Quantitative Research Differentiating Quantitative and Qualitative Research

Descriptive or Experimental study that uses statistical Paradigms

methods to interpret data gathered using structured QUALITATIVE RESEARCH
instruments which aim to seek answers to clearly defined An inquiry process of understanding a social or human problem
research questions. -Babbie, 2010 based on building a complex, holistic picture formed with
What is the nature of reality? words, reporting detailed views of informants, and
 Reality is objective, singular, and separate from conducted in a natural setting. -Creswell, 1994
the researcher
What is the relationship of the researcher to the QUANTITATIVE RESEARCH
subject of research? An inquiry into a social or human problem based on testing a
 Researcher is independent from the subject of the theory composed of variables, measured with numbers,
research and analyzed with statistical procedures. - Creswell, 1994
What is the role of values? ONTOLOGICAL
 Research is value-free and unbiased What is the nature of Reality?
What is the language of research? QUALITATIVE
 Formal, based on set definitions, impersonal voice,  Reality is SUBJECTIVE
and uses accepted quantitative words  Researcher must report FAITHFULLY these realities
What is the process of research? QUANTITATIVE
 Deductive process  Reality is OBJECTIVE
 Cause and effect  Can be measured OBJECTIVELY by using a
 Static design – categories isolated before study questionnaire or an instrument
 Generalizations leading to prediction, explanation, EPISTEMOLOGICAL
and understanding What is the relationship of the researcher to the
 Accurate and reliable through validity and subject of research?
reliability QUALITATIVE
The data is usually gathered using structured research  Researcher INTERACTS with the subject of research.
instruments. QUANTITATIVE
The results are based on larger sample sizes that are  Researcher is INDEPENDENT from the subject of
representative of the population. research.
The research study can usually be replicated or repeated, AXIOLOGICAL
given its high reliability. What is the role of values?
Researcher has a clearly defined research question to which QUALITATIVE
objective answers are sought.  Value-laden and BIASED.
All aspects of the study are carefully designed before data is  Admission of VALUE-LADEN nature of the study.
collected. QUANTITATIVE
Data are in the form of numbers and statistics, often arranged  VALUE-FREE and UNBIASED.
in tables, charts, figures, or other non-textual forms.  Omission of statements about values from a written
Project can be used to generalize concepts more widely, report.
predict future results, or investigate causal relationships. RHETORICAL
Researcher uses tools, such as questionnaires or computer What is the language of research?
software, to collect numerical data. QUALITATIVE
 Informal, Evolving decisions, Personal Voice
QUANTITATIVE
 Formal, Based on set definitions, Impersonal voice
METHODOLOGICAL LIMITATIONS:
What is the process of research?  The problem of adequate validity or reliability is a
QUALITATIVE major criticism. Because of the subjective nature of
 QUALITATIVE qualitative data and its origin in single contexts, it is
 INDUCTIVE difficult to apply conventional standards of
 Mutual simultaneous shaping of factors reliability and validity.
 CONTEXT-BOUND  The time required for data collection, analysis and
 Patterns and theories developed for understanding interpretation are lengthy. Analysis of qualitative
 Accurate and reliable (VERIFICATION) data is difficult and expert knowledge of an area is
QUANTITATIVE necessary to try to interpret qualitative data, and
 DEDUCTIVE great care must be taken when doing so, for
 Cause and effect example, if looking for symptoms of mental illness.
 CONTEXT-FREE  Context: Quantitative experiments do not take place
 Generalizations lead to prediction, explanation, and in natural settings.
understanding  Researcher expertise: Poor knowledge of the
 Accurate and reliable (VALIDITY and application of statistical analysis may negatively
RELIABILITY) affect analysis and subsequent interpretation (Black,
1999).
STRENGTHS AND LIMITATIONS OF QUALITATIVE  Variability of data quantity: Large sample sizes are
RESEARCH needed for more accurate analysis. Small scale
STRENGTHS: quantitative studies may be less reliable because of
 Because of close researcher involvement, the the low quantity of data (Denscombe, 2010).
researcher gains an insider's view of the field. This  Confirmation bias: The researcher might miss
allows the researcher to find issues that are often observing phenomena because of focus on theory
missed by the scientific, more positivistic inquiries. or hypothesis testing rather than on the theory of
 play the important role of suggesting possible hypothesis generation.
relationships, causes, effects and dynamic
processes. STRENGTHS AND WEAKNESSES OF QUANTITATIVE
 Qualitative research uses a descriptive, narrative RESEARCH
style; this research might be of particular benefit to
the practitioner as she or he could turn to qualitative
reports in order to examine forms of knowledge
that might otherwise be unavailable, thereby gaining
new insight
 Scientific objectivity: Quantitative data can be
interpreted with statistical analysis, and since
statistics are based on the principles of mathematics,
the quantitative approach is viewed as scientifically
objective, and rational (Carr, 1994;
Denscombe, 2010)
 Replication: Quantitative data is based on
measured values and can be checked by others
because numerical data is less open to ambiguities of
interpretation. Hypotheses can also be tested
because of the used of statistical analysis (Antonius,
2003)
 HOW IMPORTANT IS THE RESEARCH PROBLEM?
According to BRYMAN (2008)- Cited 3 important aims of a
problem statement
AIMS:
 Introduce the reader to the importance of the
topic being studied- the reader is oriented to the
significance of the study and the research questions
WEAKNESSES
or hypothesis to follow.
 Place the problem in a particular context- the
parameters of what is to be investigated are defined.
 Provide the framework for reporting the
results- indicate what is probably necessary to
conduct the study and explain how findings will
present this information
In the social sciences, the research problem establishes the
means by which you must answer the “so what” question.
Bryman likewise underscores that to survive the “so what”
question, problem statements must have the following
features:
  During periods of high unemployment, does the
Importance of Quantitative Research perceived threat of unemployment reduce spending
Quantitative data analysis is commonly applied in different among those employed
fields such as market research, economics, sociology,  Research Questions are the foundation of your
psychology, and other branches of science. Since quantitative research study.
research is about numeric data and statistics, it is very  They are the guide to where your research will go.
beneficial in various aspects of life such as the following:  A research question should in general be
 It is useful in generating large amounts of data and in “potentially testable”, it should be;
identifying the patterns of behavior of various sectors in 1. Of sufficient scope as to be resolved with resources
different settings. Analysis of quantitative data will determine available.
dissimilarities and similarities among the identified 2. Not involved in proving right or wrong.
patterns which will provide new patterns. Discovering 3. Stated in such a way as to define clearly the problem
patterns of behavior gives us an idea of what people think, to be investigated.
want and value. These are rich sources of data for future- Descriptive
related interventions. Relevant questions:
 If you are after objectivity, then quantitative research may be 1. What events or outcomes are occurring?
adopted because it is less prone to bias as the findings are 2. What are the characteristics of a category of
expressed in terms of numbers. Quantitative analysis persons or organizations.
permits the researcher to organize data for clear 3. How prevalent or widespread are the events or
dissemination. Results are analyzed in percentages and phenomena?
statistics and are presented in graphs and charts. Examples:
 Quantitative research is adopted by some researchers instead  What is the frequency of the use of different training
of the qualitative approach due to the following reasons: methods in industry?
- it is more reliable and objective  How prevalent is the use of drugs among prison
- it uses statistics to generalize a finding inmates?
- it reduces and restructures a complex problem to a limited  What are the reasons given for absences from work
number of variables among information technology workers?
- it looks at relationships between variables and can Explorative
establish cause and effect in highly controlled circumstances Relevant question:
- it tests theories and hypothesis Which characteristics or details relate to observed
- it assumes that a sample is representative of the events, phenomena, or reasoning?
population Examples:
- the subjectivity of the researcher is recognized less  Do assembly-line workers suffer from sleep disorders
- it is less detailed than qualitative research more or less than the general population of employed
persons?
Stating the Questions  How do voting patterns of a given community
Explanatory compare to the results of the most recent elections?
Relevant question:  Is there any relationship between age and perception
What are the causes of an observed outcome? Here we of quality of music?
are interested in testing proposed causal relationships and Evaluative
identifying one or more potential independent variables and Relevant question:
their effect on the dependent variable.  How will/did a process or procedure work?
Examples: Such a question tends to be more applied than basic,
 Which side of the brain is predominantly responsible but it still ought to be founded on an established
for computer mouse manipulation? model or theory, or form the basis for a new one.
Examples:  REALISM- an epistemological position that
 Which of several possible programmers had the acknowledge a reality independent of the
greatest impact on reducing long-term senses that is accessible to the researcher’s tools
unemployment? and theoretical explanations. It implies that the
 Which teaching approach had the greatest to the categories created by scientists refer to real
learners? objects in the natural or social world (Bryman
 Which assembly-line procedure has the greatest 2008, 698.)
effect on productivity?
Orientation: Research Purpose
Predictive
Characteristics:
Relevant question:
 NUMERICAL DESCRIPTION- This refers to
 What will happen if one variable changes/ We
frequency distribution percentage, and
do not always have control over variables. Things
measures of central tendencies like mode, median
happen and we are observers. and mean.
Examples:  CAUSAL DESCRIPTION- Causal explanation relates
to the meaning of causality which refers to a concern
 If family size (number of children) increases, is there
with establishing causal connections rather than
necessarily an increase or decrease in family income?
mere relationships
 Do genetic traits of environmental conditions have the  PREDICTION- Prediction is a statement about the
greatest impact on the tendency of male children of future based on facts

alcoholics to become alcoholics themselves. Orientation: Ontology

Control Characteristic: NATURE OF SOCIAL REALITY- This
refers to “what can be known and how”
Relevant question:
 What will happen to a second proposed Orientation: Epistemology
Characteristic: OBJECTIVIST- Objectivist refers to the
dependent variable if the suspected notion that reality is “objective”, “out there” and can be
independent variable is changed? Are there any measured objectively by using questionnaire or an
side effects to the independent variable of instrument (Creswell, 1994)

interest? We could test the application of a Orientation: Methodology

relationship described in a theory to a new situation, Characteristic: EXPERIMENTAL/ MANIPULATIVE- Refers
or replicate another study that has tested a causal to a type of quantitative research where the researchers
manipulate one variable and control or randomize the
relationship.
rest of the variables.
Examples:
 Can stress in patients about to undergo surgery be
Orientation: Research Methods
reduced by specific types of nurse intervention?
Characteristics:
 If the organization changes to flextime (flexible
starting and finishing times for employees), will  EMPIRICAL EXAMINATION- Generally referred to
as information that is derived through
productivity increase compared to present levels?
observation.
 MEASUREMENT- Measurement procedure for
assigning symbols, letters, or numbers to empirical
Describing Quantitative Research properties of variables according to rules.
 HYPOTHESIS TESTING- Is an informed
Orientation: Paradigm (assumption about the world) speculation, which is set up to be tested about the
Characteristics: possible relationship between 2 or more variables.
 POSITIVISM- an epistemological position that  RANDOMINIZATION- Related to random
assignment, a term used in connection with
advocates the application of the methods of
experiments to refer to the random allocation of
the natural sciences to the study of social reality research participants to the experimental
and beyond (Bryman 2008, 697.) group
  RESEARCH PROTOCOL- A sequence of SURVEY RESEARCH- to gather evidence of people’s
manipulations and measurement procedure that knowledge, opinions, attitudes and values on various issues
make up the experiment and concerns.
 QUESTIONNAIRE- A collection of questions
administered to respondents (Bryman 2008, 697) Examples:

 Voter preferences
Orientation: Scientific Method
 Survey on sexual violence against women and girls in
Characteristics: DEDUCTIVE APPROACH/ TESTING A
Quezon City.
THEORY- An approach to the relationship between theory
and research in which the latter in conducted with the
CAUSAL-COMPARATIVE/ QUASI-EXPERIMENTAL
reference to the hypotheses and ideas inferred from the
RESEARCH
former.
 Endeavors to ascertain cause-effect relationships
TYPES OF QUANTITATIVE RESEARCH
among variables
 An independent variable is identified but not
DESCRIPTIVE RESEARCH
manipulated
 designed to give “answers to the questions of who,  The effects of the independent variable on the
what, where, when, and how which are linked dependent variable are measured.
with the research problem”
Examples:
 offers methodical data or systematic information
about a phenomenon
 The effect of exercising regularly to body fitness
 Does not usually start with a hypothesis but
 The effect of gender on college course choices
rather after systematic data gathering since the test
of hypothesis comes from data analysis.
CORRELATIONAL RESEARCH
 Uses observational methods as opposed to
quantitative research
 Define the degree of relationship between two or
Examples: more variables using statistical data.
 based on pairs of measures or scores for members of
 A description of how senior high school students a single sample and provide an indication of the
celebrate their birthdays strengths of the relationship between two
 A description of how parents feel about the K to 12 variables that embody characteristics of or
Curriculum. performances by that group.

EXPERIMENTAL RESEARCH Examples:

 a type of quantitative research that authorizes  The relationship between successful career and
educational attainment.
researches to “control situation” which allows them
 The relationship between high grades and having
to answer the question. “What causes something tutors.
to occur”.
 It applies the scientific method to prove “the cause- VARIABLE
effect relationship among a group of variables that
 any entity that can take on different values
make up a study.
 Any aspect of a theory that can vary or change as
 True experiment requires manipulation of the
part of the interaction within the theory.
independent variable to detect its influence on the
 Anything that can affect or change the results of a
dependent variable.
study.
 Manipulation entails intervening in situations to
 Anything that can vary can be considered a variable;
determine which of two or more things happen to
these are needed to understand differences.
subjects
TYPES OF VARIABLES
Examples:
 Level of measurement
 The effect of support groups on smoking
CATEGORICAL VARIABLES- Made up of
 The effect of counseling and medical treatment on
different types of categories of a
alcoholism
phenomenon
– Gender
– Religion
– Field of work
 QUANTITATIVE VARIABLES- Varies in degree or amount
of phenomenon
Income
– Age
– Grades
– Income

 Roles
INDEPENDENT VARIABLES- Variable that is
presumed to cause changes in another variable (causal
variable)
DEPENDENT VARIABLES- Variable that change
because of another variable (effect/outcome variable)

MEDIATING VARIABLES (a.k.a. intervening variables)

– Variable that comes in between variables

– Helps to delineate the process through which

variables affect one another

MODERATOR VARIABLES- Variable that delineates how a

relationship of interest changes under different conditions or
circumstances