Quantitative Research
In my last post to the this blog on qualitative research, I described quantitative research as being the polar opposite of qualitative research with a few other descriptive words. I finally described it to be concrete and objective. I was not trying to place quantitative research in a negative light; however, everything I wrote is true. Quantitative research is defined as any kind of research where the findings are used to seek causal determination, prediction, and generalization of findings (Hoepfl, 1997). It is very commonly used based on the nature of findings produced.
Quantitative research is used to determine or explain what causes a certain occurrence as well as testing a hypothesis or confirming or excluding a prediction. Testing is tightly controlled to ensure stable and reliable findings. If the subject of testing can be measured, defined using numerical terms or analyzed using statistical methods, quantitative research is indicated.
The topic I chose to research fell into the qualitative research method. If it fell into quantitative, my process of research design would have questioned the same elements, but would have resulted in completely different answers to those questions. The research question is the focus point all research. It must be concise, specific, accurate and unchanging. If you do not get it right, findings will not be right either. Once the question is in place, determining research method is not difficult.does the answer prove,compare,classify or explain. If so, quantitative research is the required method. A thorough literature review on the subject necessary. Gaining insight on what has been studied in the past how they tested , what the findings indicated and what the team recommendations were at the time. After the review, it is time time to settle on the test plan. How many participants are in the study? How do we know when to stop gathering data and start compiling data. Be thorough and patient. At this point, the project is gaining momentum. Time to do the research. Research is what generates data on the subject from surveys to tests to control groups, research is generating data.
Compiling data and formulating findings is a slow process for a reason. If a mistake is made compiling data the entire project is in danger of failing, Too much time and effort went in to doing everything just so. Do not rush it now.
Reference:
Hoepfl, M. C., (1997). Choosing Qualitative Research: A Primer for Technology Education
Researchers. Journal of Technology Education, 9 (1). Retrieved from:
http://scholar.lib.vt.edu/ejournals/JTE/v9n1/hoepfl.html#strauss
Mamia, T., (2006). Quantitative Research Methods. Retrieved from:
msld_500_quant_research_methodslecture1_tero_mamia-1.pdf
Qualitative Research
There are two methods for conducting research: qualitative and quantitative. In application and result, these two methods are polar opposites. Quantitative is mathematical, statistical, and measured. Quantitative testing is tightly controlled in order to test hypotheses or predictions. It is concrete. It is objective.
In contrast, qualitative research is more abstract. Also known as phenomenological inquiry, qualitative research seeks higher understanding of phenomena as it exists in nature. Phenomena are researched in their context-specific setting. In that setting, everything observed is connected in some way. Qualitative research is observed, experienced, or illuminated. It is subjective.
Qualitative research is defined as any "kind of research that produces findings not arrived at by
means of statistical procedures or other means of quantification" (Hoepfl, 1997).
While both methods share the same elements of construction, they are applied quite differently. From the research topic to the findings, the similarity stops at the element name.
Selection of a topic to research alone could tie the project to a research method. But, if not, perhaps the research question will. For example, my research topic is Procrastination and the title is Eliminating Procrastination to Improve Overall Performance. In my mind, I could still use either method. However, my research question (Can understanding procrastination behavior and effects allow for effective self treatment of procrastination?) strongly suggests the qualitative method. When I look at the three elements together, it is clear to me that this is a qualitative research project. But, that may not be a fair assumption since I already knew the answer.
The theme or purpose of my project is to gain a deeper understanding of the nature of procrastination and the effects it has on individuals. There is no predictive outcome. There is no input to control. In fact, the input is going to be at least slightly different for each participant because the input is human reaction to how they perceive procrastination. Is there a good way to statistically measure reaction or perception? I'll concede to maybe. This brings me to the research.
Research begins with the review of existing literature on the subject. The literature review process might be a bit different than a quantitative project depending on the focus, perspective, and anticipated findings of the quantitative project. Of course, being current with the latest research is the primary goal for both research methods.
Research is the means by which data is collected. Any number of instruments can be utilized in research. This project will utilize a number of different instruments to gather information. I am planning to incorporate four different instruments and use a total of five. A survey will be conducted to identify participants followed by an interview of the prospective participants. Different observation techniques will be employed at different stages of the project and used to follow up and do a health check of the project. From the beginning, the participants will be expected to journal each day. There will not be any constraints placed on the journal entries, but there will be required daily entries. At the end of the research period, I will conduct one more round of interviews with additional sessions for spouses and supervisors. Journals will be collected at this point. After the last interview, the data collection will be complete and closed. Each of the instruments I chose are typical of the qualitative research method. There is little to no control placed on the instruments and should produce data that is representative of procrastination over time. Quantitative instruments would be very strictly controlled and used to compare findings to predictions or hypotheses. The final element to consider is the findings.
Compiling the data gathered from each of the instruments will take a while. Once compiled, the qualitative findings by definition will serve to aid in understanding procrastination, illuminate the phenomena, and/or allow for extrapolation between similar projects. All of these data are specific to the context or natural state of procrastination. In other words the findings provide valuable information on procrastination without altering procrastination. We left it just as we found it, but gained a deeper understanding of the phenomena. The answer to the research question is within the findings. The answer is not relevant to the success of the project. The question is answered and we gained knowledge on procrastination.
Reference:
Hoepfl, M. C., (1997). Choosing Qualitative Research: A Primer for Technology Education
Researchers. Journal of Technology Education, 9 (1). Retrieved from:
http://scholar.lib.vt.edu/ejournals/JTE/v9n1/hoepfl.html#strauss
Critical Thinking about Critical Thinking
I think I am being asked to critically think about my thinking and determine if I think my thinking has changed in any way that I can think of as a result of taking this course. So that is exactly what I did. Initially I wanted to reject this class as an unnecessary waste of time. Of course now I know better. In fact, this may be the most important class that I take in pursuit of my degree. I can honestly say learning about and using the Critical Thinking Process did change my thinking and my attitude and my outlook on the rest of my education. I wanted to reject the course because I had an attitude. I constantly felt angry and did not know why. After critically thinking through my problem, I now know at the heart of everything I was afraid of failing; my best might not be good enough. Then it was gone. All of it. Critical thinking gave me the ability to look at the same information from a different perspective. Critical thinking saved me from having a miserable time in school.
I am certain that my daily thinking has changed in favor of Critical Thinking. I have room for growth and development, but I can clearly see a difference. I am excited about these changes, unfortunately my family now thinks I am "completely annoying in an incredibly nerdy sort of way". It makes sense that they would feel this way; I practice on them everyday. It also tells me that my family sees a change in me too. They can not make a statement without me responding with "it depends on how you look at it" or "is it really that simple" or "have you considered this". I must say it has brought conversation in the house back to life. Since my hearing is poor from years working on the flight line, my listening has to be critical too. Critical thinking requires an understanding of the issue at hand. Misunderstood information stops the whole process. I have to ask questions or restate the information, but I am slowly becoming a better listener. Listening and thinking for me have to become active processes. Perhaps they should have been active all along, but I believe my brain gets lazy when it does not get exercise. Fortunately, the opposite is also true. When I utilize my brain in the manner it was designed, it responds accordingly. Whether my brain is lazy or energetic makes no difference if I do not understand what my brain is reasoning through. Thinking of me and my brain separately even for the sake of writing feels odd, almost crazy. So, simply stated, if I put garbage in, I get garbage out.
I understand that critical thinking is a process and, for me, it is also a mindset. While there are pieces of critical thinking I have not mastered, I do not want to return to my previous lazy or passive thinking. Partially executed critical thinking generates far superior results than fully executed lazy thinking ever did. I am not sure if the changes I feel are visible to others, but it feels right to come to a conclusion after objectively considering all of the data associated with the issue. It makes the result seem intelligent and defensible. So, in that context yes, critical thinking has changed the way I think about thinking. Before taking this course, my thinking had no depth. The first reasonable (not reasoned) thing that came to mind was the answer, it required no effort. My thinking could have been compared to a knee jerk reaction with very similar results. Today I don't just accept what I hear as truth. I ask the questions, do my best to answer the questions, and then accept the results. What I have noticed is when I reason through an issue, I am more open to outside input which leads to conversations that sometimes provide information I need to successfully reason through an issue. When I enrolled in the Master of Leadership Degree program, I was not confident I would be on the same academic level as my fellow classmates. Critical thinking has brought some of that confidence back. In this sense, critical thinking has changed how I think about myself.
While I still consider myself a novice, I believe I have been able to internalize the techniques and concepts of critical thinking. Each situation is a little different and I adjust as needed. I still find myself missing things that should have been considered. It seems as simple as thinking about thinking, but it gets involved and everything is happening real time. I am finding it difficult to put into words for the same reason. While some of the process still alters in my head from time to time, checking my own bias and judgement does not. I have learned that I need to think about why I think the way I do. I found that my opinion is the primary reason that I lose objectivity in my reasoning.
The expectation that I will think critically will result in lasting improvements in the way I think. The degree program expects that I keep my mind open to new ideas which forces me to be objective in my thinking, my actions, and my words. That expectation simply means that I will be engaged in critical thinking for the next three years, plenty of time for me to improve my skills and let the process become instinctive. My ability to learn new things about old subjects requires me to remain teachable, open minded. Being able to reason through the courses ahead of me will allow me to learn versus complete this program. Critical thinking gives me the means to succeed versus pass. Is critical thinking the "silver bullet" to my Master's Degree? Maybe not, but it could be the "smoking gun" of my failure.
Reference:
Nosich, G. M. (2012). Learning to think things through: Critical thinking across the curriculum. Columbus, OH: Prentice Hall.
(ISBN: 9780137085149)
Ballet Slippers or Adorable?
I really enjoyed Dr. Iyengar's presentation on the art of choosing. Her findings showing how differently other cultures viewed and felt about choice was enlightening. The majority of Americans staunchly support our freedom of choice, our right to choose. We simply can not imagine living in an environment that limits choice at best or eliminates choice at worst. For me it is not such a black and white issue, choices are not all created equally. Which restaurant would you like to go to for dinner tonight is far less important than which wire do I cut , the white or the blue, to prevent this bomb from blowing up in twelve seconds. I would exert a great deal of effort and concentrate every single synapse available to ensure I made the right choice in the latter example. The urgency to choose correctly in the former pales in comparison. I like to have choices in even the simplest decisions that I face each day. Choices offer variety, opportunity, even freedom to my otherwise boring existence. But I still assign meaning and importance to the choices I experience each day. If going to a specific restaurant is important to someone else, then the choice, as far as I'm concerned, is all theirs. I agree with Dr. Iyengar's first assumption with slight modification giving the most important choices higher priority and allowing more time to address them.
Many people I know just can not make a choice. If they do, it is painful to watch. How can we be so bad at doing something we have been practicing since infancy? I didn't get any better perspective from the video on this subject however compelling. In her second assumption, Dr. Iyengar claims that the more options to choose from the better your choice in the end. To me, having more choices seems to lessen the importance of choosing. Moreover, it begs the question, if there are so many choices, do I need to choose at all? It may be faulty logic, but my thinking is how different could that many options really be anyway? I don't recall if Dr. Iyengar stated her personal position on this assumption, but she related that her studies actually showed that people made poorer choices when ten or more options were available to choose from. I tend to agree with her studies.
Never say no to choice is not an achievable statement. If you say no to choice, you chose not to choose. Enough word play...in my daily activities I like to explore and make the choices as they arise. Choices add some level of excitement the routine day. Some choices (if the correct choice is made) can prevent trouble and frustration from escalating into anger and aggression tomorrow. At home, choice is sometimes difficult especially when there are no good options, but mostly it is almost a passive event. Often choices are made without much thought and even less on the effects of making the wrong choice. In the work center, the effects of choice are much more significant.
The ability to make good coices or the apparent inability or lack of desire to choose at all can cause damage, sometimes irreparable. When people will not or are hesitant to choose, they are often judged by their peers and superiors. Often labeled weak or uncaring, people can carry this stigma for a long time, especially if it is allowed to continue for any length of time. There is a difference between wrong and bad choices. While one is probably a mistake and the other possibly a crime, the labels are just as harsh. Making the wrong choice can result in the perception that you are ignorant. Repeat the mistake and you become stupid. If you make a bad choice, your labels can range from troublemaker to dangerous to inmate.
I believe the implications of not following Dr.Iyengar's assumptions are far more serious in the work force than at home. The choices you make or fail to make can paint a picture of who you are. One day I will possibly be faced with an unthinkable and seemingly impossible choice to make. I can only hope I make the right one. Until then, practice makes perfect.
Reference:
TED Global 2010: Sheena Iyengar: The Art of Choosing, Filmed July 2010 at TEDGlobal 2010
