Introduction

The research methods were formed within a movement whose origin goes back to the 16th and 18th centuries and that valued the ability of rational thinking. It was believed that by the use of reason it would be possible for men not only to know the world but beyond that, transform it. This discernment that associated men’s reason with the possibility to provoke changes in social life already meant the questioning of dilettante knowledge and contemplative (Walliman, 2017). This essay is going to compare and contrast the qualitative and quantitative research methods, and their impact in research will also be examined in this essay.

Discussion

Quantitative research and qualitative research are the two main strands of educational research. By comparing the two research methods and explaining the differences and relationships between the two research methods, we can understand both methods more precisely and accurately. Familiarise yourself with each other’s strengths and limitations. Push education research methods deeper. Since Herbar’s time, theories of educational science have been proposed and feasible. What is interesting, however, is that the educational research brand for education researchers has not found a suitable place since then (Brennen, 2017). Thus, educational research with such a long history is confronted with a very strange situation: on the one hand, it is accused of being called research, in fact, it is a philosophical work which deviates significantly from practice and the necessary educational and scientific research method. On the other hand, anti-science scholars argued that it was influenced by the scientific nature of education. Over time, it became a testing ground for other disciplines, so that educational theory was in danger of colonisation.

Those who demand an earlier position believe that the lack of educational theory should play a leading role in educational practice, t