Quantitative,Qualitative concept

International Journal of Educational Research & Social Sciences

Differences qualitative and quantitative research to academicians and researchers mainly concentrated on education studies is only able to browse and identify with the fundamental difference merely as example: research that only uses quantitative data but using the qualitative as a benchmark often not considered as a quantitative research Likewise , qualitative research that uses quantitative data is not considered qualitative research. If traced further, actually qualitative and quantitative research very spacious and is a level. Qualitative and quantitative research in the context of methodology includes a researcher's conception of social reality, the researcher's self placement in relation to the reality study and various other reviews. Therefore, in this research article,is stated that the correlation between qualitative and quantitative research in educational research methodology is possible if both are based on the same paradigm. Conversely qualitative and quantit...

Research on Humanities and Social Sciences, 2021

How do we decide whether to use a quantitative or qualitative methodology for our study? Quantitative and qualitative research (are they a dichotomy or different ends on a continuum?). How do we analyse and write the results of a study for the research article or our thesis? Further questions can be asked such as; is the paradigm same as research design? How can we spot a paradigm in our research article? Although the questions are answered quietly explicitly, the discussion on the paradigm and research design remains technical. This can be evidenced by the confusion that people still face in differentiating between a paradigm, methodology, approach and design when doing research. The confusion is further worsened by the quantitative versus qualitative research dichotomies. This article addresses quantitative and qualitative research while discussing scientific research paradigms from educational measurement and evaluation perspective.

Issues in Educational Research, 2006

In this article the authors discuss issues faced by early career researchers, including the dichotomy, which many research textbooks and journal articles create and perpetuate between qualitative and quantitative research methodology despite considerable literature to support the use of mixed methods. The authors review current research literature and discuss some of the language, which can prove confusing to the early career researcher and problematic for post-graduate supervisors and teachers of research. The authors argue that discussions of research methods in research texts and university courses should include mixed methods and should address the perceived dichotomy between qualitative and quantitative research methodology.

Research students usually encounter great difficulties in setting up a viable research project mainly because, on the one hand they lack familiarity with the philosophical underpinnings of major paradigms used in educational research: quantitative, qualitative or mixed, and on the other hand , they do not associate the corresponding research types with these paradigms : experimental, non experimental for the former, and interactive or non interactive for the second and the for the latter whether it is explanatory or exploratory, in addition to the importance of triangulation in any research study . These paradigms determine not only the formulation of the problem chosen for research and the associated research questions or hypothesis but also and more importantly, the sampling procedure as well as the selection of the appropriate research tools and the way the collected data is analysed and discussed. This survey of the major paradigms in educational research and their implications for the design of any research study will hopefully provide them with the necessary guidance to approach their research project with more confidence et more efficiency.

In educational studies, the paradigm war over quantitative and qualitative research approaches has raged for more than half a century. The focus in the late twentieth century was on the distinction between the two approaches, and the motivation was to retain one of the approaches' supremacy. Since the early twenty-first century, there has been a growing interest in situating in the middle position and combining both approaches into a single study or a series of studies. Despite these signs of progress, when it comes to using the appropriate research approach at the right time, beginner educational researchers remain perplexed. This paper, therefore, provides useful guidelines that facilitate the choice of quantitative, qualitative, or mixed research approaches in educational inquiry. To achieve this objective, this article comprises three distinct and underlying areas of interest, which have been structured into three sections. The first section highlights the distinctions between quantitative and qualitative research approaches. The second section discusses the paradigm views that underpin the choice of a particular research approach. Finally, an effort has been made to determine the appropriate time to opt for any of the research approaches that facilitate successful educational investigations. Since truth and the means used to discover it are both dynamic, it is also essential to foresight innovative approaches to research with distinguishing features of applications to educational research.

Interchange, 1988

INTRODUCTION education as his starting point. But he then goes on to argue forcefully that the methods of the sciences and the humanities cannot be seen as everywhere separate and complementary. In fact, at a deeper level, Keeves argues, the same metaphysical problems face research using the methods of the humanities or the methods of the sciences in educational research and indeed in research in general. He takes us through a maze of arguments in which Habermas, Popper, and Quine prominently appear to show that the valuational and the factual and the intentional, the metaphysical and the physical, the theoretical and the empirical are not everywhere distinct and thus that Hus4n's analysis must ultimately be flawed. However, like Hus4n, he concludes that in educational research a thousand flowers must be let to bloom.

2010

The strength of the relationship betwwen two variables.

2000

Any research text which has reached a sixth edition must be doing something right and this book has been an international best seller for most of its history. The fifth edition published in 2000 demonstrated to readers that the authors were adept at maintaining currency and were not simply prepared to serve up a time honoured menu of superficial coverage of the broad range of possibilities for educational research. This tends to be the dominant model for research methods texts. The 6th edition of this text is even more impressive and goes even further with additional chapters on analysis; an extension to the paradigms debate including an introduction to the emergence of complexity theory (though I feel the paradigms discussion could have been taken a little further), and an important cross referencing feature which connects the text to a support companion web site.