Comparing Qualitative and Quantitative Research Methods in Education

This report delves into the realm of research methodologies, specifically contrasting qualitative and quantitative approaches. The author, a student, reflects on their own research, which employed a mixed-methods approach, primarily using an online questionnaire to assess the English language needs of fashion design and cosmetology students in TVTC (Technical and Vocational Training Corporation) in Saudi Arabia. The report discusses the advantages and disadvantages of questionnaires and highlights the situationalist perspective, where both qualitative and quantitative methods are deemed appropriate based on the research context. It further explores various qualitative methods like case studies, anthropology, interaction analysis, action research, interviews, and content analysis, suggesting their potential to enrich the study and provide a more comprehensive understanding of the research problem. The author concludes by emphasizing the importance of method selection based on research goals and the need for further qualitative research to supplement the initial findings.

Introduction
Researchers often face the challenge of choosing suitable research models and
methodologies. The researcher’s methodological choice indicates the interpretation of the
theoretical views into the procedural use of the data. The researcher’s philosophy of research
is called Epistemology (Nimehchisalem, 2018). The Qualitative and Quantitative Methods
are the most common paradigms of Epistemology. Generally, Researchers with more
positivistic tendencies lean toward a quantitative method; those with constructivist views
prefer qualitative methods; and lastly researchers with pragmatic epistemology select mixed
methods (Riazi & Candlin, 2014, as cited in Nimehchisalem, 2018). Dörnyei (2007) identify
three demotions of researchers’ qualitative and quantitative different choices: purist,
situationalist, and pragmatist. For purist the two methods are equally chosen; for
situationalist, both methodologies have advantages according to the research framework and
how they are applied; and for Pragmatists, mixing the Indeed, if we stop treating QUAL-
QUAN methods, is suitable for introducing and expanding the results motivated through
other methods. Dörnyei stated that Quantitative research is more interested in the common
features of a group of people than the individuals of the group, while the qualitative emphases
on the individuals themselves.
I assume that my research may fall into the “situationalist” category as quantitative
and qualitative methods where applied when suitable. I sent an online questioner through
Qualtrics and the data analysis was both QUAL-QUAN analysis. The questions were mainly:
background and general information, major-related, open questions, students’ language needs
,and satisfaction-rate questions .Therefor, the questioner allowed some level of open answers
that allow small difference to occur and cover more than one topic, it is probably more
qualitative but also has some quantitative elements in the analysis of data .
The research questions rise different topics that are associated with students needs
studying English in the Technical and Vocational Training Corporation (TVTC) in Saudi
Arabia. There are other methods that can better fit the study, but due to the time limit and
distance, and the formal restrictions of the previous assignments as only interviews and
questioners are suggested. Other methods included; textbook’s content analysis,
anthropology, Action research, case study. But, as mentioned earlier, due to the time frame
and the sample audience being in a different country, these methods are difficult to apply.
However, the questionnaire showed interesting result that answers the research question, but

it is still limited and may not be generalised, since the sample was relatively small and the
quality of questions need more improvement. Debois (2019) listed 10 advantages and 10
disadvantages of questionnaires, its advantages like: easy analysis, inexpensive, validity,
reliability, practical, standardized, fast results, no-pressure, scalability, respondent anonymity
and comparability. The disadvantages are: hidden agenda, dishonest answers, skipped
questions, lack of personalization, unconscientious responses, interpretation issues, lacks
nuance (cannot see below the service, like conveying emotions), accessibility issues, analysis
issues and survey fatigue. I feel related to most of these pros and cons when designing and
analysing my questionnaire. Therefore, as the research matter is more educational and social,
other qualitative methods should be introduced.
As a teacher and a researcher in the study topic, I tried to be objective in the data
analysis the data, but a subjective view was unavoidable as the intention of the survey was to
prove the insufficient EFL content of TVTC English course in regards to students needs. The
analysis of the data showed slightly different results than expected, but in general, the results
gave some answers to the research question and has some correlation with the research
objective.
The research question is: What are the specific English language needs for fashion
designing and cosmetology students in TVTC Saudi Arabia? The study follows the
following process:
Justification of methodology and method:
Quantitative research is more interested in the common features of a group of people
that the individuals of the group while the qualitative emphases on the individuals’ case.
The main methodology followed in this research is Qualitative with certain
quantitative aspects in the data analysis. The qualitative methodology in this research is
concern of collecting realistic data based on students’ opinions and attitudes in different
topics on subject matter. The small sample of the students who answered the survey, helped
Methodology
Qualitative
Analysis
Qualitative and
quantitative
analysis of the
emerging data
from the
method
Method
Questionnaire
Results
Reporting
the data

in identifying some views on the English course they are studying in TVTC. However, for the
limitation of surveys depending only on responses, it is not recommended to only rely on it
and accept the results as a fact. As mentioned above, adding other types of qualitative
methods will help in measuring the problem in more depth, these methods include: textbook’s
content analysis, Interaction Analysis anthropology, Action research, case study and
classroom observations. These Qualitative methods are defined as follows:
Case studies: It includes conducting data from one sample or more (multiple-case
studies), of participants, locations, or events that can offer profound inductive analysis of
data, to understand features of language learning. Case studies can be longer and
ethnographic or shorter and more technical, it can be combined with other research methods
or stand alone, in all cases it helps in providing realistic data about the research matter. In
education, case-studies try to explain recurring patterns to gain better understandings of these
issues. The main advantage of case studies is providing an opening window in the fields of
social and linguistic researches (Duff ,2013). In investigating TVTC English course validity,
this method can be the umbrella of the following methods for an effective research that result
in key suggestions in improving this course.
1. Anthropology: it is observing the research site from an insider perspective in a
natural setting. It usually takes from 6 to 12 months in a natural setting. Ethnographies
commonly involves in these four stages: 1 entering an environment as a stranger ,
2.observing the setting as a non-participant ,3.acculturating :remaining in the research
till the particular focus occurs, and 4.withdrawing: which include gathering more data
to resolve uncertainties, confirm earlier findings and slowly leaving the field without
disruptions to the audiences. (Nimehchisalem, 2018). Dörnyei (2007) says that
Ethnography is ideal for introducing primary hypotheses about unknown case. It helps
providing inclusive view as its focus on the whole picture. An ethnographic research
can be very helpful in observing TVTC language teaching class. However, applying
this method needs to meet ethical conidiation in regards to students’ privacy, having
enough time and qualifications as well as the approval of TVTC authorities.
2. Interaction Analysis: also called classroom interaction analysis. This includes
analysing the teacher-learner interactions by observing teacher’s verbal
communication with students in the classroom, It can also classroom interaction
analysis can assist as an analytical tool for examining the socioemotional setting of

the classroom (Nimehchisalem , 2018).This method can be part of the ethnographic
research as it can help in seeing the relationship between teachers and students and the
effects of it on the learning process .
3. Action research: Dörnyei (2007) see it as a link between the researcher and the
teacher in class room based research to improve the teaching efficiency. The teacher
can be the researcher in action research, which Dörnyei find it very problematic, as it
is not expected for teachers to have the expertise of researchers, also their work load
and limited time hinder the process .Action research in this way is not practical,
Dörnyei thinks that “Exploratory practice” is more suitable than Action research as
it’s suggest techniques for teachers in classroom research but in less strict research
procedures as it is uses a system of reflective pedagogical practices. This type of
research is best conduct in teachers pre or in-service teaching training to avoid adding
extra work to the teachers. Although this might be challenging, but I think that if this
method was introduced appropriately to the outstanding students (training-teachers) in
TVTC, it can present some conurbations to the English course development in TVTC.
As the training teachers have less work-load, more time and consequently more
enthusiastic to conduct this type of research, collaborating of course with expert
researchers (TVTC offers training opportunities for future teachers who are in their
final semesters).
4. Interviews: Information can emerge throughout the interaction among the interviewer
and the interviewees. Interviews in research are developed through guided questions
to assist the research goal to increase awareness of individuals viewpoints in a
specific topic (Brinkmann, 2008). Usually, interviews involve one-way method: the
interviewer propose the questions and the interviewees give the responds. Interviews
can be done through several procedures: online or printed surveys, in person, online,
or by the phone. The nominated method for this study is a semi-structured interview,
it became a common technique in qualitative research as it can show more natural
data that may not occur in a strict structured interview. Often in this type of
interviews, the questions can change and evolve according to the interviewee’s
responses. Semi-structured interviews can show new data that may not be discovered
in other methods due to its flexible mode.
5. Content Analysis.

One of the most important methods in regards to the TVTC’s English course context, is
textbook content analysis. Since the whole teaching procedure evolves around it. Marshall
and Rossman (2014) said that the communication developed from using written materials like
textbooks, can be studied as a data for content analysis. The stress in current research is to
realize the occurrence, significance and relations of words and notions, then modify the
messages (Busch et al., 2005). Hence, content analysis is a method to describe and translate
written text in a certain setting. It may reveal recurring patterns of topics or elements or may
uncover wider concepts (Julien, 2008). In this method, the researcher classifies the themes
and combine and divide them to determine the contradictions. In TVTC context, the
examined themes can be related to students majors in cosmetology and designing, and the
correlation these majors and the content presented in their English textbook. Another aspect
is investigating the cultural content of the textbooks. This method can help in evaluating the
course efficiency and offer very a methodical technique to analysis a wide-ranging data.
Conclusion
Choosing between Quantitative research and qualitative research depends on the research
main goals, if we are looking for larger amount of answers and data, Quantitative methods will
be adequate. If we are looking for more detailed data, qualitative methods will be suitable.
However, although I intended to conduct the research qualitatively, the chosen method includes
several quantitative aspects, consequently, the analysis of the data was both quantitative and
qualitative. The chosen method in the research was an online-questioner, that includes both
closed answers and in-depth questions that include the participants opinions. The online-
questioner helped in gathering data with the lest time and cost as the participants are in different
country. Yet, there are some deficiencies of such method, mainly the lack of in-depth data that
can show that needs an extensive research using more qualitative methods. As mentioned above,
some of these methods include: Case studies, ethnography, Interaction Analysis, Action
research, Interviews and content analysis. These methods can add detailed data that can improve
the quality of the English course offered by TVTC as more research is needed in this area.
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References
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