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Quantitative

AndQualitative

Approaches



Quantitative Research

�decides what to study,�asks specific, narrow

questions,

�

collects numeric datafrom participants,

�analyzes these

numbers using

statistics,

�and conducts the

inquiry in an unbiased,

objective manner

Qualitative Research

�

relies on views of participants,

� asks broad, generalquestions,

� collects data consistinglargely of words fromparticipants,

� describes and

analyzes these wordsfor themes,

� and conducts theinquiry in a subjective,

biased manner



Characteristics of

Quantitative and QualitativeResearch

in the Process of Research



Identifying a Research Problem

Quantitative research is used to

study research problems requiring

a description of trends or anexplanation of the relationship

among variables

�Variable- is an attribute or

characteristic of individuals that

researchers study.



�Television Violence Study (Vooijs &Van Der Voort,1993)

yRecorded the children¶s test scoreson several instruments, ³such asreadiness to see violence ,³ and

they described generally howstudents scored on theseinstruments.

yStudied whether the specialcurriculum on crime influencedchildren¶s view on violence

television.



Qualitative Research is used to study

research problems requiring anexploration in which little is known

about the problem and a detailed

understanding of a centralphenomenon

�Central Phenomenon- is the key

concept, idea, or process studied in

qualitative research



�Gunman Case Study

(Asmussen & Creswell, 1995)

ythe authors seek to explore and

gain a deeper understanding of how those on campus reacted

to the incident



Reviewing the Literature

In quantitative research,

the literature plays a major role and

justifies the research problem and

creates a need for the direction

(purpose statements and researchquestions or hypotheses) of the

study



�Television Violence Study (Vooijs & Van

Der Voort,1993)

y The authors cited extensive literature on atthe beginning of the article (the literature

establishes the importance of examining

children¶s sensitivity to violence)y The article identifies framework on attitude

change and from studies of this framework,

creates a need to study several variables,including ways in which children critically

process information about television

violence



In qualitative research,the literature plays a minor

role and justifies theresearch problem



�Gunman Case Study (Asmussen &

Creswell, 1995)

yThe article opens with references that

support the importance of the problem

of campus violence but in the nextsection of the study, the authors

described the incident, and the

literature does not appear until thefinal passages in the study in which

the author describe the need for

campus planning.



Specifying a Purpose for Research

In quantitative research,

the purpose statement, researchquestions, or hypotheses are specific

and narrow and seek measurable,

observable data on variables




Der Voort,1993)

yThe authors selected their interest to a

few variables.

yThey measured the children¶s³readiness to see violence´ or

³approved violence´

yThey state specific questions theywant answered, such as types of

children who profit most from the

lessons in the curriculum on crime



In qualitative research,

the purpose statement and research

questions are general and broad andseek to understand the participants¶experiences

�Gunman Case Study (Asmussen &Creswell, 1995)

yThe authors started with broad, open

ended questions to obtain participants¶view about the incident (understandingthe process of campus reaction to thegunman incident)



Collecting Data

In quantitative research,the data collection consists of collecting

data using instruments with presetquestions and responses, gatheringnumeric data, and collecting informationfrom a large number of individuals

� Instrument- is a tool for measuring,

observing, or documenting quantitativedata

�Examples are: survey questionnaires,standardized tests and checklist



Quantitative


Der Voort,1993)

yThe authors study a large number of

children in six different school . They

examined these large numbers of children

so that they can obtain a good cross secti

of the students in the six schools.

yThe authors identified instruments for

assessing the children¶s view toward

television violence



In qualitative research,

the data collection consists of collecting

data using forms with general, emergingquestions to permit the participant togenerate responses, gathering word or image data, and collecting informationfrom a small number of individual or sites

�Protocols- forms for recording data asstudy proceeds.

�Example: interview protocol (contains four or five questions) and observationalprotocol (notes about the behavior of the

participants)



Gunman Case Study (Asmussen & Creswell,

1995)

yThe authors collected data from a few individualson campus representing different constituents (e.g.

administrators, counselors, experts)

yThey didn¶t use instruments constructed by other

researchers, instead they developed their ownforms for recording information- an interview

protocol-during the project. This form contains

general questions so that the constituents can

provide their own responses to the questions

yThey also take observational notes about the

classroom in which the incident occurred and

collect campus newspaper reactions to the crisis.



Analyzing and interpreting data

In Quantitative research,

the data analysis is consisting of statistical analysis, involvesdescribing trends, comparing groupdifferences, or relating variables

�Its interpretation consists of

comparing results with prior predictions and past research.



�Television Violence Study (Vooijs & Van Der

Voort,1993)

oThe researchers collect responses from thechildren and assign numbers to each child¶s

score.

o They mathematically examine the numerical

differences between the groups that experiences

the curriculum and the group that not

o They examine this difference using statistical

procedures, such as analysis and covarianceo The authors conclude the article with a

discussion that compares their results with

results from other studies.



In Qualitative research,

the data analysis consists of text

analysis and involves

developing a description andthemes

�Interpretation consist of statingthe larger meaning of the

findings.



�Gunman Case Study (Asmussen & Creswell, 1995)

o They review their text data consisting of transcript from

interviews, written notes from observations, and documents,

including newspaper accounts.o They have a videotape of a news conference filmed

immediately after the incident.

o From this data, the authors first describe chronologically the

events for two weeks following the incident.o Then they identify themes or categories such as denial.

Other themes mentioned were safety and campus planning.

o Finally in the discussion, at the end of the article, the authors

interpret the boarder meaning of their description andthemes.

o In the epilogue the authors introduce themselves into the

study by commenting about the personal meaning of the

incident.



Reporting and evaluating research

In Quantitative research,

the research reports use standard,

fixed structures and evaluative criteria�Researchers take an objective and

unbiased approach.



�Television Violence Study (Vooijs & Van Der Voort,1993)

o The authors subdivided the research intostandard sections typically found in the

qualitative studies.

o The headings reflect this division: research

questions, method, results, and discussion.o The entire study conveys an impersonal,

objective tone, and they do not bring either

their biases or their personal opinions into thestudy.

o They use proven instruments to measurevariables and they employ complex statistical

procedures to build objectivity into the study.



In Qualitative research,

the research reports used flexible,emerging structure and evaluative

criteria

�Researchers take a subjective

(reflexive) and biased approach.



Gunman Case Study (Asmussen & Creswell,

1995)

oThe authors use a structure that is more scientificthan storytelling. However, they do not order the

scientific parts in the sequence typically found in the

quantitative inquiry.

o The authors introduce findings early in the studywhen they chronicle the events following the

incident, rather than report them late in the study.

o They also end with an epilogue consisting of

personal pronouns referring to themselves

frequently

o The extensive use of quotes from individuals also

accentuates the personal approach in this study.



Similarities of Qualitative and

Quantitative research� Both forms of research follow the six steps in the

process of research

� In the section in the research problem-found in theintroduction to a study-both quantitative and qualitative

research can be similar in the topics addressed, suchas conveying a problem, and justifying a need to studythe problem. This does not mean that the type of theproblem is the same, only the format for reporting theproblem

� In both quantitative and qualitative research, youcollect data using interviews, observations, anddocuments. However, later we shall see a differencebetween the types of interviews or observations usedin these two approaches.



What are the Research

designs associated withQuantitative and Qualitative

research?



Experimental Design (intervention studies or group comparison

studies)

� procedures in which the investigator determines whether anactivity or materials make a difference in results for participants

� researchers assess this impact by giving one group one set of

activities (intervention) and withholding the set from another group

Correlational Design

� procedures in which investigators measure a degree of

association (relationship) between two or more variables using the

statistical procedure of correlational analysis.

� relationships are expressed in numbers which indicates whether

the two variables are related or whether one can predict another

� to accomplish this study, a single group of individuals is studied,

rather than two or more groups in an experiments.



Survey Design

� procedures in which you administer a survey or

questionnaire to a small group of people (sample) in order to identify trends in attitude, opinions, behaviors, or characteristics of a large group of people (population).

Grounded

Theory Designs

� a systematic procedure in where the researchers need togenerate a general explanation (ground theory) thatexplains a process, action, or interaction among people

� the procedures for developing this theory includescollecting primarily interview data, developing and relatingcategories (themes) of information, and composing afigure or visual model that portrays the general

explanation



Ethnographic Design

� procedures for describing, analyzing, and interpreting

a cultural groups shared patterns of behavior, beliefs,and language that develop over time

� in ethnography, the researcher provides a detailedpicture of the culture-sharing group, drawing on

various sources of information

Narrative Research Design

� procedures in which researchers describe the lives of individuals, collecting and tell stories about theseindividuals¶ lives, and write narratives about their experiences



Mixed Methods Design

� procedures for collecting, analyzing, and linking both quantitativeand qualitative data in a single study or in a multiphase series of

studies� in this process, researchers need to decide on the emphasis you

will give to each form of data (priority), which form of data you willcollect first (concurrent or sequential), how you will mix the data(integrating or connecting), and whether you will use an advocacylens to guide your study

Action Research Design

� procedures used by teachers (or other individuals in aneducational settings) to gather quantitative and qualitative data to

address improvements in their educational settings, their teaching, and the learning of their students. In some actionresearch, you seek to address and solve local, practical problems,such as a discipline classroom issue for a teacher



Choosing Whether to use

Quantitative or QualitativeApproach



Match your approach to your research problem

� the most important factor when deciding what research to use

� for quantitative research are problems in which trends or explanations

need to be made� for qualitative research are the problems need to be explored to obtain a

deep understanding

� a combined design seeks both trends or explanations, exploration, anda deep understanding

Fit the approach to your audience

� deciding involves the audience for whom you are writing the researchreport

� Quantitative research may be more familiar to educators today who aretrained in experimental research, survey designs, and statisticalprocedures.

� However, qualitative research now draws a substantial following. Andthrough books, articles, conferences, and workshops, educators canobtain a much firmer grasp of qualitative inquiry than they could a fewyears ago.



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 in conceptualizingresearch, conducting research, and writing the study.

� A quantitative research typically has taken somecourse or training in measurement statistics, andqualitative data collection approaches, such asexperimental, correlational, or survey techniques.

� Qualitative researchers need experience in fieldstudies in which they practice gathering information ina setting and learn the skills of observing or interviewing individuals.

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