How qualitative and quantitative research differ ql 9 develop an understanding of individuals and events taking into account the relevant context. 9 explain, gain insight, understand phenomena through intensive collection of narrative data. Qn 9 make objective descriptions of a limited set of phenomena and to determine whether phenomenon can be controlled through certain interventions. Explain, predict, and /or control phenomena thorough focused collection of numerical data. Ql 9 understand social phenomena through holistic pictures and increased depth of understanding.

Qn 9 explain causes of social phenomena through objective measurement and numerical analysis. Ql 9 assumes subject matter of social sciences is fundamentally different from subject matter of physical/natural sciences and requires a different goal for inquiry and a different set of methods of investigation. Qn 9 assumes that aims and methods of the social sciences are the same as the natural or physical sciences with both striving for testable and confirmable theories that explain phenomena. Assumptions ql 9 behavior is bound to the context in which it occurs and social reality cannot be reduced to variables in the same manner as physical reality. Seeks to understand reality from the insiders’ perspective admits subjectivity of researcher and participants. Qn 9 discovery of social facts devoid of subjective perceptions and divorced from context.

Model of explanation ql 9 search for generalizations is misguided because human behavior is always bound to the context and must be interpreted case by case. Qn 9 rely on hypothetical deductive model of explanation with inquiry beginning with theory from which hypotheses are drawn and tested using predetermined procedures. Ql 9 argues that inquiry is always value bound and inquirers must be explicit about the roles that values play in any given study. Says values are inherent in choice of 1 problem to investigate, 2 methods to investigate, 3 ways to interpret, and 4 context where study takes place. Qn 9 admit inquirers values may play role in what problem is investigated, but investigation itself must be value free with specific procedures designed to isolate and remove all subjective elements and leave objective facts.

Ql 9 inductive make observations and then draw conclusions qn 9 deductive deduce from theory what should be observed generalizability ql 9 assumes each individual, culture, setting is unique and important to appreciate uniqueness generalizations are context dependent. Qn 9 assume they can discover laws that add to reliable predictions and control of educational phenomena. Search for regularities in samples of individuals statistical analysis reveals trends in behavior and trends are sufficiently strong to have practical value. Relationship or researcher to subject ql 9 researcher deliberately interacts in a personal way. Researcher is free to use intuition and judgment as basis for deciding how to frame questions or how to make observations. Individuals studied may be given opportunities to volunteer ideas and perceptions and even participate in data analysis. Qn 9 investigators goal is objectivity seek to keep personal views, beliefs, biases from influencing data collection and analysis process.

Involves minimal interaction and if interaction is necessary interview then try to standardize process. Rather than avoid the issue of values, they make explicit their personal values and try to expose values embedded in the context. Qn 9 attempt to keep personal values from influencing the design of the investigation and avoid making value judgments about those they study. Study of context ql 9 seek to understand a complex phenomenon by examining it in its totality in context. May not know what to focus on until study is underway identify relevant themes and patterns emergent which then become focus of study.

Data collection is much more continuous and intensive than in quantitative research. Qn 9 seek to understand complex phenomenon by analyzing component parts called variables. Each investigation examines only a few of the possible variables that could be studied the situation context is either ignored or controlled.

Ql 9 flexible, evolving, general, negotiated, a hunch as to how to proceed, specified only in general terms in advance of the study. Qn 9 structured, formal, predetermined, inflexible, specified in detail in advance of the study. Hypotheses are seen as specific, testable, and stated prior to a particular study.

Measurement ql 9 procedures are somewhat subjective researchers draw on capacities to observe and interact with other humans and the environment believe human capacities are needed for the complex task of adapting to the varied and ever changing world. Qn 9 goal of measurement is objectivity, meaning the scoring and collection of data is not influenced by the researchers values, biases and perceptions heavy reliance on tests, scales and structured questionnaires that can be administered under standardized conditions to all individuals in the sample and procedures for scoring data are specified precisely to increase likelihood that any two scorers will get same results. Review of related literature ql 9 limited, does not significantly affect particular study.

Ql 9 purposive: intent to select small, not necessarily representative, sample in order to acquire in depth understanding. Theoretical sampling and sampling to take into account as much context as possible. Qn 9 random: intent to select large, representative sample in order to generalize results to a population. Ql 9 narrative, descriptive, people’s own words, personal documents, field notes, artifacts, official documents, audio and video tapes, transcripts. Qn 9 numeric, operationalized variables, quantifiable coding, statistical, counts, measures. Data collection strategies ql 9 document collection, participant observation, unstructured and informal interviews, taking of extensive detailed fieldnotes, review of artifacts. Qn 9 non participant structured observation, semi structured and formal interviews, administration of tests and questionnaires, experiments, survey research, quasi experiments, data sets.

Ql 9 small number of subjects/units purposive sampling techniques qn 9 large number of subjects/units random selection the ideal data analysis ql 9 inductive, models, theories, concepts, constant comparative method. Typically yields verbal descriptions largely derived from interviews and observational notes notes are analyzed for themes and patterns which are described and illustrated with examples, including quotations and excerpts from documents coding of data and verbal synthesis. 9 raw data are swords and analysis is essentially ongoing and involves synthesis. Data interpretation ql 9 conclusions are tentative, reviewed on an ongoing basis, and generalizations are speculative or nonexistent. Qn 9 conclusions and generalizations are formulated at the end of the study, stated with predetermined degrees of certainty. Soundness criteria ql 9 credibility inquiry conducted in such a manner to ensure the subject was adequately identified and described.

Transferability burden of demonstrating the applicability of findings rests with the investigator who would make that transfer than with the original investigator. Objectivity how can we be sure findings are reflective of the subjects rather than product of researchers biases. 9 submitted by biofeedback on thu, 1 one of the more confusing aspects of research literature is the many forms it can take. these different types depend on numerous factors including data size, data type, research approach, scope and objective to name just a few. additionally, these elements are rarely used in a vacuum, so theoretically any number of combinations and variations of these factors are possible. The information below strives to give a broad idea how the most common types of research literature differ from the other. it would be pure hubris to claim that this is in anyway a comprehensive overview, but it hopefully will provide a basis in understanding research types. Arriola tad hatashima a klang mg nutrition in clinical practice, 2010 oct 25 5: 563 4 although research articles may form the lowest tier of evidence at least until the studies are repeated they do serve as the basic building blocks for all other types of research literature. May 2010. qualitative research and quantitative research: the next types of research are probably best illustrated by comparing and contrasting the two. although these two types of research are diametrically opposed to one another they both share the common goal of being comprehensive. on the other hand the scope and aim of both are on opposite sides of the spectrum.