Running head: QUALITATIVE AND QUANTITATIVE DATA

Qualitative and quantitative data Susie Small ATSU SHM July 8, 2012

QUALITATIVE AND QUANTITATIVE DATA

Successful researchers must carefully choose the appropriate measurement tool. Improper questions on a measurement tool will result in unreliable and skewed results. The two main types of research are quantitative and qualitative. The goal of quantitative research is to describe phenomenon in measureable terms. The goal of qualitative research is to increase understanding of phenomenon. Quantitative methods utilize systematic techniques with pre-structured questions or pragmatic criteria with fixed response time. The data is translated numerically for analysis. The process of problem solving is descriptive, deductive, and objective in nature. Quantitative methods are described traditionally as experimental and analytical (de Vries, Weijts, Dijkstra, & Kok, 1992). Experimental analytical processes focus on comparing groups and analyzing variables in an orderly fashion. Qualitative methods accommodate all non-numerical data. Data from unstructured and open questions are often assigned into categories. The data is presented through narrative. The process is interpretive, inductive, and subjective. The qualitative method is described as interpretive sociology (de Vries, Weijts, Dijkstra & Kok, 1992). Interpretive sociology focuses on the entire process through descriptions of how respondents define reality. The process is often varied and unstructured. Combining the two approaches result in synergistic results with increased gain of knowledge. Utilizing hybrid research methodology enables triangulation of results which increase validity. Diverse results occur which aids in exposing bias through resolution (HelitzerAllen & Kendall, 1992). Research based solely upon surveys may be faulty as differences are often apparent between survey results and actual behavior (Helitzer-Allen & Kendall, 1992).

QUALITATIVE AND QUANTITATIVE DATA

When research is based solely upon single questions without any probing, the results may not reflect reality. To ensure that measuring instruments are appropriate the research must explore the reliability and validity of measuring tools. Reliable tools provide the same results with repetition. Reliable tools also remain stable over time and provide similar measurements within a given time period (Golafshani, 2003). Test-retest methods are used to determine the reliability and stability of a tool (Golafshani, 2003). Validity of a measurement tool simply insures that the tool accurately measures what was intended to measure. Validity is determined by asking multiple questions, along with review of existing research (Golafshani, 2003). Validity of quantitative research methods is called construct validity. Reliability and validity have different connotations for qualitative research. The ability to replicate studies it not a real concern, but precision, trustworthiness and transferability are used to evaluate the findings of a qualitative measurement tool (Golafshani, 2003). Quality, rigor, and trustworthiness are descriptors of appropriate measurement tools for qualitative research. Criteria used in the selection of a measurement tool must include evaluation of the design and implementation of the tool (Spence, Donald, Dower, Woodward, & Lacherez, 2002). Testing the tool multiple times will increase the validity and reliability of the tool. The measurement tool must be relatively brief, yet still have strong psychometric factors. When measuring a range of factors it is necessary to include only items with the strongest measure for each dimension (Spence, Donald, Dower, Woodward, & Lacherez, 2002). Factor analysis is used to select test items based upon the psychometric properties (Spence, Donald, Dower, Woodward,

QUALITATIVE AND QUANTITATIVE DATA

& Lacherez, 2002). Pilot studies are important for testing and revising tools which measure multifactorial psychometric properties. The measurement tool has not been developed for the proposed research project. The tool will contain questions which have been presented in published surveys and have proven rigor and trustworthiness. If new questions are developed, the questions will be pretested through a pilot study to determine validity and reliability before implementation. Choosing the right questions is imperative for a successful research study.

QUALITATIVE AND QUANTITATIVE DATA

References De Vries, H., Weijts, W., Dijkstra, M., & Kok, G. (1992). The utilization of qualitative and quantitative data for health education program planning, implementation, and evaluation: a spiral approach. Health Education Quarterly, 19(1), 101-115. Golafshani, N. (2003). Understanding reliability and validity in qualitative research. The Qualitative Report, 8(4), 597-607. Helitzer-Allen, D. & Kendall, C. (1992). Explaining differences between qualitative and quantitative data: a study of chemoprophylaxis during pregnancy. Health Education Quarterly, 19(1), 41-54. Spence, S., Donald, M., Dower, J., Woodward, R., & Lacherez, P. (2002). Outcomes and indicators measurement tools and databases for the National Action Plan for Promotion, Prevention and Early Intervention for Mental Health 2000. Retrieved from http://www.health.gov.au/internet/main/publishing.nsf/content/F1BF90977A9CFF7DCA 25723D0082ABCA/$File/outcome.pdf.