Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.7, No.15, 2016
94
3.2.1. Advantages of Quantitative Research Approach
The first advantage of this research approach is the use of statistical data as a tool for saving time and resources.
(Bryman, 2001, p20) argue that quantitative research approach is the research that places emphasis on numbers
and figures in the collection and analysis of data. Imperatively, quantitative research approach can be seen as
being scientific in nature. The use of statistical data for the research descriptions and analysis reduces the time
and effort which the researcher would have invested in describing his result. Data (numbers, percentages and
measurable figures) can be calculated and conducted by a computer through the use of a statistical package for
social science (SPSS) (Gorard, 2001, p3; Connolly, 2007, p2-34) which save lot of energy and resources.
Secondly, the use of scientific methods for data collection and analysis make generalization possible with this
type of approach. Interaction made with one group can be generalized. Similarity, the interpretation of research
findings need not be seen as a mere coincidence (Williams and May 1998, p1-21). The study of problem-solving
instruction in secondary school science education within one particular area or zone can be reflective of the
wider society in terms of samples, contents and patterns (Shank and Brown, 2007, p28; Cohen and Morrison,
2011, p243).
However, replicability is another benefit derivable from the use of this research approach. Since the research
approach basically relies on hypotheses testing, the researcher need not to do intelligent guesswork, rather he
would follow clear guidelines and objectives (Lichtman, 2013, p4). The research study using this type of
research tool is conducted in a general or public fashion because of its clear objective and guidelines , and can
therefore be repeated at any other time or place and still get the same results (Shank and Brown, 2007, p27).
Moreover, this research approach gives room for the use of control and study groups. Using control groups, the
researcher might decide to split the participants into groups giving them the same teaching, but using different
teaching methods, bearing in mind the factors that he is studying. At the end of the study teaching, the groups
can be gathered and the researcher can then test the problem-solving ability of the students and be able to access
the teaching method that best impacts the problem-solving abilities amongst the students. (Johnson and
Christensen, 2012, p34).
Finally, Denscombe (1998, p173-176) describe quantitative research as “researcher detachment” research
approach. When looking at the “researcher detachment”, it may be seen as a strength of quantitative research
approach from one angle, yet from another angle it may seen as its weakness. The issue of researcher being bias
with either his data collection or data analysis will be highly eliminated when the researcher is not in direct
contact with the participants, that is, he collects his data through either telephone, internet or even pencil-paper
questionnaire. There is full control for alternatives such as interpretations, explanations, and conclusions. In
other words, the objectivity of the researcher will not be compromised. Secondly, this may perhaps guarantee
respondent anonymity (Muijs, 2004, p7-45; Litchman, 2006, p8; Bryman, 2012, p408; Creswell, 2009, p4).
3.2.2. Disadvantages of Quantitative Research Approach
Researcher detachment from the participants is also a weakness within the quantitative research approach.
Researcher detachment means that he is an “observer” or an “outside looking in”. With this type of
researcher/participant relationship, it will extremely difficult to get the in-depth study of the phenomena within
its natural settings. He will neither understand the group or individuals working with him nor will he appreciate
them (Shank and Brown, 2007, p63; Berg, 2007, p4; Christensen and Johnson, 2012, p35). In studying problem-
solving instructions for science education in secondary schools, the researcher need not be an observer nor
detach himself from the participants. It is dehumanising as well as undermining life and mind (Cohen, 2011,
p14). The experiences gathered may not be that of the participants mind and opinion (Berg and Howard, 2012,
p61).
Quality and quantity are very important in any educational research since research is an instrument of change.
Those two words cannot be neglected when explaining phenomena (Dabbs, 1982 cited in Berg and Howard,
2012, p3). In the quantitative research approach, the participants have no room to contribute to the study. The
researcher is at the “driver’s seat” (Bryman, 2001, p286). The linear and non-flexibility nature of a quantitative
approach demands that the researcher follow a certain order. He starts by setting the research question and
hypotheses, conducts a literature review, collects data, analyses the data and summarises the result (Litchman,
2006, p7-15; Creswell, 2009, p17). For educational studies such as problem-solving instruction for secondary
school science students, the researcher may decide to observe the teaching methods first and see how the method
affects students. Following his initial observation, he may repeat the visit for another observation, if necessary,