Qualitative vs. Quantitative Path



A Qualitative vs. Quantitative PathMonica R. WoodsUniversity Of PhoenixA Qualitative vs. Quantitative PathThe paper is intended to evaluate the problem of classroom management in the K-12 classroom and the relationship between classroom management and student academic achievement in the classroom. In this paper, I will discuss the history of the issues of classroom management and resolving these problems through scholarly research. I will identify types of research questions to ask, the types of data to be collected, how to obtain an appropriate sample and sample size, and what limitations may be encountered due to the path of research taken. The History of Classroom ManagementThe classroom has long been viewed as a place that embodies “security, open communications, mutual liking, shared goals, and connectedness” (Hargreayes et al., 2001). It is within this space sectioned by walls and ceiling in which a teacher is given privilege to instruct students. Contrary to the classroom, the management of students may be viewed as maintaining an environment where individuals can work within groups to accomplish a set goal. Classroom management is a term used by educators to describe the process of ensuring classroom lessons are carried out fluidly despite disruptive behavior by a student. The Merriam-Webster dictionary defines management as the act or skill of controlling and making decisions about a business, department, or sports team. In business, management is defined as a method of organizing, communicating, coordinating, controlling, and directing people’s actions and activities to work toward an organizational goal by a group of people in high levels of the organization (Adeyemo, 2012). There are individuals who believe that education and management are not compatible, and the process of management is for industrial organizations, not educational structure (Adeyemo, 2012). However, they fail to realize the optimum role of the teacher is carrying out certain objectives, and achieve certain goals set forth by the institution. For a teacher to achieve the mandates, a school must have objectives that are to be carried out by responsible individuals within the school, particularly in the classroom. Here, the teacher is appointed to plan, organize, and lead. Therefore, the term classroom management is an implication of disruptive behavior prevention set in place by the teacher. Classroom management is defined as a set of behaviors established by the teacher to maintain an environment conducive to learning that enables the learner to achieve instructional objectives in an effective and efficient way. Adeyemo (2012) cited Tavares (1996) and Butchart (1995), stating that classroom management became popular topic in the 1970’s and 1980’s with a primary focus on making the classroom environment safe and to establish behavior guidelines to control and form student behavior in conforming to school rules as set by the classroom teacher. According to Adeyemo (2012), Jones (1995) states that an authoritarian or punitive approach to classroom management may have repressed the disorderly behavior, but it does not foster growth or allow students to acquire sophisticated modes of learning. Since the 1990’s educational techniques have transformed to include a process of on-going and reciprocal dialogue between teachers and students, reflection on past and present experiences, and viewing the affect one’s behavior has on others in the environment (Adeyemo, 2012). Classroom management continues to be an issue and as research by Balmer (1988) and Brophy and Good (1986) shows, poor classroom management skills results in lower academic engagement due to the time required of a teacher to correct misbehavior (Adeyemo, 2012). Prior research has concluded that “teachers who approach classroom management as a process of establishing and maintaining effective learning environments tend to be more successful than teachers who place more emphasis on being an authoritarian figure or as disciplinarians” (Adeyemo, 2012). Classroom management begins with the teacher teaching expectations of the classroom on day one of the school year with carefully planning the rules and guidelines. These are systematically taught to students in an organized manner, posted for quick reference, and modeled while facilitating organized instruction. Types of Research Questions to Ask In conducting research on the relationship between classroom management and student achievement, I found that there have been many prior scholars who have taken a qualitative approach to the study on this topic. Increasing the number of scholarly studies to choose data. The types of questions asked during research would include open-ended questions that are presented through interviews, paper questionnaires, and computer-based surveys. The instrument would be modified into a Likert-type questionnaire after developing a wide and considerably extensive literature review (Adeyemo, 2012).The Type of Data to Collect Examining the data collection process and the data analysis from the literature review will collect data. Data would be collected using set criteria to narrow participants based on geographic area, gender, race, level of experience of teachers listed in the studies, age or students, and path of research taken (Garrett, 2008). Data collected would include any comparisons shown in charts or tables provided in the given study, results of tests provided to show correlations and or relationships, and charts and or tables to show results. It is also important to obtain data from the researchers discussions, conclusions, and recommendations for further study on the topic from researchers.Obtaining an Appropriate SampleAn appropriate sample size can be obtained by evaluating and analyzing the sample groups used in the studies in the literature review. Researching the resources cited in the pieces of the literature located in order to conduct a literature review will provide many opportunities to locate the appropriate sample size for the research topic. This more extensive search will reveal additional resources and examples of what other researchers have used to provide data for prior studies.Limitations of the Path ChosenClassroom misbehavior generally interpreted as disruptive and inappropriate behavior that adversely affects the instruction, arrangement, and education in the classroom. Several researchers noted that the perspective of student misbehavior differed across cultures. Researchers must consider particular standards of behavior taught across a research group in order to define misbehavior in different cultures. For example, respect for authority, conformity, and obedience are highly valued in Chinese schools. Student behavior such as asking questions would be considered unacceptable and disruptive in the Chinese culture, but may not be viewed as misbehavior in another culture’s context (Sun and Sheck, 2011). A major limitation of the research on student behavior found is that most of the studies found on student misbehavior or classroom management were conducted based on teacher perspective. According to Sun and Sheck (2011), the teacher’s concept of misbehavior differs from students due to the difference in the “roles and values”. Tolerance levels and the intensity of the disruption may also differ the perception of misbehavior in the classroom. The limited number of research studies from students’ perspective can make the argument that there is bias or partiality in research on this topic. ReferencesAdeyemo, S. A.?(2012).?The relationship between effective classroom management and student academic achievement. European Journal of Education Studies, 4(3).Garrett, T.?(2008).?Student-centered and teacher-centered classroom management: A case study of three elementary teachers.?Journal of Classroom Interaction, 43(1).Sun, R. C. F., & Sheck, D. T. L. (2011, October). Classroom misbehavior in the eyes ofstudents.?The Scientific World Journal, 2012. doi:10.1100/2012/398482.Week 5 – A Qualitative vs. Quantitative Path (8 points)Scholarship, Originality & Substantive Value (4 points)Points Earned: (70% x 4) = 2.8?Comments:?Monica, please see my comments within the paper. The assignment was to compare qualitative and quantitative “paths” instead you just spoke in general about “research” about a problem in your “topic” in your profession. It isn’t clear by this general discussion that you understand the differences in qualitative and quantitative methods as it relates to 1) intent, 2) research questions, 3) types of data, 4) appropriate sample size, and 5) limitations. You’ve got a a lot of background around your topic, but it isn’t presented clearly as a “problem”.Please review my feedback and reach out to me if you have any questions.Select?a problem in your profession that could be resolved through scholarly research.Write?a 1,050-1,750 word paper comparing and contrasting the different paths that would lead you to conduct a qualitative or quantitative study to resolve the problem.?[1090 words]For each path (qualitative and quantitative), describe:The intent of the studyThe types of research questions you would askThe types of data you would collectHow you would obtain an appropriate sample and sample sizeThe limitations because of the path chosenKey elements of the topic are covered thoroughly.Content goes beyond mere description or paraphrasing.The work is thematic and based on an analytical framework.Response demonstrates a unique, creative approach to the problem being studied.The work is original to the author. (Turn-It-In Report included with submission)The assignment contributes substantive value to the understanding of the subject. ? Use of Literature and Theory (2 point)Points Earned: (80% x 2) = 1.6??Comments:?Moving forward look to primary scholarly sources to help you define relevant concepts and substantiate claims.Remember every claim is cited in scholarly writing.You should use the methodological literature to help you establish your answers.Writing is grounded in appropriate, adequate, and timely academic literature. Sources used represent the best available on the topic. Textbooks, newspapers, and magazines are not referenced in scholarly work.Relevant theories and concepts are defined and applied appropriatelyArguments take competing concepts and theories into account.?Clarity, Logic, Grammar and APA (2 point)Points Earned: (8% x 2) = 1.6??Comments:??Structure/headings work, if you were to have differentiated between qualitative and quantitative.Also, some issues with inconsistent APA formatting.**You must AVOID plagiarism or risk an academic violation. Review your turnitin report and revise prior to submission. You must use direct quotes or paraphrase effectively. Let me know if you have any questions after reviewing the avoiding plagiarism resources in the class.Ideas are presented in a clear manner and with a strong organizational structure. Coverage of facts, arguments, and conclusions are logically related and consistent.Rules governing the grammar and usage of standard American English are followed. Language is clear, precise, and appropriate for the intended scholarly audience.The layout of the assignment, including citations and reference pages, adheres to APA style.?Total (8 points possible)Points Earned: 6?Comments:I see the effort Monica, but your paper includes some inaccuracies and did not follow the assigned requirements. You are missing the general differences between qualitative and quantitative methods (and paths), although you’ve discussed elements of your topic/problem. Please see my comments within the paper and let me know if you need additional clarification.? ................
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