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Qualitative Comparative Analysis (QCA): 

An Innovative Approach for Integrating 

Qualitative and Quantitative Analysis 
 

Longjun Zhou 

Jiangsu Second Normal University, Nanjing 211200, Jiangsu, Chin 

“Such highly qualitative leadership is demanded especially in 

the realm of the fostering of right international relations. Here 

the demand is simply irresistible.” 

–John Raleigh Mott 

DUCATIONAL research has long used quantitative and qualitative 

analysis. Quantitative analysis is the process of quantifying things 

through the use of numbers, which represent quantifiable characteris-

tics of things such as scale, speed, and degree, as well as the spatial arrange-

ment of their constituents (Yang, 1995). Qualitative analysis is the polar op-

posite, i.e., evaluating things on the basis of their quality rather than their 

quantity. A thing's quality refers to its normative nature, which distinguishes 

it from other things (Li, 1997). Simply put, quantitative analysis focuses on 

the "what" and employs numerical expressions to depict a given reality, 

whereas qualitative analysis aims to comprehend the "why" and investigates 

how we describe something. 

Qualitative and quantitative analysis, on the other hand, each have their 

own set of advantages and disadvantages. Qualitative analysis enables us to 

delve deeply into the subject under investigation. It is frequently criticized 

for its ambiguity and uncertainty, as well as its susceptibility to analyst sub-

jectivity, because it is based on relatively small sample sizes and specific 

cases rather than on random selection and extensive sampling (Sun, 2005). In 

 

 
 

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E 



 

BECE, Vol.10, No.2, 2022 1354 

comparison, quantitative analysis is appropriate for large-scale investigations 

and frequently produces informative results (Zeng, 2000); it is performed 

with a high degree of standardization and is less susceptible to analyst bias. 

On the other hand, quantitative analysis has a limited depth of inquiry and its 

results are subject to the influence of social factors. 

Ragin develops qualitative comparative analysis (QCA) to bridge the 

divide between qualitative and quantitative analysis. QCA allows for more 

flexibility in sample selection in response to the uniqueness of each case; it is 

more focused on the sufficient and necessary conditions for a research result; 

and it prioritizes investigating the combinatorial factors underlying a social 

phenomenon.QCA is a collection of three fundamental techniques: fussy set 

QCA (fsQCA), crisp set QCA (csQCA), and multi-value QCA (mvQCA). By 

establishing sufficient and necessary relationships between explanatory and 

outcome variables, researchers can investigate the multifactor combinations 

influencing a particular case using fsQCA (Ragin & Pennings, 2005). 

The Effects of Class Teachers' Leadership and Personal Characteristics 

on Student Academic Performance: A Qualitative Comparative Analysis of 

Fuzzy Sets The article Citing H Middle School as a Case Study in this issue 

examines 24 grade seven classes at Lianyungang H Middle School. It em-

ploys fsQCA to examine the effects of differential combinations of factors on 

student academic performance, including class teacher characteristics and 

leadership behavior, by creating truth tables and performing necessary com-

putations. The primary objective of this study is to determine the effect of 

class teachers' leadership behaviors on student academic achievement and to 

provide useful guidelines for school administrators in selecting appropriate 

class teachers (Zhao & Zhang, 2022). 

We can draw the following conclusions from the study: i) Democratic 

class teacher leadership is effective in class management and popular with 

students; ii) Class teacher tenure is detrimental to student academic perfor-

mance improvement; iii) Class teachers with a high capacity for democratic 

leadership can make a significant difference in student academic achieve-

ment; iv) The effect of class teachers' marital status and gender on student 

academic results varies depending on their specific combinations with other 

factors (Zhao & Zhang, 2022). 

 

 

 

 

 

 

 

References 

Li, F. (1997). Research methodologies of modern educational sciences. Guangzhou: 

Guangdong Higher Education Press. 



 

BECE, Vol.10, No.2, 2022 1355 

Ragin, C.C., & Pennings, P. (2005). Fuzzy sets and social research. Sociological Methods 

and Research, 33(4):423-430. DOI: https://doi.org/10.1177/0049124105274499  

Sun, R.Y. (2005). Qualitative, quantitative and content analysis: Discussion of research 

approaches in the field of publication and information. Journal of Modern Infor-

mation, 2005(1):2-6. DOI: https://doi.org/10.3969/j.issn.1008-0821.2005.01.001  

Yang, L.Z. (1995). Research methodologies of educational sciences. Dalian: Liaoning 

Normal University Press. 

Zeng, J. (2000). A comparison of quantitative and qualitative research methods in educa-

tional research. Journal of Guangxi College of Education, 2000(3):12-18. DOI: 

https://doi.org/10.3969/j.issn.1006-9410.2000.03.003  

Zhao, H., & Zhang, J. (2022). The influence of class teachers’ leadership behavior and 

personal characteristics on student academic performance: A study of fuzzy set 

qualitative comparative analysis citing H Middle School as a case study. Best Evi-

dence in Chinese Education, 10(2):1357-1373. DOI: 

https://doi.org/10.15354/bece.22.or042  

 

 

 

 

Correspondence to:  

Longjun Zhou, Ph.D. 

Jiangsu Second Normal University 

Nanjing 211200 
Jiangsu 

China 

E-mail: 294437034@qq.com 

Conflict of Interests: None. 

Doi: 10.15354/bece.22.co003 

 

https://doi.org/10.1177/0049124105274499
https://doi.org/10.3969/j.issn.1008-0821.2005.01.001
https://doi.org/10.3969/j.issn.1006-9410.2000.03.003
https://doi.org/10.15354/bece.22.or042
mailto:294437034@qq.com

