Comparing quantitative and qualitative research methods in the social sciences
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For my masters summative assessment...
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School of Education, Social Work & Community Education Master of Education Assignment Front Cover Name Module Matriculation Number ate of Submission eclared Word !ength
Hina Hashmi Research Methods for Professional Inquiry 130021949 3rd February 201 !"1
Ho# ha$e you used %re$ious feedbac& #ithin this submission' (es I ha$e) I emailed my tutor s%ecifically as&in* if the table of contents +%ertainin* to the breadth of to%ics bein* co$ered, #as sufficient to fulfil the success criteriaI also as&ed if the biblio*ra%hy #as com%rehensi$e enou*henou*h-
.hat s%ecifically #ould you li&e feedbac& on for this assi*nment' I #ould li&e feedbac& on my academic #ritin* style and also feedbac& related to ho# #ell I achie$ed each of the s%ecific and *eneral criteria-
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/et usin* rial) 12 %oint and 1- line s%acin* Pa*e numbers included as a footer Matriculation number included as a footer eclared #ord count on front co$er ist of References umbered a%%endices %laced after the ist of References +if rele$ant, ssi*nment +#ithout a%%endices a%%endices and reference list, submitted to 6afe ssi*n before the submission time and date 6elf assessment a*ainst the s%ecific and *eneral criteria
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$ntroduction%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
'he (uantitative method%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%)
'he (ualitative method%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%*
Advantages of the (uantitative method%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%+
isadvantages of the (uantitative method%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%+
"ost#ositivism%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%-
Advantages of the (ualitative method%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%. method%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%.
isadvantages of the (ualitative (ualitative method%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%.
/rounded 'heory%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%.
'he mi0ed methods a##roach%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
Advantages of the mi0ed methods methods a##roach%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%*
isadvantages of the mi0ed methods a##roach%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%*
Conclusion%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%1
2eferences%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%3
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$ntroduction /he %ur%ose of this research %a%er is to %ro$ide a theoretical understandin* of three distinct research methods quantitati$e) qualitati$e and mied methods- In order to do this) #e must first ta&e time to try and define the three &ey terms that #ill be used to build our &no#led*e and understandin* of these research methods and their associated %aradi*ms- /he ma:ority of academic research studies use the three interrelated %rinci%les of ontolo*y) e%istemolo*y and methodolo*y in order to construct a research method in relation to a s%ecific %aradi*m-
/here are myriad e%lanations of these %rinci%les #ithin social research as they are usually de%endent on the %articular %aradi*m bein* %ursued by the researcher at the time- ;lai&ie, states ho# educational research is cluttered #ith %oorly eecuted) secondJrate qualitati$e research- reason for this could be because ne# researchers are encoura*ed to#ards qualitati$e methods as they are *i$en a false im%ression of it bein* less ri*orous than quantitati$e methods- It could also stem from a lac& of robust teachin* of quantitati$e methods in hi*her education as mentioned before) meanin* that researchers #ill %refer to continue #ith a method they are familiar #ith re*ardless of its rele$ancy +=orard et al, 200"(-
/rounded theory =rounded theory #as first %ro%osed by =laser and 6truass in 19!" +=laser and 6trauss) 20&2( as a method of *eneratin* a theory of #hy a %articular social %henomenon occurs- .hat is interestin* about *rounded theory is the quantitati$e as%ects of the methods used for analysin* qualitati$e data7res#ell 5200%( defines *rounded theory as) - !ualitative strategy of in!uiry in which the researcher derives a general, abstract theory of process, action or interaction grounded in the views of participants in a study.” 5p&3( /he %rocess of constructin* a *rounded theory uses multi%le sta*es of data collection and then interrelatin* the different cate*ories to disco$er %atterns and trends #hich could then be used in order to %roduce a theory +7harmaA) 20&"(.
=rounded theory seems to be a method for addressin* some of the limitations offered by %urely qualitati$e methodolo*y- /he em%hasis here is to com%are the data collected from the social situation under in$esti*ation and com%are it #ith no %reconcei$ed ideas or hy%otheses- Instead) Matriculation number8 130021949
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throu*h constant com%arison of the data bein* collected) a theory that is grounded in the data) so to s%ea& #ill emer*e inducti$ely +7heesebro and ;orisoff , 200)(- /his eliminates the issue of the research strayin* from its ori*inal ob:ecti$es #hich is an difficulty #hen carryin* out o%enended qualitati$e research- lso) by ha$in* no %reconcei$ed idea of the ty%e of data to e%ect from %artici%ants) the %rocess of analysis is more *enuine-
=rounded theory uses a $ery systematic a%%roach #hich is more con$ersant #ith a quantitati$e frame#or& in order to ma&e sense of the lar*e $olume of data *enerated from a qualitati$e re%ort- It is im%ortant to remember ho#e$er) as Holton +200%( states, “4his is not to suggest that classic grounded theory is free of any theoretical lens but rather that it should not be confined to any one lens6 that as a general methodology, classic grounded theory can adopt any epistemological perspective appropriate to the data and the ontological stance of the researcher”5p3%(
=rounded theory has %ro*ressed quic&ly since it #as first theoriAed in 19!"- 7harmaA +2003, offered an u%dated $ersion of *rounded theory as constructi$ist *rounded theory #hich “takes a middle ground between postmodernism and positivism, and offers accessible methods for taking !ualitative research into the 2&st century” 5p. 20( /his re#or&ed %ers%ecti$e ta&es into account some of the stren*ths of quantitati$e research a%%roaches and tries to imbue them into a decidedly qualitati$e one in an effort to im%ro$e it-
'he mi0ed methods a##roach Mied methods research is a solution for counterin* the limitations of #holly quantitati$e or qualitati$e research described in the %re$ious section- /here has a been a shift to#ards mied method research in the last in t#enty fi$e years +;ryman) 200)( in most of the social sciences althou*h it seems that education still needs to %ro*ress at the same rate +=orard and /aylor) 200"(- /he mied methods a%%roach can be defined as8 “7ixed methods is the type of research in which a researcher or team of researchers combines elements of !ualitative and !uantitative research approaches 5e.g. use of !ualitative and !uantitative viewpoints, data collection, analysis, inference techni!ues( for the purposes of breadth and depth of understanding and corroboration” 58ohnson et al, 200) p&23(
s before) in order to *ain a dee%er understandin* of the mied methods a%%roach) I #ill try and determine the %hiloso%hy that under%ins it- Ho#e$er) this is an area frau*ht #ith difficulties as the mied methods a%%roach has only been seen as a third m ethodolo*ical alternati$e fairly recently +/asha&&ori and /eddlie) 2003) /eddlie and /asha&&ori) 200%, and ta&in* into account the combined Matriculation number8 130021949
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nature of mied methods) it is difficult to absolutely define the %hiloso%hical under%innin*s that su%%ort this research method-
/he ma:ority of mied method #riters ha$e %ut for#ard the case for %ra*matism as the main %hiloso%hy to under%in this %articular research a%%roach +Rescher) 2000 May) 20036 Dohnson et al, 200)6 /eddlie and /asha&&ori, 200%(- &ey feature of %ra*matist ontolo*y is the understandin* that the #orld is chan*ed throu*h the beha$iour and actions of human bein*s- /herefore) to ma&e sure that the desired chan*es occur) the action must come from a %lace of &no#led*e and be *uided by %ur%ose- For that reason) there must be an inse%arable lin& bet#een #hat a human &no#s and #hat a human does- 7o*nition for conce%tual de$elo%ment are the &eys to e%lainin* ho# #e ma&e meanin* in life throu*h our actions based on the consequences of belief in a s%ecific conce%t +Rallis and Rossman) 2003(-
It may be clearer if #e eamine the e%istemolo*y that dictates the %ra*matic %aradi*m- /he e%istemolo*y that dictates the %ra*matic %aradi*m %uts for#ard the conce%t of &no#led*e as models/hese models attem%t to recreate an en$ironment or social contet in order to sim%lify %roblem sol$in*- /he assum%tion here is that models #ill al#ays be too sim%listic to ca%ture all the information required from the contet) as there are too many $ariables- /herefore) it is im%erati$e to acce%t the eistence of different models for the same question +e$en thou*h they may seem contradictory, as lon* as they are ca%able of %roducin* correct %redictions #hen tested +FeilAer) 20&0(-
.e can therefore distin*uish %ra*matism from quantitati$e a%%roaches based on %ositi$ism or %ost %ositi$ism or qualitati$e a%%roaches based on inter%reti$ism as the assum%tions required for the &no#led*e and understandin* are si*nificantly different +Dohnson and ?n#ue*buAie) 200" Macy) 2003- /his is because %ra*matism) if #e re*ard it as a third alternati$e %aradi*m) %hiloso%hically acce%ts that both sin*ular and multi%le realities are o%en to em%irical enquiry #hich sidelines any contentious issues that a researcher mi*ht hold a*ainst the nature of truth or reality +7res#ell @ Plano 7lar&) 200) ,-
/he most endurin* feature of %ra*matism is that it com%letely re:ects the realism5antirealism debates that fuelled the %aradi*m #ars of the 19>0s bet#een %ositi$ists and inter%reti$ists- Pra*matists acce%t the notion of reality but belie$e it is constantly e$ol$in* as a result of our actions- %ra*matic a%%roach is more concerned #ith ensurin* that the best combination of a%%roaches is used to tac&le the research question bein* %osed thereby *i$in* the researcher freedom to use an y %rocedures or techniques ty%ically associated #ith a certain ty%e of research methodMatriculation number8 130021949
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bonus of this a%%roach is that one can select the model that has *reatest success of sol$in* a %articular %roblem *i$en the social and en$ironmental contets at that moment- shortcomin* of this e%istemolo*ical $ie# is that no clear e%lanation for the eistence of the models and the &no#led*e associated #ith them is %ro$ided- It is usually assumed that the models are built from a miture of em%irical data and %re$iously %ro%osed models #ith a certain amount of intuition also %layin* a %art/he model is continuously tested usin* trial and error to ensure that it %ro$ides realistic %redictions +FeilAer) 20&0(-
/he methodolo*y associated #ith %ra*matism %oses some issues for researchers- /his is due to the nature of the %henomena bein* multilayered #hich ma&es it difficult to ascertain the best tools and techniques for measurin* them- It is clear that many researchers stru**le #ith truly inte*ratin* quantitati$e and qualitati$e a%%roaches in order to $ie# a %henomenon from different %ers%ecti$es+7res#ell and /asha&&ori) 200) ,- /he &ey criticism that is *i$en to mied methods research methodolo*y is that any data collected is done so side by side #ith the analysis ta&in* %lace se%arately #hich defeats the %ur%ose of inte*ratin* the t#o a%%roaches +;ryman) 200)(.
;oth qualitati$e and quantitati$e methods ha$e a %lace #ithin the %ra*matic %aradi*m- /he methods utilised should be decided solely on the basis of the research that is required as o%%osed to the researchers %ersonal %references +Patton) 2002(. Mor*an +200", describes ho# the research question itself is not necessarily the most im%ortant %art of the methodolo*y- /herefore) the methods chosen as %art of the methodolo*y are not automatically correct- Rather) it is a choice based on the contet of the research ta&in* %lace #ith the fleibility for chance as required-
common method of inte*ratin* both quantitati$e and qualitati$e methods is to use trian*ulation/rian*ulation is one of the rationales for a mied methods a%%roach and com%rises of usin* se$eral methods to a%%roach in$esti*ation of a s%ecific research question +7res#ell) 2003(- /he definition of trian*ulation could be the act of combinin* t#o or more a%%ro%riate research %ers%ecti$es #ith their associated methods in order to *ain breadth and de%th of understandin* of the research %henomena +Flic&) 2002(. /he conce%t behind trian*ulation is that by a%%roachin* the question from se$eral directions) a researcher can enhance the confidence in his findin*s as he remo$es the limitations associated #ith usin* only one method +;ryman) 200"(.
Advantages of the mi0ed methods a##roach ?ne of the ma:or benefits of the mied methods a%%roach is that it is able to offset the limitations of both the quantitati$e and qualitati$e a%%roaches- Euantitati$e research does not demand the Matriculation number8 130021949
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inclusion of %artici%ant or researcher $oice- /herefore the contet of the research is usually o$erloo&ed #hen collectin* data- Furthermore) as the researcher is not an acti$e %art of the data collection) their o#n %ersonal o%inions and biases can affect not only the data collection but the analysis as #ell- ?n the other hand) qualitati$e research ma&es u% for these #ea&nesses but alternati$ely) carries its o#n inherent limitations-
Eualitati$e a%%roaches based solely on the %ersonal inter%retations of the researcher ensures that any data #ill be fundamentally biased- Gnli&e quantitati$e a%%roaches) #hich usually in$ol$e lar*e sam%les of the %o%ulation) qualitati$e research al#ays has a limited number of %artici%ants bein* studied- /his means that qualitati$e findin*s #ill al#ays be time and contet s%ecific and cannot be a%%lied to a #ider community or *eneralised +?n#ue*buAie et al, 200%(. ;earin* these factors in mind) it is easy to see the relati$e merits of a mied methods a%%roach #hich doubles the ad$anta*es for the researcher #hilst simultaneously di$idin* the limitations throu*h trian*ulation of a%%roaches-
Gsin* mied methods) numerical data can be au*mented #ith #ords) %ictures and numbers +and $ice $ersa,- /he researcher is able to ans#er a #ider and more com%le ran*e of research questions because he isn
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Matriculation number8 130021949
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