon being studied. Schempp spent about four months observing the physical
education teacher (daily for the first month and then on average twice a week after that);
this significant amount of time makes it more likely that his data will be valid and credible.

A key characteristic of qualitative research studies is having rich narrative descriptions; the
reader needs to understand the context of the study in detail in order to better understand
the phenomena being studied. In Schempp’s study, he describes the setting in detail,
including the type of community (rural, small) as well as detailed information regarding the
school’s history of educational excellence and to what extend physical education classes are
required for the students. The study also specifies the content of the physical education
teacher’s classes and their specific curriculum (gymnastics, outdoor education, etc). Schempp
gives a detailed description of the physical education teacher, including the number of years
of experience, his routines in the classroom, the daily schedule (take attendance, begin warm
up exercises, etc), and his teaching behavior (well-rehearsed, time-worn rituals). This detail
gives the reader an idea of the participant and the environment in which he interacts and
provides in-depth understanding of contexts and behaviors (can picture it in your head).

Process orientation is also a key characteristic of qualitative research studies. Process

orientation focuses on why and how behaviors occur. In Schempp’s study, the physical
education teacher, from years of contact with many sources of occupationally useful
information, seemed to have a clear sense of both the expectations others held for him and
his own purpose for being in the school. After years of service, the physical education teacher
had a well developed set of criteria to guide his acquisition of occupational knowledge. These
criteria allowed him to identify gaps in his knowledge and to assess new knowledge in light of
its potential contribution to his teaching. Because the teacher acquired new knowledge based
on his experiences, interests, values, beliefs, and orientations, his professional knowledge
appeared personal and idiosyncratic. In other words, the teacher taught the way he did
because after years of experience, he was set in his ways and therefore taught the curriculum
of his classes according to his knowledge base and perhaps personal preferences.

Another key characteristic of qualitative research studies is inductive data analysis;

generalizations induced from synthesizing gathered information. Once data is collected and
summarized, the researcher looks for relationships among the categories and patterns that
suggest generalizations, models, and conclusions. Based on the data collected, the researcher
interprets the findings. In Schempp’s study, he found that the physical education teacher had
constructed a comfortable set of criteria for evaluating and selecting knowledge necessary for
his day-to-day classroom operation. In other words, the teacher increased his knowledge
base based on his interests and what he needed to know in order to instruct his class. The
researcher generalized that the teacher was set in his ways after many years of teaching and
therefore expanded his knowledge base primarily for his own educational benefit (what he
was interested in that also fit into the class’s curriculum requirements). Though the teacher
was set in his ways, he did acquire knowledge necessary to teach. The researcher did find
that classroom order and operation held the highest priority in the teacher’s knowledge;
subject matter was chosen based on his personal interests and workplace conditions.

Participant perspectives (focus on participant’s understanding and meaning) is a key

characteristic of qualitative research studies. Participant perspectives are important because
each participant could understand things differently and do things differently than another
because there are multiple realities. In order for a researcher to obtain a valid participant
perspective, they must develop a long-term and trusting relationship with the participants.
Schempp collected data from students, teachers, and administrators to obtain multiple
perspectives regarding the physical education teacher’s ability to acquire new knowledge
necessary to teach his classes. Schempp also developed a relationship with the teacher by
observing him for a long period of time (one year) and building an open relationship with
him. When a trusting relationship is build, the participants may be more likely to be
“themselves”, thereby increasing the validity of your data and findings.

A key characteristic of qualitative research studies is emergent research designs; the

research design evolves and changes as the study takes place. In Schempp’s study, the
research design changed in the sense that the researcher observed daily for a month and
then only twice a week for the rest of the study length. Schempp analyzed data during the
study, which allowed data collection techniques to be tailored to gather data that were
amenable to testing and understanding the emerging themes (techniques included
triangulation of methods, member checks, etc). The overall data collected showed that little
changed in the observable practices of Bob’s day-to-day activities as a teacher and he
became predictable in his course of action. The study did state that the students and staff
underestimated how much the teacher screened and reviewed information pertaining to
increasing his knowledge base for the class.

http://kellydubose.wordpress.com/2010/03/30/qualitative-research-characteristics/

Fischler, A. S. (undated): Quantitative Research Methods,

http://www.fischlerschool.nova.edu/Resources/uploads/app/35/files/ARC_Doc/quanti
tative_research_methods.pdf