About this paper

Appears in:
Pages: 405-412
Publication year: 2015
ISBN: 978-84-606-5763-7
ISSN: 2340-1079

Conference name: 9th International Technology, Education and Development Conference
Dates: 2-4 March, 2015
Location: Madrid, Spain


A. Marzano, R. Vegliante, M. De Angelis

University of Salerno (ITALY)
In the educational fiel to study the educational facts, the empirical research has used different approaches, attributable to qualitative and quantitative methods. The first method, according to positivist paradigm, analyzes the problem with statistical and methodological rigor, in this way it offers a better change of reaching generalizations. The second method is linked to the paradigms of complexity, contextuality, according to a phenomenological approach, to understad educational reality in a holistic way in its uniqueness and specificity. This traditional dichotomy, between quantitative and qualitative method, is exceeded by those research designs that provide an integrated and flexible perspective, based on a combination of the two methods according to an eclectic or mixed approach (Morse, 2003; Galliani, 2009; Notti, 2014).
In the context of the Italian scientific community interested in conducting research on the assessment, it should be the adoption of a combined model to be applied to research in order to draw meaningful elements: a pattern that is woven in contexts where the aim of the research is to highlight the fine line between innovation and change. This happens when it is recognized that the adoption of a methodology based on combined approaches than those contradictions between the initial research standard and non-standard in order to achieve the research objectives. A multi-pronged approach is positioned within a theoretical framework connected with the need to know the paths built on the basis of prospects/quantitative. The mix methods combine the interpretation and understanding of the data with the strict size that breaks the phenomenon into its component parts using measurement processes.
On epistemological basis, this paper is focused on the main differences and applications of the qualitative and quantitative method in Italian educational research, devoting a special focus to the current and innovative methodological trends that use the pluralism paradigm to deal the multi-dimensionality of the educational reality.
author = {Marzano, A. and Vegliante, R. and De Angelis, M.},
series = {9th International Technology, Education and Development Conference},
booktitle = {INTED2015 Proceedings},
isbn = {978-84-606-5763-7},
issn = {2340-1079},
publisher = {IATED},
location = {Madrid, Spain},
month = {2-4 March, 2015},
year = {2015},
pages = {405-412}}
AU - A. Marzano AU - R. Vegliante AU - M. De Angelis
SN - 978-84-606-5763-7/2340-1079
PY - 2015
Y1 - 2-4 March, 2015
CI - Madrid, Spain
JO - 9th International Technology, Education and Development Conference
JA - INTED2015 Proceedings
SP - 405
EP - 412
ER -
A. Marzano, R. Vegliante, M. De Angelis (2015) QUALI-QUANTITATIVE APPROACH IN EDUCATIONAL RESEARCH, INTED2015 Proceedings, pp. 405-412.