Qualitative vs Quantitative Experiments vs QuasiExperiments Goals For Today Help you read more efficiently for classes like this one Help you understand the value of both quantitative and qualitative research ID: 778821
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Slide1
Research Designs in Education
Qualitative vs Quantitative
Experiments vs Quasi-Experiments
Slide2Goals For Today
Help you read more efficiently for classes like this one
Help you understand the value of both quantitative and qualitative research
Help you understand more about how to evaluate causal claims
Slide3How to Read an Academic Research Article for Classes Like This
Slide4Know why you are being asked to read it
Read it strategically, not front to back
For classes like mine, look for:
The main (1 or 2) questions or arguments
The basic (1 or 2) conclusions
The very basics of the research design
For
other
purposes, this is not enough
Slide5Academic research articles are almost all structured the same way
Abstract
Introduction
Review of theory and prior evidence
Description of Research Design
Presentation of Results
Discussion and Conclusions
References
Slide6For classes like mine, read in this order:
Abstract
Introduction
Review of theory and prior evidence
Description of Research Design
Presentation of Results
Discussion and ConclusionsReferences
1
2
3
4
(
maybe
skim)
Slide7Slide8Qualitative vs Quantitative
Slide9QUANTITATIVE RESEARCH
Studies social phenomena through quantifiable evidence, and often relies on statistical analysis of many observations to yield valid, reliable, and generalizable claims
Slide10QUALITATIVE RESEARCH
Emphasizes understanding of social phenomena through direct observation, communication with participants, or analysis of texts, and may stress contextual subjective accuracy over generalizability
Slide11QUANTITATIVE
Studies social phenomena through quantifiable evidence, and often relies on statistical analysis of many observations to yield valid, reliable, and generalizable claims
Slide12QUANTITATIVE
Emphasizes understanding of social phenomena through direct observation, communication with participants, or analysis of texts, and may stress contextual subjective accuracy over generalizability
Slide13QUANTITATIVE
Formally quantified outcome (math test scores)
Large probability sample to maximize generalizability
Description of broad and general patterns
Less attention to meaning or on-the-ground process
Curriculum Tracking
Slide14QUANTITATIVE
Small, strategically, smaller selected sample
Description of process and meaning, in context
Less attention to generalizable patterns than to the mechanisms that generate them
Curriculum Tracking
Slide15QUANTITATIVE
Formally quantified outcome (test scores)
Large probability sample to maximize generalizability
Description of broad and general patterns
Less attention to meaning or on-the-ground process
Racialized Peer Pressure
Slide16QUANTITATIVE
Small, strategically, smaller selected sample
Description of process and meaning, in context
Less attention to generalizable patterns than to the mechanisms that generate them
Racialized Peer Pressure
Slide17OBVIOUS POINTS
Neither is “better,” more objective, more scientific, more useful, or more valid
The two approaches are complementary, and help understand different aspects of social phenomena
Slide18LESS OBVIOUS POINTS
Both kinds of research are expensive to conduct
Few people are well trained to do both
Arguments about which is “better” are based more on ignorance and myopia that on fact
Qualitative vs Quantitative
Slide19Experiments vs Quasi-Experiments
Slide20CAUSALITY
How can we establish that one thing “causes” an outcome in education research?
Qualitative vs Quantitative
X
Y
Slide21CONFOUNDING
Factors associated with X also matter for Y
Qualitative vs Quantitative
X
Y
Z
Slide22CONFOUNDING
Factors associated with X also matter for Y
Qualitative vs Quantitative
X=Parent
Involvement
Y = HS Completion
Z=Family
Income
Slide23CONFOUNDING
Factors associated with X also matter for Y
Qualitative vs Quantitative
X=School
Funding
Y=Achievement
Z=County
Poverty Rate
Slide24EXPERIMENTS
Value of the treatment variable is assigned
only
through chance
Qualitative vs Quantitative
X
Y
Z
Slide25EXPERIMENTS
Confounding is not possible
Qualitative vs Quantitative
X
Y
Z
Slide26QUASI-EXPERIMENTS
Value of the treatment variable is
not
assigned through chance … and thus risks confounding
Qualitative vs Quantitative
X
Y
Z
Slide27QUASI-EXPERIMENTS
Why not
always
do experiments? Because you can’t always randomize the treatment
Qualitative vs Quantitative
X=Parent
Involvement
Y=H.S. Graduation
Z=Family
Income
Slide28QUASI-EXPERIMENTS
Why not
always
do experiments? Because you can’t always randomize the treatment
Qualitative vs Quantitative
X=School
Funding
Y=Achievement
Z=County
Poverty Rate
Slide29QUASI-EXPERIMENTS
Statistical approaches are used to eliminate bias from confounding … but there is always a risk
Qualitative vs Quantitative
X
Y
Z
Slide30EXPERIMENT
Levels of cultural capital assigned entirely by chance
Slide31QUASI-EXPERIMENT
Levels of municipality-level homicide not assigned by chance
Statistical procedures designed to minimize risk of bias from
confoudning
Slide32NO CLASS ON THURSDAY