Quantitative and Qualitative Research: Beyond the Debate

Gelo, Omar Carlo Gioacchino; Braakmann, Diana; Benetka, Gerhard

doi:10.1007/s12124-008-9078-3

Cited by 293 publications

(190 citation statements)

References 26 publications

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“…The main reason for selecting a mixed-methods approach was that by mixing qualitative and quantitative approaches the strengths of one method can mitigate weaknesses in the other (Gelo, Braakmann, & Benetka, 2008;Johnson & Turner, 2003). Triangulation of data was ensured by analyzing the data (both quantitative and qualitative) collected through the three different instruments, thus permiting differing positions to be examined separately before converging the overall results (Cresswell, Plano-Clark, Gutmann, & Hanson, 2003).…”

Section: Methodsmentioning

confidence: 99%

Collaborative and Self-directed Learning Strategies to Promote Fluent EFL Speakers

Buitrago¹

2017

ELT

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Speaking English with fluency is one of the most demanding challenges students and teachers face in many educational communities, and it has been claimed that fluency problems can derive from lack of practice during independent study. This research article reports on a mixed-methods study that analyzed the effects of using collaborative and self-directed learning strategies through speaking tasks aimed at developing oral fluency. This study was carried out with a group of 10 students with a pre-intermediate level (CEFR A2) in English at a Colombian university. Qualitative data from students' reflections, compiled through a survey, and the teacher's classroom observations was analyzed through the grounded theory approach. Quantitative analysis was aided by a protocol in which frequency counts of words and hesitations per minute for each speaking task were registered. The results suggest that fluency can be acquired collaboratively when learning from others and by making mistakes. Additionally, working collaboratively increases learners' confidence not only because they feel they are not being judged but because they learn to see that their mistakes are not just theirs. Thus, collaboration is positively influenced by self-directed learning, in that it encourages students to make personal reflections on their weaknesses and strengths, thereby involving them in decision-making processes that identify what is not working properly and what they should do to succeed.

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Section: Methodsmentioning

confidence: 99%

Collaborative and Self-directed Learning Strategies to Promote Fluent EFL Speakers

Buitrago¹

2017

ELT

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“…A majority of the studies (58.82%) was published in 2010-2014. Also, most of the studies employed a quantitative methodology likely because quantitative methods allow the collection of larger samples and the inference of causal relationships (Gelo, Braakmann, & Benetka, 2008). According to Spector ...continuation (1994), the use of self-report questionnaires facilitates the analysis of several variables and provides an accurate picture of an individuals' work environment.…”

Section: Discussionmentioning

confidence: 99%

Relationship BetweenTeacher Motivation and Organizational Variables: ALiterature Review

Viseu

Jesus

Rus

et al. 2016

Paidéia (Ribeirão Preto)

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Abstract:Teacher motivation plays a central role in education because of its impact on student motivation. Previous reviews of teacher motivation have focused on individual variables and psychopathology indicators. However, it is also important to understand the effect of organizational variables on teacher motivation because these highlight the context that the teacher is a part of (i.e., the school). The literature review in this paper analysed studies related to teacher motivation and a pre-defined group of organizational variables that were published between 1990 and 2014 in several electronic databases. The study found that organizational culture was the most studied variable associated with teacher motivation and most studies in this area were published between 2010 and 2014. Further, there was a prevalence of quantitative studies. This paper concludes with the theoretical and practical implications of the results, as well as suggestions for future research directions.Keywords: school environment, employee motivation, literature review, organizational behavior, teaching work A Relação Entre a Motivação Docente e Variáveis Organizacionais: Revisão da LiteraturaResumo: A motivação docente ocupa um papel central na área da educação, especialmente pelo seu impacto na motivação dos alunos. Revisões anteriores sobre este tema focaram-se, maioritariamente, em variáveis individuais e indicadores de psicopatologia. Todavia, é importante analisar as variáveis organizacionais associadas à motivação docente, uma vez que estas salientam a importância do contexto onde o docente está inserido (i.e., a escola). Desta forma, a presente revisão da literatura procurou efetuar um levantamento dos estudos, publicados entre 1990-2014 e disponíveis em várias bases de dados eletrónicas, que relacionam a motivação docente e um conjunto pré-definido de variáveis organizacionais. Os resultados obtidos demonstraram que a cultura organizacional foi a variável mais estudada em conjunto com a motivação docente, a maioria dos estudos foi publicado entre 2010-2014 e que existiu um domínio de metodologias quantitativas. São apresentadas as implicações teórico-práticas dos resultados obtidos, bem como se indicam sugestões para futuras investigações.Palavras-chave: ambiente escolar, motivação do empregado, revisão de literatura, comportamento organizacional, trabalho docente La Relación Entre la Motivación Docente y Variables de la Organización: Revisión de la LiteraturaResumen: La motivación docente ocupa un papel central en el área de la educación, sobre todo por su impacto en la motivación de los alumnos. La mayoría de las revisiones anteriores sobre este tema se han centrado en variables individuales e indicadores de psicopatología. Es importante analizar las variables de la organización asociadas a la motivación docente, ya que estas subrayan la importancia del contexto donde está el docente. Esta revisión de la literatura ha procurado recoger los estudios, publicados entre 1990-2014 y disponibles en varias bases de datos, que relaciona...

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“…Os fenômenos sociais e psicológicos teriam uma realidade concreta e independente do pesquisador (objetivismo) e suas relações seriam investigadas em termos de efeitos causais. Nesse sentido, as abordagens quantitativas adotariam uma metodologia nomotética, por sua característica de coletar e assimilar os fatos visando formular leis imutáveis e universalmente aplicáveis, ou seja, generalizar (Gelo, Braakmann & Benetka, 2008).…”

Section: Contextualização Histórico-filosófica Dosunclassified

Psicodiagnóstico tradicional e interventivo: confronto de paradigmas?

Barbieri

2010

Psic.: Teor. e Pesq.

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RESUMO -A atividade psicodiagnóstica é valorizada na Psicologia por sustentar seu status científico e fundamentar a identidade profissional. Embora o Psicodiagnóstico Tradicional contraponha atividades avaliativas e terapêuticas, o Psicodiagnóstico Interventivo as aproximou, modificação que acarretou consequências epistemológicas e metodológicas. O presente estudo examinou essa alteração e suas consequências para o status científico da Psicologia e para a identidade profissional. Para tanto, realizou-se uma exposição dos paradigmas quantitativo e qualitativo de investigação e uma análise dos fundamentos epistemológicos e metodológicos dessas duas práticas. As conclusões revelam que o Psicodiagnóstico Interventivo encontrase coerentemente baseado na perspectiva qualitativa, ao contrário do Tradicional, que apresenta embates paradigmáticos internos. Diante disso, o Psicodiagnóstico Interventivo oferece aos psicólogos um modelo de identificação profissional mais sólido que o Tradicional.Palavras-chave: epistemologia; metodologia; ciência; psicodiagnóstico tradicional; psicodiagnóstico interventivo. Traditional Psychodiagnosis and Therapeutic Assessment:Paradigms Confrontation?ABSTRACT -Psychodiagnostic activity is appreciated in Psychology for sustaining its scientific status and supporting the professional's identity. Although the Tradicional Psychodiagnosis contrasts diagnostic and therapeutic activities, the Therapeutic Assessment has approximated them. This change has generated epistemological and methodological consequences. The present study analyzed such a change and its consequences to Psychology's scientific status and professional's identity. To achieve this goal, a presentation of the quantitative and qualitative investigation paradigms and an examination of the epistemological and methodological foundations of those practices were accomplished. The conclusions show that the Therapeutic Assessment is coherently founded on the qualitative approach, in contrast to the Traditional Psychodiagnosis that presents internal paradigmatic contradictions. Given this, the Therapeutic Assessment offers psychologists a more solid basis for professional identification than the Traditional Assessment.Keywords: epistemology; methodology; science; traditional psychodiagnosis; therapeutic assessment. A atividade diagnóstica destaca-se na Psicologia por duas razões: (a) garante o status científico dessa área de conhecimento por empregar instrumentos que atendem exigências de padronização; (b) constitui o marco distintivo da identidade profissional do psicólogo, pelo caráter privativo do uso de testes psicológicos.Em Psicologia Clínica, o diagnóstico é um passo anterior à psicoterapia, tendo como objetivo investigar os recursos e dificuldades do indivíduo e indicar a intervenção apropriada. Embora tenha pontos de contato com a psicoterapia (e.g., identificação dos conflitos nodais da personalidade, consideração de uma complexa interação dinâmica de variáveis) apresenta marcada diferença com ela, uma vez que intervenções tera...

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Quantitative and Qualitative Research: Beyond the Debate

Cited by 293 publications

References 26 publications

Collaborative and Self-directed Learning Strategies to Promote Fluent EFL Speakers

Collaborative and Self-directed Learning Strategies to Promote Fluent EFL Speakers

Relationship BetweenTeacher Motivation and Organizational Variables: ALiterature Review

Psicodiagnóstico tradicional e interventivo: confronto de paradigmas?

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