Select a pair of articles on an identical topic. This pair can be comprised of (a) one article to represent a research approach and another to represent another approach (e.g., one quantitative and one qualitative) or (b) one scholarly, research-based study and one practitioner article. Note: you must clearly indicate what type of article you are going to use at the beginning of the paper. The writer must clearly respond to all the 9 points listed below using proper APA style. Remember to use proper grammar and in text citations and also avoid short responses that do not have bases.
Analyze the articles and compare them in terms of the following questions:
• What comprises the data presented in each article?
• How are the data presented and interpreted?
• Are the data summarized only, or does the article include appendices or tables that present the data for the reader’s own interpretation?
• Are there other ways that the data could be interpreted?
• Are there other variables or factors that appear to have been excluded from consideration?
• Is the argumentation sound and convincing?
• Does each article include limitations of the study or approach?
• Does each put the findings into a larger context in terms of current and future research?
• Are the implications of the article presented in terms of research, practice, or both?
The major distinction between qualitative and quantitative data is that quantitative data is more numerical than qualitative (Hawkes, 2015). Qualitative data in some research projects could be just plain text or words. Sound recordings, videos or photographs can also be considered as qualitative data (Migiro & Magangi, 2011). The following is a clear analysis between quantitative research data and qualitative research data on Wisconsin Pupil Assessment.
On the second part of the article on quantitative data, a research was carried out to understand the performance of pupils in Wisconsin. The methodology involved classification of grades according to their achievements from 3rd grade to 10th grade. The research study is divided into three parts. The first part is the introduction and it provides the background of assessment while the second section details the current and previous assessment of educational standards in Wisconsin while the third part discusses the findings and other finer details that would require more funding to resolve the issues.
The second and final parts of the research can be referred to as quantitative and qualitative research respectively. The first part of the report describes the pupil performance on standardized tests that are applied as tests to pupils that allow the teachers to make normative decisions and which relate to the performance of pupils as compared to a norm group. The research presented in this case can be referred to as the quantitative research and they are known as the Norm-Referenced Tests (NRT). Pupil’s scores are compared to each other while the test statistics are compiled as percentiles, standardized scores or norm-equivalent. These scores are mostly utilized to make normative decisions. Criterion referenced tests (CRT) used to measure the pupil performance on specific curricular material. These tests provide elaborate insights on pupil performance and they are utilized to reveal the weakness in individual pupils and the extent of remedial tuition required (Merrifield, 2009). CRT tests provide qualitative research on pupil performance and the needs required for good performance.
The data has been presented partly in tabular form as well as in text. Most of the data analysis has been done on tables. There are several ways that the data could be analyzed. For example, most of the pupils are proficient in mathematics apart from those in 5th grade in table 1(Merrifield, 2009).
Several factors or variables are missing from the research report. For example, the individual number of children in a percentile and their average ages may have an impact on the performance of the pupils. Other factors that may have been included are the background of the children and the parent’s level of education determines most pupils foundational reading skills in lower grades (Mills, 2011).
The argumentation is sound and convincing especially on funding for non-performing remedial classes is a good way to resolve pupil non-performance in lower grades. The limitations on the research sturdy are the wider Wisconsin student assessment that would be necessary to comply with the state model of academic standards. The examinations standards in Wisconsin do not adequately assess all the required standards as per the local requirements (Merrifield, 2009).
The research findings have a larger context and repercussions in terms of the current and future research. The findings have proposed a more thorough research based on gender, race or ethnicity to determine the extent of funding necessary to improve general education standards.
The implications presented are in terms of both research and practice. The CRT and NRT are both practical and the research is based on the assessment practice that’s continuous and practical.
Hawkes, C. (2015) An Example with Qualitative and Quantitative research http://www.streetdirectory.com/travel_guide/29170/site_promotion/an_example_with_qualitative_and_quantitative__research.html
Merrifield, L. (2009) Pupil Assessment, Wisconsin Legislative Fiscal Bureau, Informational Paper 32 Retrieved August 18, 2015 from http://legis.wisconsin.gov/lfb/publications/Informational-Papers/Documents/2009/32_pupil%20assessment.pdf
Migiro, S.O. & Magangi, B.A. (2011). Mixed methods: A review of literature and the future of the
new research paradigm. African Journal of Business Management, Academic Journals Review.
5(10), 3757-3764. Retrieved from: http://www.academicjournals.org/AJBM
Mills, G. E. (2011). Action research – A guide for the teacher researcher. Boston, MA:
>>>>Pearson Education, Inc.
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