Essay Sample on Use of Both Quantitative and Mixed Structure Methods

Introduction

Rots et al., (2014) explored the use of both quantitative and mixed structure methods. According to Creswell (2014), quantitative research was implemented to quantify how teachers' preparation programs prepared minority students to be successful by generating statistical and mathematical data that was transformed into usable information. Moreover, the research approach was used to quantify the attitudes, opinions, and behavior of the teacher students. Also, Creswell (2014), identified mixed methods of research as a methodology for gathering, analyzing, and integrating both qualitative and quantitative analysis. In other terms, Rots et al. (2014) used mixed approach since they implemented both closed-end information (rating scales and performance instruments) and open-end information (data gathered from focus groups and interviews).

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Rots et al., (2014) used two types of quantitative research method. Indeed, the research conducted by Rots et al. (2014) used the pen-to-paper questionnaire and an online survey. These are the most common types of quantitative means of collecting data. Moreover, the two types of qualitative data collection were designed for different groups. The first phase, (T1) included pen-to-paper questionnaire covering six teacher training institutes while the second phase (T2) involved an online survey participated by a section of the same group.

Rots et al. (2014) used a subjective approach in designing the research questions. The questions used the formula; questions, hypothesis and design arguments. With the fact that the quantitative research method was implemented; thus, making the research open-ended the team established a hypothesis in order to create a practical framework to test the theory. Moreover, the hypothesis/theoretical framework developed was used to rate the attitudes of participants. The central reason for the efficient method was to establish relevance between the guessed answers as the solution to the problem.

According to Rots et al. (2014), the rate of employing new graduate teachers into the education system was limited; thus, promoted lots of barriers for teacher students. First, different perspectives needed to be considered before admitting a student to take a teaching curriculum. To understand, if the student would be successful in the professional line, learning institutions needed to understand the motivation levels for teaching among the students; thus, selecting the minority with the ability, ambition, attitude, and patience to prosper as a student teacher. Additionally, for preparation, there were various schemes that the minority student teachers need to understand and get exposed to, for example, teaching was not only for students but all the stakeholders within the education industry.

Conclusion

Majorly, with identifying that the education system has different stakeholders, their duties needed to reflect in various ways to ensure that students attain a competent and self-worth attitude. The primary mode of providing these students to obtain such traits was to guarantee the teaching faculty supported the students especially motivates them towards attaining their goals. Support came in different perspectives, for example, psychological help. Mental support could assist students to differentiate their tasks and acquire acute decision-making skills through tutor coaching services, introducing the student teachers into the practical and real-life experience, and promoting student-teacher relationship as a means of self-regulated teaching among others. Finally, the students needed to understand and acknowledge leaner-oriented trust and subject-matter-oriented norms.

Reference

Creswell, J. (2014). Research design: Qualitative, Quantitative, and Mixed Methods Approaches. SAGE.

Rots, I., Aelterman, A., & Devos, G. (2014). Teacher education graduates' choice (not) to enter the teaching profession: does teacher education matter? European Journal of Teacher Education, 37(3). 279-294, http://dx.doi.org/10.1080/02619768.2013.845164.