Combining qualitative and quantitative methods in studying education
In the humanities, in the last two decades, there has been an evident increase of research combining quantitative and qualitative methods, techniques, approaches, concepts or language. This paper discusses the arguments for and against these research drafts, which most often appear in literature und...
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| Format: | Article |
| Language: | srp |
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Institute for Educational Research, Belgrade
2009-01-01
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| Series: | Zbornik Instituta za pedagoška istraživanja |
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| Online Access: | http://www.doiserbia.nb.rs/img/doi/0579-6431/2009/0579-64310901045S.pdf |
| _version_ | 1818772987535425536 |
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| author | Ševkušić Slavica |
| author_facet | Ševkušić Slavica |
| author_sort | Ševkušić Slavica |
| collection | DOAJ |
| description | In the humanities, in the last two decades, there has been an evident increase of research combining quantitative and qualitative methods, techniques, approaches, concepts or language. This paper discusses the arguments for and against these research drafts, which most often appear in literature under the title mixed methods research. While some authors consider this type of research as the announcement of the third paradigm in studying social phenomena and the approach that shifts the war between the two paradigms into the past, other authors claim that the paradigms underlying the two basic research orientations are incompatible because they study essentially different phenomena, and therefore the methods from two research traditions cannot be combined in any way. The third viewpoint, which we advocate as well, argues that qualitative and quantitative methods cannot be applied together in one draft for the purposes of triangulation or cross-validation, but that they can be combined for complementary objectives. This paper describes the example of mixed methods draft of complementary objectives in pedagogy, which refers to evaluation of mathematics curriculum. The example shows that combining qualitative and quantitative methods is not only possible, but that it creates the conditions for arriving at data which would not be possible to obtain using only one or the other approach. |
| first_indexed | 2024-12-18T10:18:05Z |
| format | Article |
| id | doaj.art-6bb1e404f87f44b9b29d2d46cc6a0f9a |
| institution | Directory Open Access Journal |
| issn | 0579-6431 1820-9270 |
| language | srp |
| last_indexed | 2024-12-18T10:18:05Z |
| publishDate | 2009-01-01 |
| publisher | Institute for Educational Research, Belgrade |
| record_format | Article |
| series | Zbornik Instituta za pedagoška istraživanja |
| spelling | doaj.art-6bb1e404f87f44b9b29d2d46cc6a0f9a2022-12-21T21:11:14ZsrpInstitute for Educational Research, BelgradeZbornik Instituta za pedagoška istraživanja0579-64311820-92702009-01-01411456010.2298/ZIPI0901045SCombining qualitative and quantitative methods in studying educationŠevkušić SlavicaIn the humanities, in the last two decades, there has been an evident increase of research combining quantitative and qualitative methods, techniques, approaches, concepts or language. This paper discusses the arguments for and against these research drafts, which most often appear in literature under the title mixed methods research. While some authors consider this type of research as the announcement of the third paradigm in studying social phenomena and the approach that shifts the war between the two paradigms into the past, other authors claim that the paradigms underlying the two basic research orientations are incompatible because they study essentially different phenomena, and therefore the methods from two research traditions cannot be combined in any way. The third viewpoint, which we advocate as well, argues that qualitative and quantitative methods cannot be applied together in one draft for the purposes of triangulation or cross-validation, but that they can be combined for complementary objectives. This paper describes the example of mixed methods draft of complementary objectives in pedagogy, which refers to evaluation of mathematics curriculum. The example shows that combining qualitative and quantitative methods is not only possible, but that it creates the conditions for arriving at data which would not be possible to obtain using only one or the other approach.http://www.doiserbia.nb.rs/img/doi/0579-6431/2009/0579-64310901045S.pdfmixed-methods researchqualitative research methodspragmatism |
| spellingShingle | Ševkušić Slavica Combining qualitative and quantitative methods in studying education Zbornik Instituta za pedagoška istraživanja mixed-methods research qualitative research methods pragmatism |
| title | Combining qualitative and quantitative methods in studying education |
| title_full | Combining qualitative and quantitative methods in studying education |
| title_fullStr | Combining qualitative and quantitative methods in studying education |
| title_full_unstemmed | Combining qualitative and quantitative methods in studying education |
| title_short | Combining qualitative and quantitative methods in studying education |
| title_sort | combining qualitative and quantitative methods in studying education |
| topic | mixed-methods research qualitative research methods pragmatism |
| url | http://www.doiserbia.nb.rs/img/doi/0579-6431/2009/0579-64310901045S.pdf |
| work_keys_str_mv | AT sevkusicslavica combiningqualitativeandquantitativemethodsinstudyingeducation |