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Module 1 Lesson 3

The document discusses the differences between quantitative and qualitative research. Quantitative research uses numerical data and statistical analysis to test hypotheses and make generalizations to populations. It prioritizes objectivity, reliability, and validity. Qualitative research relies on text data like interviews to understand people's perspectives. It aims for in-depth insights rather than generalizations and prioritizes subjectivity, context, and emerging hypotheses. The document outlines key differences in their objectives, data analysis, outcomes, methodologies, and philosophical assumptions.

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Ben
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2K views

Module 1 Lesson 3

The document discusses the differences between quantitative and qualitative research. Quantitative research uses numerical data and statistical analysis to test hypotheses and make generalizations to populations. It prioritizes objectivity, reliability, and validity. Qualitative research relies on text data like interviews to understand people's perspectives. It aims for in-depth insights rather than generalizations and prioritizes subjectivity, context, and emerging hypotheses. The document outlines key differences in their objectives, data analysis, outcomes, methodologies, and philosophical assumptions.

Uploaded by

Ben
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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MODULE 1

NATURE OF INQUIRY
AND RESEARCH
by: Robbie D. Pineda
LESSON 3
Quantitative and Qualitative
Research
Practical Research 1 3

Definition of Quantitative Research


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.
Source: Fraenkel and Wallen, How To Design And Evaluate Research In Education.
Practical Research 1 4

Definition of Qualitative Research


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 words (text) from participants;
describes and analyzes these words
for themes; and conducts the inquiry
in a subjective, biased manner.
Source: Fraenkel and Wallen, How To Design And Evaluate Research In Education.
Practical Research 1 5

Qualitative Quantitative
Objectives • In-depth • Quantification
understanding of data
of underlying • Measurement
reasons and of incidence,
motivations etc.

Data Analysis • Non-statistical • Statistical


• Contextual
• Thematic
Outcomes • Not conclusive • Broad based
nor insights
generalizable • Population
based
understanding

Source: Fraenkel and Wallen, How To Design And Evaluate Research In Education.
Practical Research 1 6

Quantitative Versus Qualitative Research


Quantitative Qualitative Methodologies
Methodologies
Preference for precise Preference for
hypothesis stated at the hypotheses that emerge
outset as the study develops
Preference for precise Preference for definitions
definitions stated at the in context or as study
outset progresses
Data reduced to Preference for narrative
numerical scores description

Source: Fraenkel and Wallen, How To Design And Evaluate Research In Education.
Practical Research 1 7

Quantitative Versus Qualitative Research


Quantitative Qualitative Methodologies
Methodologies
Much attention to assessing Preference for assuming that
and improving reliability of reliability of inferences is
scores obtained from adequate
instruments
Assessment of validity Assessment of validity
through a variety of through crosschecking
procedures with reliance on sources of information
statistical indices (triangulation)
Preference for random Preference for expert
techniques for obtaining information (purposive)
meaningful samples. samples.

Source: Fraenkel and Wallen, How To Design And Evaluate Research In Education.
Practical Research 1 8

Quantitative Versus Qualitative Research


Quantitative Qualitative Methodologies
Methodologies
Preference for precisely Preference for
describing procedures. narrative/literary descriptions
of procedures.
Preference for design or Preference for logical
statistical control of analysis in controlling or
extraneous variables. accounting for extraneous
variables.
Preference for specific Primarily reliance on
design control for procedural researcher to deal with
bias. procedural bias.

Source: Fraenkel and Wallen, How To Design And Evaluate Research In Education.
Practical Research 1 9

Quantitative Versus Qualitative Research


Quantitative Qualitative Methodologies
Methodologies
Preference for statistical Preference for narrative
summary of results. summary of results.
Preference for Breaking Preference for holistic
down complex phenomena description of complex
into specific parts for phenomena.
analysis.
Willingness to manipulate Unwillingness to tamper with
aspects, situations, or naturally occurring
conditions in studying phenomena.
complex phenomena.

Source: Fraenkel and Wallen, How To Design And Evaluate Research In Education.
Practical Research 1 10

Differing Philosophical Assumptions of


Quantitative and Qualitative Researchers
Assumptions of Assumptions of
Quantitative Qualitative
Researchers Researchers
There exists a reality The individuals involved
―out there, independent in the research situations
of us, waiting to be construct reality; thus,
known. The task of realities exist in the form
science is to discover of multiple mental
the nature of reality and constructions.
how it works.

Source: Fraenkel and Wallen, How To Design And Evaluate Research In Education.
Practical Research 1 11

Differing Philosophical Assumptions of


Quantitative and Qualitative Researchers
Assumptions of Assumptions of
Quantitative Qualitative
Researchers Researchers
Research investigations can Research investigations
potentially result in accurate produce alternative visions of
statements about the way what the world is like.
the world really is.
It is possible for the It is impossible for the
researchers to remove him researcher to stand apart
or herself to stand apart from from the individuals he or she
that which is being is studying.
researched.

Source: Fraenkel and Wallen, How To Design And Evaluate Research In Education.
Practical Research 1 12

THANK YOU!

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