Predispositions of Quantitative and Qualitative Modes of Inquiry

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Quantitative and Qualitative Modes of Research Quantitative Mode Assumptions •

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Social facts have an objective reality Primacy of method Variables can be identified and relationships measured Etic (outside's point of view)

Purpose

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Causal explanations

Approach •

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Reality is socially constructed Primacy of subject matter Variables are complex, interwoven, and difficult to measure Emic (insider's point of view)

Purpose

Generalizability Prediction

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Qualitative mode

Begins with hypotheses and theories Manipulation and control Uses formal instruments Experimentation Deductive Component analysis Seeks consensus, the norm Reduces data to numerical indices Abstract language in write-up

Researcher Role

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Contextualization Interpretation

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Understanding actors' perspectives

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Approach •

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Ends with hypotheses and grounded theory Emergence and portrayal Researcher as instrument Naturalistic Inductive Searches for patterns Seeks pluralism, complexity Makes minor use of numerical indices Descriptive write-up

Researcher Role

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Detachment and impartiality

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Personal involvement and partiality

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Objective portrayal

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Empathic understanding

Qualitative versus Quantitative Research: Key Points in a Classic Debate •

Features of qualitative & quantitative research

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Main points

Features of Qualitative & Quantitative Research Qualitative

Quantitative

"All research ultimately has a qualitative grounding" - Donald Campbell

"There's no such thing as qualitative data. Everything is either 1 or 0" - Fred Kerlinger 

The aim is a complete, detailed d etailed description.

The aim is to classify features, count them, and construct statistical models in an attempt to explain what is observed.

Researcher may only know roughly in advance what he/she is looking for.

Researcher knows clearly in advance what he/she is looking for.

Recommended during earlier phases of  research projects.

Recommended during latter phases of  research projects.

The design emerges as the study unfolds.

All aspects of the study are carefully designed before data is collected.

Researcher is the data gathering instrument.

Researcher uses tools, such as questionnaires or equipment to collect numerical data.

Data is in the form of words, pictures or  objects.

Data is in the form of numbers and statistics.

Subjective - individuals’ interpretation of  events is important ,e.g., uses participant observation, in-depth interviews etc.

Objective – seeks precise measurement & analysis of target concepts, e.g., uses surveys, questionnaires etc.

Qualitative data is more 'rich', time consuming, and less able to be generalized.

Quantitative data is more efficient, able to test hypotheses, but may miss contextual detail.

Researcher tends to become subjectively immersed in the subject matter.

Researcher tends to remain objectively separated from the subject matter.

(the two quotes are from Miles & Huberman (1994, p. 40). Qualitative Data Analysis) Analysis)

Main Points •

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Qualitative research involves analysis of data such as words (e.g., from interviews), pictures (e.g., video), or objects (e.g., an artifact). Quantitative research involves analysis of numerical data. The strengths and weaknesses of qualitative and quantitative research are a perennial, hot debate, especially in the social sciences. sciences. The issues invoke classic 'paradigm 'paradigm war'.

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The personality / thinking style of the researcher and/or the culture of the organization is under-recognized as a key factor in preferred choice of methods. Overly focusing on the debate of "qualitative versus quantitative" frames the methods in opposition. It is important important to focus also on how the techniques can be integrated, such as in mixed methods research. More good can come of social science science researchers developing skills in both realms than debating which method is superior.

Steps in Educational Reseaarch 1. Frame the initi initial al question/ question/probl problem. em. 2. Determine Determine what previou previous s research says says about the question/pro question/problem. blem. 3. Frame a researc research h question/pr question/problem oblem/hypo /hypothesi thesis. s. 4. Design a plan for collecting the data to address question/problem/hypothesis. 5. Analyze Analyze the the result results s of gathered gathered data. data. 6. Genera Generate te conclu conclusio sions. ns.

Types of Educational Research

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Quantitative Quantitative research involv involves es the use of numer numerica icall indice indices s to summar summariz ize, e, describe describe and explore explore relationship relationships s among traits. There There is a reliance reliance on control, control, statistics, measurement and experiments. Experim Experimental ental study study – the the rese resear arch cher er has has to cont contro roll one one or more more fact factor ors s (variable (variables) s) that may influence influence the responses responses of the subjects. subjects. The purpose purpose is to determine whether one variable causes a change in another one.