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Historically, the quantitative approach has dominated education research.For a time, the relationship between quantitative and qualitative
researchers was somewhat adversarial, but gradually there was a trend toward
rapprochement as researchers began to see quantitative and qualitative methodology as complementary.They
believed that using quantitative methods in highly controlled settings ignored
the participants' perspectives and experiences.In
the late 20th century, however, scholars began to call for an alternative to the
quantitative approach in educational research (Guba & Lincoln, 1988).
Historically, the quantitative approach has dominated education research. In
the late 20th century, however, scholars began to call for an alternative to the
quantitative approach in educational research (Guba & Lincoln, 1988). They
believed that using quantitative methods in highly controlled settings ignored
the participants’ perspectives and experiences. Qualitative research was the
alternative. For a time, the relationship between quantitative and qualitative
researchers was somewhat adversarial, but gradually there was a trend toward
rapprochement as researchers began to see quantitative and qualitative methodology as complementary. Pring (2004) wrote, “The distinctions within the
so-called paradigms are often as signifi cant as the distinctions between them”
(p. 48). A new methodology in which the same study uses both quantitative and
qualitative approaches is called mixed methods research. The end result of
mixed methods research is fi ndings that may be more dependable and provide
a more complete explanation of the research problem than either method alone
could provide. All of these approaches are discussed in greater detail in later
chapters.
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