Blog Post 2: Quantitative vs Qualitative

Originally posted to eBridge, 11 February 2013

Method of searching for ‘truth’

Quantitative research demands that there be a single objective truth that can be determined from the research – for deducing empirical values (constants of the universe, material properties) this is without doubt a valid method! However for anything that involves people we risk skewing our research by testing for a positive hypothesis – we need to consider that multiple factors will be in play, therefore we should start by testing a null hypothesis (Newby, 2010, p.99; Cohen & Manion, Ch.1).

Quantitative research has its basis in deducing the truth from a set of pre-conceived logic – determined largely by our own experience of the world. This can only work for as long as our intuition holds. We will eventually hit an upper limit – and then we need to turn to inductive research to push the boundaries forward. Here we rely on gathering data and spotting patterns that demand explanation. For real research, we actually use a mixture of methods, formulating deductive hypotheses and testing these against inductive reasoning based on data.

Researcher standpoint

Quantitative research seems to demand that the researcher should be neutral in their standpoint, since they are collecting data to prove or disprove a hypothesis, and cannot take actions that might skew the results. The researcher has to passively observe subjects in a ‘laboratory style’ setting. By contrast, qualitative researchers seek a natural setting to ensure that all variables are free to act on the system. The researcher may have some commitment, especially if some kind of change to existing practice is being urged.

Data – format & collection method

Quantitative analysis is primarily concerned with the collection of numerical data, to give confirmation of hypotheses. There will be methods for collection that are determined before the study commences – these will be formalised, especially if the study is to be carried out on a large scale, to prove that the hypothesis is universally true. Qualitative research allows for any kind of data to be included in the study, bringing context into the matter. As the researcher is not expected to be completely neutral, the formality is relaxed, although some structure must be observed to ensure that the results will be respected by a community.

Learning points

Taking a good critical look at the philosophy behind research has helped to identify how my science background has railroaded me into the quantitative mind-set, but without ever having had any real understanding of the assumptions imposed. Furthermore I wasn't involved in setting out a research proposal in the first instance, since projects were pre-approved for funding. Without having enough professional experience, or any connections beyond the university, there was no way to consolidate my learning into any kind of useful skill that could be transferred outside of the institution.

By considering the different factors that are working beneath the surface as I consider my research project, I will be able to transform my own practice in learning & development, as well as learning some transferable research skills at the same time. This makes the project potentially both action and evaluation research at the same time.

References:

• Cohen, L., Manion, L. & Morrison, K. (2007). Research Methods in Education
• Newby, P. (2010). Research Methods for Education. Pearson Education Limited.