QUANTITATI

VE AND
QUALITATIVE
RESEARCH
 Definition of Quantitative and
Qualitative 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
statistics; and conducts the inquiry in
an unbiased, objective manner.
2
 Definition of Quantitative and
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. 3
 Their
Differenc
es
4
  QUALITATIVE QUANTITATIVE
RESEARCH RESEARCH

 In-depth understanding  Quantification of data

Objectives of underlying reasons and  Measurement of
motivations incidence, etc.

 Non-statistical  Statistical
Data Analysis  Contextual
 Thematic

 Not conclusive nor  Broad based insights

Outcomes generalizable  Population based
understanding

5
 Quantitative Methodologies
 Preference for precise
hypotheses stated at the outset
 Data reduced to numerical
scores
 Much attention to assessing
and improving reliability of
scores obtained from
instruments
 Assessment and validity
through variety of procedures
with reliance on statistical
indices
 Preference for random
techniques for obtaining
meaningful samples.
Qualitative Methodologies
 Preference for hypotheses that
emerge as the study develops
 Preference for narrative
description
 Preference for assuming that
reliability of inferences is
adequate
 Assessment and validity
through cross- checking
sources of information
(triangulation)
 Preference for expert informant
(purposive) samples
6
 Quantitative Methodologies Qualitative Methodologies
 Preference for precisely  Preference for narrative/
describing procedures. literary descriptions of
procedures
 Preference for design or  Preference for logical
statistical control for analysis in controlling or
extraneous variables. accounting for extraneous
variables
 Preference for specific  Primary reliance on
design control for researcher to deal with
procedural bias procedural bias.
 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
7
analysis
 Quantitative Methodologies Qualitative Methodologies
 Willingness to  Unwillingness to
manipulate tamper with
aspects, naturally
situations, or occurring
conditions in phenomena
studying
complex
phenomena
8
ETHICS IN
RESEARC
H
9
BASIC ETHICAL PRINCIPLES
- Ethics refers to questions of right and
wrong.
- There are a number of ethical principles that
all researchers should be aware of and apply to
their investigations. The basic ethical question
for all researchers to consider is whether any
physical or psychological harm could come to
anyone as a result of the research.
10
BASIC ETHICAL PRINCIPLES
- All subjects in a research study should be
assured that any data collected from or about
them will be held in confidence.
- The term deception, as used in research,
refers to intentionally misinforming the subjects
of a study as to some or all aspects of the
research topic.
11
RESEARCH WITH
CHILDREN
Children as research subjects
present problems for researchers
that are different from those of
adult subjects. Children are more
vulnerable, have fewer legal rights,
and often do not understand the
meaning of informed consent. 12
REGULATION OF
RESEARCH
Before any research involving human beings
can be conducted at an institution that
receives federal funds, it must be reviewed
by an institutional review board (IRB) at the
institution.
The federal agency that has the major
responsibility for establishing the guidelines
for research studies that involve human
subjects is the Department of Health and 13
SAMPLE
UNETHICAL
PRACTICES

14
unethical practices:
- A researcher requires a group of
high school sophomores to sign a
form in which they agree to
participate in a research study.
- Asks first-graders sensitive
questions without obtaining the
consent of their parents to
question them. 15
Here are some examples of unethical
practices:
- Deletes data he collects that do not
support his hypothesis.
- Requires university students to fill out a
questionnaire about their sexual
practices.
- Involves a group of eighth-graders in a
research study that may harm them
psychologically without informing them or
their parents of this fact. 16
Three Important Issues
that the Researchers
Should Address

17
from Harm. It is a fundamental
responsibility of every researcher
to do all in his or her power to
ensure that participants in a
research study are protected
from physical or psychological
harm, discomfort, or danger that
may arise due to research
procedures. 18
2. Ensuring Confidentiality of
Research. Once the data in a study have
been collected, researchers should make
sure that no one else (other than perhaps
a few key research assistants) has access
to the data. Whenever possible, the names
of the subjects should be removed from all
data collection forms. All subjects should
be assured that any data collected from or
about them will be held in confidence.
19
3. Deception. The term deception, as
used in research, refers to intentionally
misinforming the subjects of a study as to
some or all aspects of the research topic.
Current professional guidelines are as
follows:
A. Whenever possible, a researcher
should conduct the study using methods
that do not require deception.
20
B. If alternative methods cannot be
devised, the researcher must determine
whether the use of deception is justified by
the prospective study’s scientific,
educational, or applied value.
C. If the participants are deceived, the
researcher must ensure that they are
provided with sufficient explanation as
soon as possible.
21
Sample Research
Involving Ethical
Concerns
22
REGULATION OF
RESEARCH
×Study: The researcher plans to
observe (unobtrusively) students in
each of 40 classrooms—eight visits each
of 40 minutes’ duration. The purpose of
these observations is to look for
relationships between the behavior of
students and certain teacher behavior 23
REGULATION OF
RESEARCH
×Possibility of Harm to the
Participants. This study would fall
within the exempt category regarding
the possibility of harm to the
participants. Neither teachers nor
students are placed under any risk, and
observation is an accepted part of 24
REGULATION OF
RESEARCH
×Confidentiality of the Research Data. The only
issue that is likely to arise in this regard is the
possible but unlikely observation of a teacher
behaving in an illegal or unethical way (e.g.,
physically or verbally abusing a student). In the
former case, the researcher is legally required to
report the incident. In the latter case, the researcher
must weigh the ethical dilemma involved in not
reporting the incident against that of violating 25
 REGULATION OF
RESEARCH
×Deception. Although no outright deception is involved, the
researcher is going to have to give the teachers a rationale for
observing them. If the specific teacher characteristic being
observed (e.g., need to control) is given, the behavior in question
is likely to be affected. To avoid this, the researcher might explain
that the purpose of the study is to investigate different teaching
styles—without divulging the specifics. To us, this does not seem
to be unethical. An alternative is to tell the teachers that specific
details cannot be divulged until after data have been collected for
fear of changing their behavior. If this alternative is pursued, some
teachers might refuse to participate. 26
 ×The
Scope of
Research
Ethics
27
 Ethical considerations cover all
aspects of research but the fore -
ground when the subject of the
research are humans or animals.
Ethical Issues
1. Justification for the Participants
2. Access to the participants’ privacy
3. Potential harm
4. Informed Consent
28
Participants of the Study
Each person should be given the
respect, time, and opportunity
necessary to make his/her decisions
(AUTONOMY).
Children, Elderly, and Mentally Ill
are considered as vulnerable
participants.

29
The Process of Obtaining Consent
1. Identify participant population
2. Produce information sheet and
consent document
3. Obtain permission from school’s
ethics committee
4. Present research information to
participant and discuss its contents –
indicating that withdrawal at any time
is possible. 30
The Process of Obtaining Consent
5. Answer participant questions
6. Give a copy of the consent
document
7. Allow the participant time to
consider
8. Meet participant and documents, to
answer any more questions and assess
participants understanding
9. Obtain appropriate signed consent 31
 × The
Mertoni
an
Norms

32
Communalism. Research of
researchers are public knowledge,
freely available to all.
Universalism. There are no
privileged sources of scientific
knowledge.
Disinterestedness. Scientific
institutions act for the benefit of a
common scientific enterprise, rather
33
than for the personal gains of the
Originality. The ability to think
independently and creatively.
Skepticism. The doctrine that true
knowledge or knowledge in a
particular area is uncertain. Scientific
claims should be exposed to critical
scrutiny before being accepted: both
in methodology and institutional
codes of conduct.
34
×Two Types
of
Authorship
Program

35
oGhost Authorship.
Inclusion of authors who
did not contribute
significantly to the study
oGift Authorship. Absence
of authors.
  36
 ×How To
Maximize
Your
Publications
Unethically?
37
1. Salami Slicing. Breaking
up work into large number of
papers
2. Tiling. Publishing sequence
of substantially overlapping
papers
3. Double Publishing.
Publishing work twice 38
Thanks!

39
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