Please post your question, quote, and fact here. Also, please respond to at least two of your peers' posts here and answer my questions.
Questions:
1.) Define qualitative and quantitative research.
2.) Describe the major ideas and philosophies that have influenced the development of quantitative and qualitative research.
3.) What are the three, useful factors in determining whether you should use quantitative or qualitative research for a study?
4.) Compare and contrast the six steps of conducting research for quantitative and qualitative research.
Subscribe to:
Post Comments (Atom)
Question: What are the definitions of these 3 words: paradigm, dichotomy, and coalesce?
ReplyDeleteParadigm is a model for integrating structure with process. Dichotomy is a division or the process of dividing into two especially mutually exclusive or contradictory groups. Coalesce means to grow together, fuse. Some synonyms are merge, blend, mingle and mix.
Quote: "justifying the research problem means that you use the literature to document the importance of the issue examined in the study. To accomplish this, you search the literature, locate studies that identify the problem as important to examine, and then cite this leterature in the opening sections of a research report."
Fact: an online journal dedicated to qualitative research since 1990 the Qualititative Report lists dozens of sites addressing all aspects of qualitative research.
Ch. 2 Questions
ReplyDeleteQuantitative data is "hard" data and qualitative data is "soft" data. Quantitative research is a type of educational research in which the researcher decides what to study; asks specific narrow questions; collects quantifiable data from participants; analyzes these numbers using statistics; and conducts the inquiry of in an unbiased objective manner.
Qualitative research is a type of educational research in which the researcher relies on the views of participants; asks broad, general questions; collects data consisting largely of words (or text) from participants; describes and analyzes these words for themes; and conducts the inquiry in a subjective, biased manner.
Ch. 2 Questions
ReplyDelete2. The initial ideas for quantitative research came from the physical sciences such as physics and chemistry. Just as atoms and molecules were subject to predictable laws and axioms, so also were patterns of children's behaviors in schools. In the history of the development of quantitative research three historical trends are present: statistical procedures, test and measurement practices, and research designs. Today assessment debates surround the use of standardized performance assessments for children in subjects such as math and science. For example schools use the results of these assessments to allow children to advance to the next grade or to permit their inclusion in a gifted education program.
Ch. 2 Questions
ReplyDelete2. (cont.) The ideas for qualitative research developed in the late 1800's and early 1900's in fields other than education. However, the actual use of qualitative research in education is most apparent during the last 30 years. Three themes shape its history in education: philosophical ideas, procedural developments, and participatory and advocacy practices. The central perspective of these new approaches emphasized the importance of the participant's view, stressed the setting or context (e.g., a classroom) in which the participants expressed the views, and highlighted the meaning people personally held about educational issues. Procedures such as writing general qualitative research questions conducting on-site interviews and observations, and analyzing data, for themes occupied writers' attention.
Ch. 2 Questions
ReplyDelete3. The three useful factors in determining whether you should use quantitative or qualitative research for a study are:
1. Match your approach to your research
problem.
2. Fit the approach to your audience.
3. Relate the approach to your experiences.
Ch.2 Questions
ReplyDelete4. Quantitative research is description and explanation oriented while qualitative research is exploratory and understanding oriented for the first step of the process of research. One characteristic is similar in both quantitative and qualitative research and that being justification for the research problem when reviewing the literature which is a major role for quantitative and a minor role for qualitative.
When specifying a purpose quantitative is specific and narrow while qualitative is general and broad and quantitative is measurable, observable data while qualitative is from participants' experiences.
Collecting data for quantitative includes predetermined instruments, numeric data, and large number of individuals. Collecting data for qualitative includes general, emerging form, text or image data, and a small number of individuals or sites.
Standard and fixed or flexible and emerging, and objective and unbiased or reflexive and biased are differences, again, in the final step of reporting and evaluating research.
Yes Helen, you have to look at your research question(s)/problem first and then decide which method fits it the best.
ReplyDeleteNice job here! Keep up the good work!
I would say that depending on the qualitative method, the literature review is still important in the process.
ReplyDelete1.) Define qualitative and quantitative research.
ReplyDeleteA:
Qualitative research is a type of educational research in which the researcher relies on the views of participants asks broad, general questions; collects data consisting largely of words(or text) from participants; describes and analyzes these words for themes; and conducts the inquiry in a subjective, biases manner.
Quantitative research is a type of educational research in which the researcher decides what to study; asks specific, narrow questions; collects quantifiable data from participants; analyzes these numbers using statistics; and conducts the inquiry in an unbiased, objective manner.
4.) Compare and contrast the six steps of conducting research for quantitative and qualitative research.
ReplyDeleteA:
First step, identifying a research problem. Quantitative research tends to address research problem requiring: a description of trends or an explanation of the relationship among variables. In contrast, quanlitative research tend to address reseach problem requiring: and exploration in which little is known about the problem and a detailed understanding of central phenomenon.
Second step is reviewing the litterature, quantitative research tends to provide a major role through suggesting the research questions to be ask and create a need for the direction (purpose statement and research questions or hypotheses) of the study, but quanlitative research tends to play a minor role in suggesting a specific research question to be asked. Both researches tends to justify the research problem.
Third step isSpecifying a purpose for research, quantitative research , the purpose statement, research questions, and hypotheses tend to be specific and narrow, and seek measurable and observable data on variables, but quanlitative research tends to be general and broad, and seek understand the participants' experiences in its purpose statement, research questions, and hypotheses.
Forth step is collecting data, quantitative research tend to consist of collecting using instruments with preset questions and responses, gathering quantifiable(numberic) data, and collecting information from a large number of individuals, but quanlitative research uses forms with general, emerging questions to permit the participant to generate response, gathers word(text) or image data, and colects informationa from a small number of individuals or sites.
Fifth step is Analyzing and interpreting data:
1. Quantitative research, data analysis tends to consist of statistical analysis and involve describing trends, comparing group differences, or relating variable, but quanlitative research tends to consist of text analysis and involves developing a description and themes.
2. In ouantitative research, interpretation tends to consist of comparing result with prior predictions and pass research, but in quanlitative research tends to consist of stating the large meaning of the finding.
Sixth step is Reporting and evaluationg research, quantitative research tends to use standard, fix structure in the research reports and take an objective and unbiased approach, but quanlitative research use flexible emerging structure and take a subjective and biased approach . However, both research approaches tend to use evaluative criteria in their resrearch reports.
Quote from the book that I think that it i s intesting is, "Quantitative and qualitative characteristics reside on a continuum-any one study may not have all of the characteristics of either quantitative and qualitative research, but studies tend toward one end of continuum or the other."
ReplyDeleteHi everybody,
ReplyDeleteIf I type some words wrong, I am very sorry. I will try to check my work more carefull.
The fact that I have learned from reading this chapter is qualitative research is hard to evaluate. This fact led me to my question. How we analyse qualitave (text)data tht we collect to make it reliable, accurate, and right? It sounds like difficult because it is not number that we can calculate.
ReplyDeletePrueksa, great quote! When I think about it, continuum would be a good one for the word wall.
ReplyDelete3.) What are the three, useful factors in determining whether you should use quantitative or qualitative research for a study?
ReplyDeleteA) The three, useful factors in determining whether you should use quantitative or qualitative research for a study are: Match your approach to your research problem, “remember that the problem suited for quantitative research are those in which trends or explanations need to be made. For qualitative research, the problems need to be explored and obtain a deep understanding.” (Page 62) Fit the approach to your audience, “Quantitative research may be more familiar to educators today who are trained in experimental research, survey designs, and statistical procedures. However, qualitative research now draws a substantial following, and through books, articles, conferences, and workshops, educators can obtain a much firmer grasp of qualitative inquiry than they could a few years ago.” (Page 63) Relate the approach to your experiences, “choose your approach based on your personal experiences and training. Conducting research in either quantitative or qualitative research requires skills…” (page 63)
4.) Compare and contrast the six steps of conducting research for quantitative and qualitative research.
A) The six steps of conducting research for quantitative and qualitative research are COMPARABLE in the first and second steps. Identifying a research problem, they both explain the problem and get the reader oriented with the problem. Also, in reviewing the literature both qualitative and quantitative research; make a justification for the research problem.
The six steps of conductive research for quantitative and qualitative are DIFFERENT because: In steps 3-6, quantitative research is specific and narrow, the data is observable and measurable; where qualitative is general and broad. The “data” is the participants’ experiences rather than measureable facts. They are also different in collecting data; quantitative uses predetermined instruments, numerical data, and they use large numbers of individuals. In qualitative the data is general and emerging, they use text or image data rather than numbers, and they do research with a small number of individuals or sites. When it comes to analyzing and interpreting data quantitative uses statistics, description of trends, comparing groups or relationships between variables, and comparing results with past studies and predictions. In qualitative the text is analyzed, themes are developed and the text is described. The larger meaning of the findings is given. Lastly, in Reporting and evaluating research the quantitative is fixed, unbiased and objective. The qualitative on the other had in flexible and emerging. They are reflexive and biased as well. (Page 52)
MY QUESTION:
ReplyDeleteBefore reading this chapter I would have definitely said that the most reliable and commonly used form of research would be QUANTITATIVE, but now I’m reading the federal, state, and private levels support qualitative research and MAJOR magazines address qualitative research as well. (Page 50)
QUOTE:
“Qualitative research is a type of educational research in which the researcher relies on the views of participants; asks broad, general questions; collects data consisting largely of words… from participants; describes and analyzes these words for themes; and conducts the inquiry in a subjective, biased manner.” (Page 46)
I think this sound like the most interesting type of research and the research that would best suite me. ☺
INTERESTING FACT:
Only in the past 30 years has qualitative research played a major role in educational research. (Page 49 & 65)
Rebecca Gillies had a good idea that I liked about qualitative research being accepted now, because the setting is closer to reality for research than filling out forms, etc.
ReplyDeletePrueska,
ReplyDeleteGreat question about the reliability and validity of qualitative research! In EDU 611, this is covered for case studies, and some of these points are used in other qualitative methods too. Later, you will learn about triangulating your qualitative data. You will have data from multiple sources. For instance, you might have field notes, individual interviews, and focus group interviews. Then, you can find the common themes in all of these, and there is more data then. Also, you can have another researcher validate your field notes if he/she is in the same school. You can also have the research subjects review the interviews and be a part of the process. Patti Lather has done this in her research! This helps! In addition, the researcher can situate his or her knowledge base and point out his or her own biases and limitations in qualitative work, and that helps with the validity and reliability of it.
Rebecca,
ReplyDeleteGreat point here! What matters the most is matching your research question with your research method! Qualitative research is just as important as quantitative research! Both are used in education!
Keep up the good work!
Great job so far class!
ReplyDeleteKeep up the good work!
Quote- “Qualitative researchers often bring themselves directly into the written report in some way, such as writing an epilogue, writing about their experiences when they discuss the procedures, or weaving their personal experiences into the conclusion (p. 57).” Not being as familiar with qualitative research before this, I found this interesting. It seems like a good way to bring more depth and meaning to a research topic.
ReplyDeleteFact- Qualitative research has taken off in education in the past thirty years. However, it was first developed over a hundred years ago in other fields (p. 49). I thought it was interesting to see how long qualitative research has been used in social sciences.
Question- I am not as familiar with qualitative research as I am quantitative. I’m working in special education, and it seems like much of the ongoing research a teacher would use in a special education classroom would involve interventions and treatments with the students. It could be because I work doing ABA therapy and it's mostly quanitive methods of data collection. I’m having a hard time figuring out when qualitative would be used in assessment of students? I agree that it sounds like qualitative is equally important as qualitative, but I’m having a hard time grasping the application of it by teachers.
Prueska,
ReplyDeleteYou raise a GREAT point in your question and one that I struggle with as well. I'm very glad that you posted so we could all reap the benefits of your answer. :) Thank you.
Sarah,
ReplyDeleteYou quote is EXACTLY the reason that I feel more drawn to qualitative research now after reading this chapter. I feel like it would be more interesting and relatable. I feel like I could understand it more, and get to know the person(s) involved in the research. It would mean more to me. I want the research that I do to be relatable and meaningful to someone.
1. Define qualitative and quantitative research.
ReplyDeleteQuantitative Research- A type of educational research in which the educator decides what topic to study, collects quantifiable data using specific responses or asking specific narrow ended questions, uses statistics to analyze the data, and conducts the inquiry in an objective manner.
Qualitative Research- A type of education research in which the researcher seeks to understand the participants experiences, asks broad open ended questions, collects data in the form of words or texts from participants, finds themes in the words of the participants, and conducts the inquiry in a subjective (reflexive) manner.
2. Describe the major ideas and philosophies that have influenced the development of quantitative and qualitative research.
Quantitative research began in the late 19th century and dominated educational research throughout most of the 20th century. The quantitative research we do today is extremely similar to the earliest quantitative educational research in the late 19th century. Quantitative research was first used in the physical sciences and began statistically from the idea of correlating two or more ideas in the 19th century. Statistical design has grown ore complex since then, using designs with interrelating complex variables and cause and effect relationships by the mid 20th century. It was during this period that educational research drew from psychology research methods. During the late 19th century we first began testing the mental ability of individuals and in the early 20th century the idea of measuring someone’s performance began. We still use these methods of assessment today in education and schools still use a considerable amount of quantitative research today.
Qualitative research first began in the late 1800s and early 1900s in other fields such as anthropology and social sciences. However, qualitative research has only been used in the education research for the past 30 years. In the late 1960s and1970s the philosophical ideas in qualitative research were finding a naturalistic paradigm to the traditional research methods and focusing more on the participant’s and researcher’s view. In the late 1980s and 1990’s qualitative research became less about challenging traditional research methods and more about developing the procedures of qualitative research. In the 2000s qualitative research has had a theme of participatory and advocacy practices. Advocacy researchers see research as being a mean for bringing change to our society by focusing on paradigms and world views of different groups of individuals. All of the themes of qualitative research over the past 30 years has shaped today’s educational qualitative research methods and qualitative research now receives a good portion of research funding and is published in several academic journals.
This comment has been removed by the author.
ReplyDelete3.) What are the three, useful factors in determining whether you should use quantitative or qualitative research for a study?
ReplyDeleteA) The most important factor is matching your research approach to your research problem. In research questions that seek trends, explanations, or relating variables in a predictable pattern. Qualitative research problems seek to develop a theory about a group of individuals who have had a common experience, explaining a shared culture, or seek to explain the lives of people using individual stories.
B) The approach should fit the audience for whom you are writing. The audience should be familiar with the approach. Quantitative research may be more appropriate for educators trained in experimental and statistical design. Qualitative research has a significant following, but it may be necessary to explain the method to the audience first.
C) The approach must relate to your personal experiences and training. Both research methods require specific skills and training. Quantitative researchers are trained in statistics, measurements, and quantitative data collection techniques. Qualitative researchers need experience in gathering information in the naturalistic setting, observing, and interviewing individuals.
4.) Compare and contrast the six steps of conducting research for quantitative and qualitative research.
ReplyDeletea) Identifying a Research Problem- The quantitative research approach addresses research problems that seek a trend or relationship between variables. While qualitative research approach address problems that seek a detailed explanation of a phenomenon or exploring a problem in which little is known about.
b) Reviewing the Literature- In quantitative research literature plays a significant role in suggesting the research question and creating a need for the direction. There is usually a significant sized literature review in the beginning of quantitative research reports. In qualitative research approaches literature plays much less of a role. It does not play much into the suggestion for a research question, but can justify the importance of studying the research problem.
c) Specifying a Purpose for Research- In quantitative research there s a purpose statement, research questions and a hypothesis, and they all tend to be specific and focused. They also focus on seeking observable, measurable variables. In qualitative research, the purpose statement and research questions are much more broad and seek to understand experiences.
d) Collecting Data- Quantitative research collects data using preset data collection instruments. It also gathers numeric data from a large number of individuals to generalize the results. Specific questions and response possibilities are defined before the research begins. In qualitative research you do not begin with established data collection instruments, but seek to develop protocols to allow for emerging responses. Also, data is collected in the form of words and text in a small group of individuals.
e) Analyzing and Interpreting Data-In quantitative research the data analysis is done statistically and involves describing trends or correlations between variables. Interpretation of the data involves comparing it with past research and the prediction. In qualitative research data analysis looks at the text instead of statistics. Researchers develop a description of different themes in the data to form a larger more abstract meaning to the findings. Researchers may even bring themselves directly in with the findings.
f) Reporting and Evaluating Research- Quantitative researchers use a standard structure for reports and take an objective approach to reporting findings. While qualitative researchers report findings in an emerging structure and take a reflexive approach to reporting the findings. They may discuss their own experiences and backgrounds in the report.
Prueska,
ReplyDeleteThis isn't really an answer to your question, but I had the same question while studying the chapter too about qualitive research. I'm so used to reading research aimed at creating treatment procedures, that it's hard for me to figure out how they would apply the results of the study without testing it as a variable with numerical data.
Dr. Hendrix,
I think it is wonderful to read about others experiences in qualitative studies, but how do we know how to practically apply the information in the study without statistics to show that it generalizes to others in the same situations? Also, how do you know there isn't something extraneous from what the researcher is studying causing the participants reactions? Sorry for all the questions. I'm just so used to reading and doing experimental research with baseline and intervention data, that I'm having grasping how to use the results of qualitive studies.
Rebeca and Helen,
ReplyDeleteThank you very much for your comments. Every time read your posts, I always get something that I miss from my reading. Moreover, I also admire your work in education.
Sarah,
Qualitative research is very inteesting even though there is too many words to read. :) I think it is benefit to readers because we can see the variaties of fact that the reasearchers collect from participants. We may not agree with the rsearchers sometimes, but the disagreements help us to impove the research. Fun to read.
Sarah,
ReplyDeleteGreat questions about qualitative research! In your EDU 611 class, you will read about how to have a valid and reliable case study and case studies that have been able to "generalize" some. Look for "triangulation of data" as you read the Creswell text. He will address the issue too later in your book. You can still have a good qualitative study, and Rosenberg's books are also good reads for critical thinkers and researchers. He wrote the books: The Philosophy of Science and The Philosophy of Social Science. He does a good job pointing out the weaknesses in both quantitative and qualitative works. You might be interested in those, and he points out that science is not so "objective" like everyone assumes! Food for thought here for the class!
Class,
ReplyDeleteGreat job here! I think you are doing well so far! Please see my last point about Rosenberg's books. I think that is helpful for you to think about here. Also, make sure your research question matches your method you choose. Before you choose what method you will use, you should spend some time on your research questions and problem and figure that out first. Then, you should choose your research method. I like the discussion here about that!
Keep up the good work!
This comment has been removed by the author.
ReplyDelete3.) The three factors that help in determining which research method to use are: matching your approach to your research problem, fitting the approach to your audience, and relating the approach to your experiences.
ReplyDelete4. In identifying a research problem, quantitative is description and explanation oriented, looking at the relationship among variables, while qualitative is exploratory and understanding oriented. In qualitative, little is known about the problem, and there is a detailed understanding of a central phenomenon.
In reviewing the literature, quantitative has its major role through suggesting the questions to be asked and justifying the research problem and specification for the need for the study. In qualitative, suggesting a research question plays a minor role, but justifies the importance of studying the research problem.
In specifying a purpose for research, quantitative the purpose statement, research question, and hyoptheses are usually specific and narrow, seek measurable, observable data on variables. Qualitative, the purpose statement and research questions tend to be general and seek to understand the participants experiences.
In collecting data, quantitative consists of collecting data using instruments with preset questions and responses, gathers quantifiable data, and collects information from a large number of individuals. Qualitative, data collection consists of collecting data using forms with general, emerging questions to permit participants to generate responses, gathering word or image data, and collecting information form a small number of individuals or sites.
In analyzing and interpreting data, quantitative research the data analysis tends to consist of statistical analysis, describes trends, comparing group differences, or relating variables, and interpretation tends to compare results with prior predictions and past research. Qualitative research data analysis tends to consist of text analysis, involves developing description and themes, and interpretation consists of stating the larger meaning of the findings.
In reporting and evaluating research, quantitative reports tend to use standard, fixed structures and evaluate criteria, researchers tend to take an objective and unbiased approach. In qualitative research, the research report uses flexible, emerging structure and evaluation criteria and researchers tend to take a subjective and biased approach.
Question 1: Quantitavie research-the researcher decides what to study, asks specific narrow questions, collects, quantifiable data from participants, analyzes these numbers using statistics and conducts the inquiry in an unbiased, objective manor.
ReplyDeleteQualitative research - relies on the views of the participants, asks broad general questions, collects data consisting largely of words from participants; describes and analyzes these words for themes; and conducts the inquiry in a subjective biased manor.
Question 2: Quantitative research began in the late 19th century. It dominated most of the 20th century educational inquiry. It's initial basis came from the physical sciences. Early quantitative researchers began identifying educational patterns by assessing or measuring individual abilities, collecting scores from individuals, and employing procedures of psyschological experiments and large-scale surveys. this has evolved into ideas of correlating and relating two or mor ideas which is the basis of common statistics used today. This has grown into complex models interrelating numerous variables and cause-and-effec relationships. These trends led to the characteristics of quantitative research seen today. This includes, an emphasis on collecting and analyzing information in the form of numbers, collecting scores that measure distinct attributes of individuals and organizations, and and emphasis on the procedures of comparing groor relating factors about individuals or groups in expreriments, correlational sutdies, and surveys.
ReplyDeleteQualtitative research began in the late 1800's to early 1900's in fields outside of education. This included studies of the poor, anthropological studies of cultures, and sociological studies. By the 1960's philosophers of educations were demanding research that relied more heavily on the participant's views. This type of research has predominated since the 1980's where we see more focus on procedures of writing genereal qualitative research questions; conducting on-site interviews and observations, and analyzing data for themes. In the past decade, we see employment of particpatory and advocacy themes. These developments give us the qualitative research characteristics seen today: a recognition that as researcher we need to listen to the views of participants in our studies; that we need to ask general, open questions, and collect data in places where people live and work, and that research has a role in advocating for change and bettering the lives of individuals.
Quetion: What is a central phenomenon?
ReplyDeleteQuote: "In qualitative research, you do not begin data collection with a preestablished instrument to measure distinct variables. Instead, you seek to learn form the participants in the study, and develop forms, called protocols, for recording data as the study proceeds." pg 56.
Fact: By the late 1960's, philosophers of education called for an alternative to the traditional quantitative approach. They felt it relied too much on the researchers view of the education and less on the research participant's view.
Helen, I liked your choice of definitions. I thought you picked words to define that will be used throughout our study of research. Thanks.
ReplyDeleteRebecca, I agree that qualitative research seems to be the research method I would most use. It seems to apply more readily to real life models where quantitative research seems better suited in large part for scientific/lab models. Thanks for you insight.
Sarah,
ReplyDeleteI think your question will be answered later in the Creswell text when he covers qualitative research. Also, the EDU 611 class will show you how to have validity in case studies. There are a lot of ways to achieve it. One is by collecting data in many different forms, and another is that you can have others verify what you are saying too. I think you are getting ahead of yourself, and you should remember that your research question(s) and purpose should guide the research method you choose (whether qual. or quan.). Each of these have weaknesses and limitations. No research method is perfect!!! Keep up the good work!
Matt,
ReplyDeleteIf you are having problems posting, please send me them, and I will post them. If someone is posting at the same time in any of my blog areas for this blog, it seems like you have problems posting then. I am sorry! This is the first time I have had any problems with it, and I have had students use it for three years now. This semester, I have more students on here though.
Matt,
ReplyDeleteGood job here! I like your quote too! I used a qualitative method (phenomenology) for my Ph.D. For my patent, however, I used a quantitative study. You just have to match your method with your research question and purpose.
Keep up the good work!
1. Qualitative Research is a type of educational research in which the researcher relies on the views of participants, asks broad general questions, collects data consisting largely of words from participants, describes and analyzes these words for themes, and conducts the inquiry in a subjective, biased manner.
ReplyDeleteQuantitative Research is a type of educational research in which the researcher decides what to study, asks specific, narrow question, collects quantifiable data from participants, analyzes these numbers using statistics and conducts the inquiry in an unbiased, objective manner.
2. The initial ideas for quantitative research came from the physical sciences, such as physic and chemistry. Quantitative researchers began identifying educational patterns by assessing or measuring individual abilities. Three trends are present; statistical procedures test and measurement practices, and research designs. The idea of qualitative research developed in fields other than education. Three themes shape the philosophical ideas, procedural developments, and participatory and advocacy practices.
3. Match your approach to your Research problem, fit the approach to your audience, and relate the approach to your experiences.
4. Identifying the Research Problem-In Quantitative this is description and explanation oriented in Qualitative it is exploratory and understanding oriented. Reviewing the Literature-In Quantitative is plays a major role it gives justification for the problem and specification for the need for the study. In Quantitative it plays a minor role it is just justification of the research problem. Specifying a Purpose- In Quantitative it is specific and narrow and it is measurable and observable data. In Qualitative it is general and broad and based on participant’s experiences. Collecting data-Quantitative data is collected using a predetermined instrument and data is numerical. Qualitative data is general and emerging. Data is not in the form of numbers. Analyzing and interpreting data-Quantitative uses statistical analysis and looks at the relationships of variables and compares to previous studies. Qualitative data is analyzed using text analysis. Reporting Evaluating results-Quantitative Data is objective and unbiased and Qualitative is flexible and biased.
Fact:
Problems best suited for quantitative research are those in which trends or explanations need to be made. For qualitative research, the problems need to be explored to obtain a deep understanding.
Quote:
Educators use quantitative, qualitative, or some combination of approaches during each phase of the research process.
Question:
When looking at research, do researchers tend look for quantitative over qualitative? Do they find quantitative more meaningful?
1. Qualitative Research is a type of educational research in which the researcher relies on the views of participants, asks broad general questions, collects data consisting largely of words from participants, describes and analyzes these words for themes, and conducts the inquiry in a subjective, biased manner.
ReplyDeleteQuantitative Research is a type of educational research in which the researcher decides what to study, asks specific, narrow question, collects quantifiable data from participants, analyzes these numbers using statistics and conducts the inquiry in an unbiased, objective manner.
2. The initial ideas for quantitative research came from the physical sciences, such as physic and chemistry. Quantitative researchers began identifying educational patterns by assessing or measuring individual abilities. Three trends are present; statistical procedures test and measurement practices, and research designs. The idea of qualitative research developed in fields other than education. Three themes shape the philosophical ideas, procedural developments, and participatory and advocacy practices.
3. Match your approach to your Research problem, fit the approach to your audience, and relate the approach to your experiences.
4. Identifying the Research Problem-In Quantitative this is description and explanation oriented in Qualitative it is exploratory and understanding oriented. Reviewing the Literature-In Quantitative is plays a major role it gives justification for the problem and specification for the need for the study. In Quantitative it plays a minor role it is just justification of the research problem. Specifying a Purpose- In Quantitative it is specific and narrow and it is measurable and observable data. In Qualitative it is general and broad and based on participant’s experiences. Collecting data-Quantitative data is collected using a predetermined instrument and data is numerical. Qualitative data is general and emerging. Data is not in the form of numbers. Analyzing and interpreting data-Quantitative uses statistical analysis and looks at the relationships of variables and compares to previous studies. Qualitative data is analyzed using text analysis. Reporting Evaluating results-Quantitative Data is objective and unbiased and Qualitative is flexible and biased.
Fact:
Problems best suited for quantitative research are those in which trends or explanations need to be made. For qualitative research, the problems need to be explored to obtain a deep understanding.
Quote:
Educators use quantitative, qualitative, or some combination of approaches during each phase of the research process.
Question:
When looking at research, do researchers tend look for quantitative over qualitative? Do they find quantitative more meaningful?
Helen uses a good point to the differnce of quantitative and qualitative data by using "hard" and "soft". SO if Qualitative is seen as soft data does it mean that is less meaningful that "hard data?
ReplyDeleteI like how Prueksa described it like a continum. We have to remeber that most research is not all quantitative or qualitative, it is a combination of the two. It just may be more quantitative or more qualitative.
ReplyDelete