This paper was written as part of a course assignment for Management Research Methods, based on lecture notes and summaries of course material. In academia, particularly in educational management, the debate between quantitative and qualitative research paradigms is always relevant. These two approaches differ not only in technique but also in the fundamental philosophical assumptions that influence how researchers view reality, formulate problems, and interpret results. Understanding these crucial differences is key to producing valid and relevant studies.
First: Differences in Assumptions and Key Characteristics
Quantitative research is based on the positivist paradigm, believing that reality is objective, fixed, and measurable. This assumption encourages researchers to focus on generalization and numerical measurement. Research problems are formulated from existing theories and then tested in the form of hypotheses. The data used is numerical, obtained through tested instruments such as questionnaires or tests, and then analyzed using statistical methods to measure effectiveness or relationships between variables. Its advantages lie in its objectivity and ability to generalize results. However, its disadvantage is its reductive nature, often capturing only measurable aspects. In contrast, qualitative research is rooted in the constructivist paradigm, which views reality as something complex, dynamic, and shaped by social interactions. Its goal is to understand the meaning and complexity of a phenomenon from the subject's point of view. The researcher is the main instrument, collecting descriptive (non-numerical) data through in-depth interviews, participatory observation, or case studies. The advantage of qualitative research is its ability to explore meaning and capture context in depth. However, its main limitation is the risk of researcher subjectivity, which can influence the process and results of interpretation.
Second: Implications in Educational Management
This difference in paradigms has significant practical implications, especially in the context of educational management.
Quantitative research is highly relevant for evaluating educational programs, where the effectiveness of a policy needs to be measured objectively, such as the impact of implementing a new curriculum on student grades. The results allow conclusions to be drawn that can be generalized to a wider population. Meanwhile, qualitative research is more suitable for school management case studies, which aim to explore leadership dynamics, social interactions in the school environment, or understand the subject's experience in depth. This provides a rich contextual understanding that cannot be measured by numbers alone. Considering the advantages and limitations of each, a mixed methods approach becomes a comprehensive solution. This method integrates quantitative objectivity and qualitative depth, resulting in a more complete understanding of the phenomenon. Education management students and practitioners must master this understanding, not only as a technical requirement but as a philosophical foundation for producing accurate, in-depth, and transformative research for the world of education.
This article is summarized from the Teaching Module for the Management Research Methods Part 4
course taught by Prof. Dr. HA Rusdiana, MM