Quantitative Research Quantitative research is based on statements such as "everything that exists exists in a certain quantity and can be measured". “Although Thorndike's 1904 statement seems innocent and straightforward enough, it brings into play an important philosophical position that has persisted in social science research well into this century.” (Custer, 1996, p. 3). In 1927, William F. Ogburn successfully lobbied to have Lord Kelvin's motto: "When you cannot measure, your knowledge is small and unsatisfactory" be visibly and permanently engraved on the facade of the Social Sciences Research Building of University of Chicago. however, the competing paradigms of quantitative and qualitative research have become quasi-working partners in educational research. Many researchers today advocate a "paradigm of choices that seeks methodological adequacy as the primary criterion for judging methodological quality. This will allow for situational responsiveness that strict adherence to one paradigm or another will not allow" (Patton, 1990, p. 30 ). The ideals of quantitative research require procedures that are public, that use precise definitions, that use methods of seeking objectivity. for the collection and analysis of data, which are replicable so that results can be confirmed or refuted, and which are systematic and cumulative, all resulting in knowledge useful for explaining, predicting and monitoring the effects of teaching on outcomes of students (Gage, 1994, p. 372). This is the basic definition of quantitative research that will be discussed in this article. For comparative purposes, qualitative analysis will often be mentioned together with quantitative analysis. The two paradigms"A quantitative...... half of. article ......litative Research Methodologies." Journal of Industrial Teacher Education 34(2): 3-6.Gage, N. L. (1994). “The Scientific Status of Research on Teaching.” Educational Researcher 44(4): 371-383. Hathaway, R. S. (1995). “Assumptions Underlying Quantitative and Qualitative Research: Implications for Institutional Research.” Research in Higher Education 36(5): 535-562.Hoepfl, M. C. (1997). “Choosing Qualitative Research: A Handbook for Technology Education Researchers.” Journal of Technology 9(1): 12-39.Howe, K. R. (1985). "Two dogmas of educational research". Educational Researcher 14(8): 10-18.Liebscher, P. (1998). "Quantity with quality? Teaching quantitative and qualitative methods in a LIS master's program." Library Trends 46(4): 668-680.Patton, M. Q. (1990). Qualitative evaluation and research methods. Newbury Park, CA, Sage Publications, Inc.