Sunday, November 15, 2009

Does one always need to have an independent and dependent variable in qualitative research?

It's possible.What does your book say?

medicine

Help me with my research topic. i need both quantitative and qualitative topics.?

please give me some suggestions of topic for both quantitative and qualitative research. help me please. tq

Help me with my research topic. i need both quantitative and qualitative topics.?
Qualitative research involves analysis of data such as words (e.g., from interviews), pictures (e.g., video), or objects (e.g., an artifact), while quantitative research involves analysis of numerical data.





Qualitative research - recent (or within the 20th century) history/politics --%26gt; through oral interviews, etc., social history, human behavior





Quantitative research - surveys, market research








Questions to ask:


Research with Subjects (Quantitative)


1. What do I know about a problem that will allow me to formulate and test a hypothesis?


2. What concepts can I use to test this hypothesis?


3. How can I operationally define these concepts?


4. What scientific theory can explain the data?


5. How can I interpret the results and report them in the language of my colleagues?





Research with Informants (Qualitative)


1. What do my informants know about their culture that I can discover?


2. What concepts do my informants use to classify their experiences?


3. How do my informants define these concepts?


4. What folk theory do my informants use to explain their experience?


5. How can I translate the cultural knowledge of my informants into a cultural description my colleagues will understand?





More info on qualitative research: http://www.wilderdom.com/OEcourses/PROFL...


More info on quantitative research: http://www.wilderdom.com/OEcourses/PROFL...


Anyone know the advantages and disadvantages to qualitative research in counselling?

nope


Is a testable hypothesis quantitative or qualitative research?

It is quantitative with regards to how the hypothesis is evaluated but you can evaluate qualitative questions, say like voter preference, color of peas, or quantitative questions like median or mean of height of a population.

Is a testable hypothesis quantitative or qualitative research?
both


What is Negative Case Analysis in Qualitative Research?

Deviant case analysis is a process for refining an analysis until it can explain or account for a majority of cases.





Analysis of deviant cases may revise, broaden and confirm the patterns emerging from data analysis.

home teeth cleaning

What are the pros and cons of qualitative research?

- takes a long time which means cant get many


- cant be generalised


- not very reliable as if interview or wateva was carried out again wouldnt get the same answers





+ get more detail


+ adds validity


+ may get information that you did not think of in first place

What are the pros and cons of qualitative research?
the highs are high and the lows are low


What is the difference between Qualitative and Quantitative Research?

I would like to know the differences because I am confused about it.

What is the difference between Qualitative and Quantitative Research?
In sociology at least, quantitative refers to statistical studies -- any research that explains itself through numbers. This includes polls, percentages, censes, etc. Qualitative research is much more ambiguous and usually uses methods such as interviews, participant observation. Another important point to remember is that quantitative work is designed so that it can be used to explain a large amount of phenomena -- a statistical study of a small group can theoretically be used to make predictions about the whole population. Qualitative research, however, cannot make that leap since it often tells a story of a very specific group of people that does not necessarily reflect the experiences of the whole.





Does that make sense? I bet if you wikipedia it, they would give you a much more concise answer than I can.
Reply:quantitative: the capacity, mass, the quantity or the number of items





qualitative: is the grade, the value
Reply:Qualitative relates to quality (reasoning)


Quantative relates to numbers (statistics)


How to do a qualitative research?

im new to doing this type of research.


please help me in guiding me along what i should do.





How does living in a HDB estate shape Singaporean lives?

How to do a qualitative research?
i dont know
Reply:It gives them something to strive for.


What is the difference between quantitative and qualitative research?

quantitive is quantity, questionaires, surveys etc.


eg 30% of all Americans love rice





Qualitative is more usually interviews.


eg This one american said he loved ric, brown rice especially but he didn't really go for easy cook rice, he prefered rice in resturaunts and told me about his favourite chinese take away

What is the difference between quantitative and qualitative research?
In simple terms;


Quantitative is statistics in quantity, such as surveys, polls and questionaires. For example what is your favorite soap powder?


Qualitative is statistics and hypotheses based on extensive research and demands quality from the data given. For example, not only would the question be asked What is your favorite soap powder, but more in depth questions would be asked such as; how often do you purchase it? Why do you purchase it? What do you like about it? etc, etc.


Quantitative is usually measured in contrast to qualitative.


Hope this helps?
Reply:quantitative research is dealing with figures and numbers


qualitative research is dealing with facts and statistics analysing content from newspapers, magazines, tv shows, websites etc that you have collated together
Reply:Quantitative research needs large sample for statistical comparison, while qualitative research can use small sample, case study and can consider own thoughts and feelings as valid.
Reply:Quantative methods deal with collecting large quantities of research / data, look at as wider picture as possible and drawing conclusions based upon trends etc. Qualtive on the other had loos at a more smaller cross section indepth, may be methods such as participant observation. Both methods have there strengths and both there weakness. Good approach is to use a bit of each where possible.
Reply:Quantitative research are studies which produce number/numerical data and qualitative research are studies which produce descriptive data.





Quantitative research methods include experiments, surveys/questionnaires, controlled observations (if well structured), content analysis and correlational analysis.





Qualitative research methods include interviews (if less structured), case studies, naturalistic observations (if less controlled), diary studies and questionnaires (if open questions are used).





An easy way to remember the difference is that the word 'quantity' in quantitative refers to how much of something there is, whereas the word 'quality' in qualitative refers to what something is like. E.g. 9 out of 10 cats prefer whiskas cat food (how many cats? 9-a quantity/number) or she is a kind person (what is she? Kind-a quality/description).





Hope this helps!
Reply:Quantitative research consists of the statistical description and comparison of different phenomena. Qualitative research consists of the interpretation of observations.





Strictly speaking, any research will have both quantitative and qualitative elements. Quantitative experiments must be interpreted if they are to have any meaning or use. You are unlikely to descibe research observations without some use of numbers, if only to count up e.g. how many people acted in different ways.





In practice, quantitative and qualitaitve research use different techniques, details of which you will find only too easily (and I fear often boringly, although it is not nessarily so) in texts for university statistics and research methods courses. They also relate to different philosophies of science (social science, psychology) in that quantitative research is typically based upon a hyothetico-deductive framework, i.e. you formulate a hypothesis and then conducted an experiment trying to disporve its opposite, holding everything else as constant as possible (big problem!). Qualitative research typically develops theory progressively from observations in more complex settings.





It would be a mistake to suggest that quantitative research of its essence requires a large enough number of people (in the case of psychology) to support statistica testing, whereas qualitative research can be done with fewer people. It is possible to carry out quantitative research on single cases, specifically by comparing observations over time, whilst qualtitative research can be of anything from single individuals to very large scale surveys.





This is an outline answer to a question for which a full answer would be very complex.
Reply:quantitative is data in the form of statistics


Qualitative data is for example like questionnairs and more in depth answers.

false teeth

What are examples of descriptive qualitative research method?

In psychology, the research methods commonly classified as qualitative include:





Participant observation


Direct observation


Unstructured interviewing


Case studies


Content analysis


Protocol analysis


Focus groups


What is the difference between quantitative/qualitative ANALYSIS and quantitative/qualitative RESEARCH?

When you want to do quantitive analysis, you go according to the numbers. That, is if you want to detect pesticides in water, qualitative analysis will help you find the variety of pesticides in a given sample of water, whereas quantitative analysis will give you how much amount of each pesticide is present.


The same terminology applies to research also. Research is when u are doing the experiements to detect the pesticide (in the above example) and analysis is when u start interpreting and analysing the data to get some information out the research.

What is the difference between quantitative/qualitative ANALYSIS and quantitative/qualitative RESEARCH?
Qualitative research is one of the two major approaches to research methodology in social sciences. Qualitative research involves an indepth understanding of human behaviour and the reasons that govern human behaviour. Unlike quantitative research, qualitative research relies on reasons behind various aspects of behaviour. Simply put, it investigates the why and how of decision making, as compared to what, where, and when of quantitative research. Hence, the need is for smaller but focused samples rather than large random samples, which qualitative research categorizes data into patterns as the primary basis for organizing and reporting results.








Quantitative research is the systematic scientific investigation of quantitative properties and phenomena and their relationships. Quantitative research is widely used in both the natural and social sciences, from physics and biology to sociology and journalism.





The objective of quantitative research is to develop and employ mathematical models, theories and hypotheses pertaining to natural phenomena. The process of measurement is central to quantitative research because it provides the fundamental connection between empirical observation and mathematical expression of quantitative relationships.


Can you explain qualitative research?

i am doing my undergraduate thesis.. i plan to do a qualitative research, but i am still having a hard time grasping the interpretational view of communication.

Can you explain qualitative research?
more info! I just completed my senior research project in psychology and I also worked with qualitative data while replicating a study done by Bartlett. I'm very interested and I can help. I know of some good resources, but tell me more: what's your hypothesis that you will be testing or have you not gotten that far yet???





Okay, here's my paper that I uploaded for ya and I give an analysis of both the qualitative (pictures and figures) and quantitative (numbers) of my results.


Familiar and Unfamiliar Forms


Elysia


Advanced Research and Design


12-12-2006


Serial Reproduction:


Familiar and Unfamiliar Forms


Frederic Bartlett makes the claim that familiarity of stimulus material affects a


person’s ability to reproduce drawings accurately in his book Remembering, published in


1932. Bartlett used the process of serial reproduction to illustrate this point. Upon giving


subjects a picture of an Egyptian Mulak to replicate from memory, the stimulus material


undergoes several remarkable transformations, resulting in an end drawing a cat; a


socially recognizable form.


Several researchers have attempted to reproduce Bartlett’s results, but have been


unable to obtain statistically significant data. There are several reasons for the


differences in Bartlett’s results and current researcher’s results. V.E. Wynn and R.H.


Logie state in their article, The Veracity of Long Term Memories-Did Bartlett get it


right?, that, “…no attempt appears to have been made to test his subjects in any


recognizable methodological way,” (pg.2). Bartlett did not exercise control over


confounding variables, did not establish a control group of socially recognizable forms,


did not provide all of his results—only a small selection of the best ones, and failed to


establish an objective, quantitative measure of transformations.


The failure of researchers to replicate Bartlett’s results baffles many


supporters of his theory that memory is a constructive process. O.L. Zangwill, a research


student of Bartlett’s, writes that the factual results of Bartlett’s studies have stood up to


the test of time and that very few people call them into question (Zangwill, pg. 127).


Zangwill concedes that others like Harry Kay (1995) have stated that remembering is


better described as an abstractive process, though recent researchers have not made a full


shift back to calling it a reproduction rather than a reconstruction (Zangwill, pg. 129).


This study’s design replicates Bartlett’s design with a few important additions.


In order to expand on Bartlett’s work, this current study will establish a control group,


control for confounding variables and provide for both a qualitative and quantitative


analysis.


Although extensive research has been done on the aspects of transmission of stories,


almost no research has been published on the transmission of pictures. Upon doing a


qualitative and quantitative analysis, the conclusions drawn from this current study based


on the stimulus picture of an Egyptian Mulak may possibly resemble Bartlett’s


conclusions that


1.Sooner or later all such material tends to assume the form of accepted


conventional representations, or decorative designs, current in the group of subjects


concerned. 2. When material is presented which seems to a subject to be


representative, but cannot be definitely labeled, it tends to undergo elaboration until a


readily recognizable form is produced. 3. Another common characteristic is the


multiplication of detain which is not readily assimilated or of motif in decorated


desing. 4. When a readily recognizable form is presented, this tends to undergo


simplification into a genuinely conventionalized representation or design. Suhc


simplification may proceed too far, when a new process of elaboration is apt to set in,


resulting in the development of a representative form apparently unconnected with


the original. 5. Naming, it may be of the whole, or it may be of the parts, strongly


affects reproduction whether immediate or remote. When counting is used, order and


number may be preserved, though the form may be altered. 6. There is a strong


tendency to preserve apparently trivial or disconnect detail of non-representative


character or in a non-representative setting (1995, pg. 185).


The purpose of this current study is to determine if the familiarity of the stimulus


picture affects the number of transformations subjects make in reproducing the stimulus.


The hypothesis is that the unfamiliar picture of the Egyptian Mulak will undergo


significantly more transformations than the familiar picture of a rat will. The independent


variable in this study is the familiarity of the picture and the dependent variable is the


number of transformation made by the subjects.


Method


Participants


The sample of participants included 15 undergraduate male and female students


enrolled in a psychology course at Aquinas College. Demographically, the participants


selected were similar in age and race to the typical traditional students enrolled at


Aquinas College.


Apparatus


Materials used were two drawings, one of an Egyptian Mulak, the other of a rat.


Other materials used were a stop watch, thirty blank pieces of paper, fifteen cover sheets


and pencils.


Procedure


Fifteen subjects were given a subject number from one to fifteen. Subjects were


given a copy of the following instructions and were instructed to read the instructions


quietly to themselves as the experimenter read them aloud.


You are participating in an experiment that tests your drawing ability. You will


be given a picture. Look at the picture for 30 seconds and try your best to “memorize” it.


After your 30 seconds are up, place the picture underneath the cover sheet provided so


that you cannot see the picture any more. Keep this picture underneath the coversheet


until the experiment is over.


You will have 1 minute to draw the picture that you have memorized. Draw your


picture to look exactly like the picture that you memorized. Draw your picture on the


paper provided, using the pencil provided.


Once you have completed your drawing, hand the drawing to the person next in


line. That person will have 30 seconds to look at your drawing, place it under their cover


sheet, and then they will spend 1 minute drawing your picture from their memory.


Do not show anyone the picture underneath your cover sheet. Do not let your


neighbors see your picture while you are drawing it. Do not discuss the pictures with


anyone while the experiment is in progress. You may talk quietly during this experiment,


but do not discuss any aspect of this experiment with anyone.


Follow these same instructions for the second picture you are given to draw. At


the end of the experiment, you should have in your possession, two drawings that were


given to you to draw, placed underneath your cover sheet. The experimenter will pick up


these drawings from you.


To control for interference, half of the subject replicated the Egyptian Mulak first


and half of the subjects replicated the rat first.


The drawings were analyzed using a system of measurement to count


transformations in each picture. Both sets of initial stimulus material had fourteen


components and received a score of zero. Each transformation was counted only one


time and each transformation counted as a positive one point towards the reproduction’s


score. Total transformations were added for each reproduction and each reproduction


received a score based on the number of transformations made in that reproduction.


Transformations guidelines were as follows; Elaborations are defined as the


addition of a new line that was not in the previous drawing, simplifications are defined as


the subtraction of a line that was in the previous drawing, mutations consist of directional


changes in a feature as well as changes towards the direction of accepted conventional


representations. Each of these kinds of transformations were weighted equally and


received a score of one point.


Results


The qualitative data that are the secondary focus of this study were collected


through four different individual’s subjective assessments of the changes in the Egyptian


Mulak and rat series. The four individuals selected included two psychology professors


at Aquinas College and two undergraduate students, all of whom were familiar with the


study. Providing a qualitative analysis of the series provides the advantage of the


following the procedure of the initial study being replicated as closely as possible, as well


as allowing for the judgment of the reproductions as a whole, instead of by the individual


lines and features that they are composed of. All four assessments were collected on


separate occasions and all indicated that the rat stayed truer to form than the Egyptian


Mulak did.





Figure 1Figure 2 Figure 3 Figure 4 Figure 5


Figures didn't show up: but they would be QUALITATIVE DATA


Figures 1-5 illustrate the qualitative results obtained from this study. Figures 1 and 2 are from the Egyptian Mulak Series and Figures 3-5 are from the Rat Series.


The quantitative data that are the primary focus of this study were collected using


the guidelines for transformations and the method described previusly in this article.


The mean for each series was calculated. The mean for the Egyptian Mulak series is 1.87


and the mean for the Rat series is 1.27. A single subject set with two comparisons,


between subjects design and less than 5% of scores deviating less than 2 from the mean


provided the appropriate conditions for a paired t-test. There were no significant


differences in the amount of transformations in Egyptian Mulak series and rat series,


p = .297.


Discussion:


Although the Egyptian Mulak appears to make more transformations than the rat,


when quantifying transformations, the Mulak does not make significantly more


transformations than the rat does. The end picture of the Mulak resembles a pitcher or a


cup while the end picture of the rat resembles a cat. Even though the pictures undergo


similar amounts of transformations, according to the qualitative analysis, the rat picture


stays truer to the original drawing than the Mulak does.


Several things can be said about this study. Since both the rat and the Mulak


underwent several transformations, the study is non-supportive of the Trace Theory of


Memory, but is supportive of a constructionist model. These models state that


individuals construct their replication of the stimulus from the parts of the stimulus that


they remember as well as from pieces of information and images previously stored in


their memories. Such a model was favored by Bartlett in his book Remembering and


other theories include descriptions of memory as a constructive process, such as Schema


Theories.


The study is also non-supportive of the social implications that others who have


replicated Bartlett’s studies have attempted to find. Since the Egyptian Mulak does not


make significantly more transformations than the rat, the idea that familiar things are


remebered with more ease and replicated more exactly cannot be supported with


evidence from this study.


Potential problems with this study that should be addressed include the questions


of whether or not counting transformations is a valid measure of change in serial


reproduction and whether qualitative analysis is valid. A second issue that should be


looked into is whether or not the subjects’ familiarity with the process of serial


reproduction influences their reproductions.


More research needs to be done and changes need to be made before any


conclusions can be made about the theoretical implications of this type of study


supporting a memory model or supporting the theory that familiar objects are easier to


draw and reproduced more accurately, according to cultural/societal influences on


memory.


References


Bartlett, F. C. (1995). Remembering. Cambridge: Cambridge University Press. (Original work published 1932)


Johnston, E. B. (2001, January). The repeated reproduction of Bartlett’s remembering. History of Psychology, 4(4), 341-366.


Logie, R. H., %26amp; Wynn, V. E. (1997, June). The veracity of long-term memories-Did Bartlett get it right? Applied Cognitive Psychology, 12(1), 1-20.


Lyons, A., %26amp; Kashima, Y. (2006, January). Maintaining stereotypes in communication: Investingating memory biases and coherence-seeking in storytelling. Asain Journal of Social Psychology, 9(1), 59-71.


Ost, J., %26amp; Costall, A. (2002, May). Misremembering Bartlett: A study in serial reproduction. British Journal of Psychology, 93(1), 243-255.


Zangwill, O. L. (1972, January). Remembering revisited. Quarterly Journal of Experimental Psychology, 24(1), 123-138.


How do you critique a study on a qualitative research study?

the study concerned is a grounded study by Malm and Hallberg entitled "Patients experiences of daily living with a pacemaker

How do you critique a study on a qualitative research study?
In critiquing any study (qualitative or quantitative) you need to look at the methodology and analysis of the study and then write up the pros and cons of it, often to back up an argument of whether or not the study has provided valuable insight into what it claims to.


Try to look at the prominent aspects of the study-first of all things like the sample/participants recruited. Often studies generalise their results to everyone when in fact their partcipants were all white and middle class! How did they recruit participants? Were both males and females studied (if necessary)? Do you think the participants are representative of the general population they claim to represent (in your case it will be people who wear pacemakers)?


Look at how the data was collected-was it diary studies, individual/group interviews, observations ....? If interviews were used, were the questions open or closed? Obviously open questions allow for more elaboration and hence more personal input from the participants. Who all was present during data collection? For example, a man who is interviewed with his wife present may feel reuctant to give information which potrays him as weak and may not report negative experiences of wearing the pacemaker. Also, the gender and age of the researcher/interviewer can affect responses from participants in a variety of ways.


Do you agree with the researchers analysis of the data? Qualitative studies are much more subjective than quantitative ones and so data analysis will almost always be at least partly a personal reflection of the attitudes and values of the researcher(s). Do you think their conclusions about the data are logical and insightful, or do you think that they fail to stem from the data actually collected?


There are so many areas of a qualitative study that can be critiqued (and indeed any study!) and it's best to look at the basic components of the study to see if they then coherently and logically contribute to the analysis and conclusion. All reports on studies should also be partly self-critical-have the researchers pointed out their studies own flaws and suggested improvements? Hopefully this will help you have an idea of how to go about critiquing a study. Just be sure to present pros and cons, but formulate these in to some kind of argument about the value of the study and its methodology.


Good Luck!

broken teeth

What are strengths and limitations of qualitative research? I would settle for a good reference.?

Qualitative analysis: Richness and Precision.





The aim of qualitative analysis is a complete, detailed description. No attempt is made to assign frequencies to the linguistic features which are identified in the data, and rare phenomena receives (or should receive) the same amount of attention as more frequent phenomena. Qualitative analysis allows for fine distinctions to be drawn because it is not necessary to shoehorn the data into a finite number of classifications. Ambiguities, which are inherent in human language, can be recognized in the analysis. For example, the word "red" could be used in a corpus to signify the color red, or as a political categorization (e.g. socialism or communism). In a qualitative analysis both senses of red in the phrase "the red flag" could be recognized.





The main disadvantage of qualitative approaches to corpus analysis is that their findings cannot be extended to wider populations with the same degree of certainty that quantitative analyses can. This is because the findings of the research are not tested to discover whether they are statistically significant or due to chance.


What problems exist for aresearcher attempting to conduct qualitative research in a public p-12 setting?

First do no harm.


Second you must have signed release forms from all participants, unless the participants are children, when you must have them from parents/guardians.


Third you must have approval from the superintendent or the school board depending on the policies of the district.


Fourth you must have a large enough sample of participants to make the research valid.


I could keep going, but I suggest you take a research methods class or sit down with a researcher to go over specifics with your research proposal.


Does there seem to be a trend toward quantitative or qualitative forms of research?

does there seem to be a trend toward quantitative or qualitative forms of research? Discuss which type of research is more useful to you and why

Does there seem to be a trend toward quantitative or qualitative forms of research?
Generally speaking, academics tend to use quantitative methods of research. This makes for much more empirical research. This is because qualitative research is often subjective, and if it is qualitative but an attempt is made to remove the subjectivity through quantifying results, you end up with quantitative research. Qualitative research will ALWAYS have a place in the field of psychology though. Individual case studies are key to understanding disorders of a very limited basis (like trauma to a very specific region of the brain or body).





In my work (criminal justice) the use of quantitative measures is almost always a must. This is primarily because there are a lot of criminals that go through a similar process to one another both throughout their lifespan and throughout their criminal justice system experience. That caters perfectly to quantitative measures. This is not to say that qualitative research is not done, on the contrary!





However, by-in-large, as academics we stick to what is repeatable, verifiable, and easy to explain objectively. This is critical to the continuation of the scientific process and the field of academia to continue to grow and encourage growth of our knowledge of the world :) Hope that helps.
Reply:I think scientific research has always been biased towards quantitative research. Most researchers feel that quantitative research is more valid, which was my view for a long time.





But I am currently setting up my first qualitative study, I am using IPA to interview participants about there views of a concept I am researching. Most of the research on the area has been done using questionnaires but there has been very few studies actually asking people about their perceptions and personal experiences.





I don't think qualitative studies should be discounted, they are part of the research prosses.


Can you give me information about qualitative research versus quantitative?

Thank you! Please answer by March 20 at 1:00

Can you give me information about qualitative research versus quantitative?
Background


Qualitative researchers:





* reject the idea that social sciences (such as education and training) can be studied with the same methods as the natural or physical sciences;


* feel that human behavior is always bound to the context in which it occurs; therefore, behavior must be studied holistically, in context, rather than being manipulated;


* employ an "insider's" perspective; this makes qualitative research an intensely personal and subjective style of research.





Quantitative researchers:





* argues that both the natural and social sciences strive for testable and confirmable theories that explain phenomena by showing how they are derived from theoretical assumptions;


* reduce social reality to variables in the same manner as physical reality;


* attempt to tightly control the variable in question to see how other variables are influenced.





http://edweb.sdsu.edu/Courses/Ed690DR/Cl...





Qualitative analysis: Richness and Precision.


The aim of qualitative analysis is a complete, detailed description. No attempt is made to assign frequencies to the linguistic features which are identified in the data, and rare phenomena receives (or should receive) the same amount of attention as more frequent phenomena. Qualitative analysis allows for fine distinctions to be drawn because it is not necessary to shoehorn the data into a finite number of classifications. Ambiguities, which are inherent in human language, can be recognised in the analysis. For example, the word "red" could be used in a corpus to signify the colour red, or as a political cateogorisation (e.g. socialism or communism). In a qualitative analysis both senses of red in the phrase "the red flag" could be recognised.





The main disadvantage of qualitative approaches to corpus analysis is that their findings can not be extended to wider populations with the same degree of certainty that quantitative analyses can. This is because the findings of the research are not tested to discover whether they are statistically significant or due to chance.





Quantitative analysis: Statistically reliable and generalisable results.


In quantitative research we classify features, count them, and even construct more complex statistical models in an attempt to explain what is observed. Findings can be generalised to a larger population, and direct comparisons can be made between two corpora, so long as valid sampling and significance techniques have been used. Thus, quantitative analysis allows us to discover which phenomena are likely to be genuine reflections of the behaviour of a language or variety, and which are merely chance occurences. The more basic task of just looking at a single language variety allows one to get a precise picture of the frequency and rarity of particular phenomena, and thus their relative normality or abnomrality.





However, the picture of the data which emerges from quantitative analysis is less rich than that obtained from qualitative analysis. For statistical purposes, classifications have to be of the hard-and-fast (so-called "Aristotelian" type). An item either belongs to class x or it doesn't. So in the above example about the phrase "the red flag" we would have to decide whether to classify "red" as "politics" or "colour". As can be seen, many linguistic terms and phenomena do not therefore belong to simple, single categories: rather they are more consistent with the recent notion of "fuzzy sets" as in the red example. Quantatitive analysis is therefore an idealisation of the data in some cases. Also, quantatitve analysis tends to sideline rare occurences. To ensure that certain statistical tests (such as chi-squared) provide reliable results, it is essential that minimum frequencies are obtained - meaning that categories may have to be collapsed into one another resulting in a loss of data richness.


http://bowland-files.lancs.ac.uk/monkey/...





Great chart at this site:


http://www.wilderdom.com/research/Qualit...





Good luck!
Reply:I've heard graduates referring to themselves as being "quants" or "quals".





"Quantitative" refers to the ability to count something and to put a number to it. Quantitative research is based on experimental methods and controls that render statistic data to confirm or to disconfirm a hypothesis.





"Qualitative" research also incorporates hypothesis, but the data is based less on quantitative experimental methods and more on analyzing data to confirm or disconfirm a hypothesis as might be gathered through such "soft" means as literature reviews, surveys, and interviews.





I hope this helps.
Reply:qualitative is not as exact as quantitative. For example, "how fun was that roller coaster?" cannot be answered quantitatively. You can say "a lot" or "so so" but those are not exact amounts. However "which shoes cost more?" can be answered quantitatively because you are dealing with hard numbers.
Reply:I am not sure if this is a school assignment or not, but if I remember correctly qualititative research is based on the quality of the product being researched, and the quantitative research is based on the quantity (amount) of the product being researched. I hope this helps you out and I hope it's NOT an assignment that you SHOULD be doing yourself.

canine teeth

How do we come up to overgeneralize? Which two are distinction quantitative or qualitative research?

Quantitative research involves obtaining statistics and then forming graphs etc to tabulate the responses.


Qualitative research involves seeking responses from people that then have to be interpreted by the researcher with a view to forming or confirming or disproving a certain hypothesis.


Monday, May 4, 2009

Please help me to define documentary analysis for qualitative research. where can I look for info?

is there any decent websites I can look this up.

Please help me to define documentary analysis for qualitative research. where can I look for info?
wikipedia?


Is content analysis a qualitative research method?

Content analysis can use either a quantitative or qualitative approach - it can depend both on what you're looking at, and on how you're analysing it. So if you're looking at leading questions in court transcripts it sounds like you're drawing on qualitative data (text) and you'll be using some sort of thematic categorisation (qualitative) in doing your content analysis. If you're looking at frequencies of leading questions (according to one or more definitions of "leading question") that would be a more quantitative approach with qualitative data. There are many debates about the boundaries of qualitative and quantitative approaches as paradigms....


What's the difference between snowball sampling and theoretical sampling in qualitative research?

Snowball research is not qualitative


Qualitative you target a given type of person "Qualitative"


The person taking the information looks for a given type of target.





Snowball involves a continuous increase either of numbers or of types of targets or both.

human teeth

In Qualitative research whats the difference between "methodology" used and the "method" of data collection?

For example





Field research is made of of field observation and field interviews.





So which is the 'methodology' and which is the 'method of data collection' or have I not stated it.





Also, is it possible for a researcher to do both in one research project?...eg. both field observation and interview.

In Qualitative research whats the difference between "methodology" used and the "method" of data collection?
Methodology means what KIND of research is being conducted. For instance, is it a qualitative, quantitative, or a multi-method study? Or, are you manipulating any variables or just observing some phenomena? The method of data collection would be HOW are you getting your data? Are you doing interviews, giving questionnaires/surveys, etc. etc. So in your example, the METHODOLOGY of research would probably be an observational and qualitative type study, and since nothing is being manipulated, it is not an experimental study. The METHOD of data collection would be field notes, and interviews. And yes, you can definitely do both together... I hope this helps!
Reply:methodology is the way you collect data. actually, they're the same. field research actually does both, you interview then observe at the same time.


Where can i find trainings related to qualitative health research?

I want to go for a training course related to qualiatative research in public health. It can be for data analysis, methodologies, and reporting.

Where can i find trainings related to qualitative health research?
Well, if you want to study in a degree program, I'd recommend you apply to programs in epidemiology. most schools of public health or medical colleges offer such programs.





If you want a certificate training, you should learn SAS; it's a very marketable skill. http://www.sas.com Class available onsite and online. SAS is statstics software. It's used for epidemiology, clinical trials, psychology research and business/economics.
Reply:try this place for high quality health products


Discuss how quantitative and qualitative research approaches have helped in oral health promotion and future?

Discuss how quantitative and qualitative research approaches have informed and might further inform your oral health promotion practice.


Should include Evidence based practice, what it is and why it is important,how it is implemented and challenges in health promotion.


Include positivism and interpretivism


Differences, strength and weakness in health promotion


Examples of quant %26amp; qual which have informed practice. What further research would you suggest and how would you do this?

Discuss how quantitative and qualitative research approaches have helped in oral health promotion and future?
Are you studying for the Oral Health Certificate? try taking at look at the Vipeholm study or hopewood house study!


Hope this has been of some help!


What is the role of the hypothesis in quantitative and qualitative research?

thanks for you help!

What is the role of the hypothesis in quantitative and qualitative research?
The hypothesis is a theoretical outcome you hope to prove (or disprove) based on the results obtained from the research.





Additional Note:


This is all about sampling. The hypothesis you have is considered to be true until proven incorrect with a sufficient amount of data.





For more information Research (keyword):


Sampling in Statistics
Reply:To set a goal for the research to test.

my cat

What are the advantages and disadvantages of qualitative research designs?

quanitive is real, qualitive is expensive, if your offering quality is one thing but to demand and extract quality by oppression is another


What R the differences between quantitative and qualitative approaches to research in multicultural psycholog?

What are the differences between quantitative and qualitative approaches to research in multicultural psychology.

What R the differences between quantitative and qualitative approaches to research in multicultural psycholog?
http://www.gslis.utexas.edu/~palmquis/co... vs. Naturalistic





Read this and apply to multicultural research....(college psych. prof)
Reply:I'm not going to write a test question answer for you, but basically:





Quantitative analysis deals with things you can count:


100 Whites were surveyed


15 Blacks


18 Latinos





Qualitative analysis deals with things that are not easily counted, but can still be observed and reported on.


For example, Let's say you do a survey where you discovered white people were afraid of ants and Latinos weren't afraid of snails but hated grasshoppers. You might need to talk to some people and figure out if/why things are the way your survey said they are. These observations would be wrapped up in your report, and would be qualitative.
Reply:No idea.





But the difference between R and are is that one is a letter and one is a word.


What are some of the limitations for a QUALITATIVE research?

The research is about how stress affect University student's diet.

What are some of the limitations for a QUALITATIVE research?
You can't control extraneous variables so you never know how external factors are influencing peoples answers e.g. wanting to appear socially desirable. The presence of an interviewer may influence how the participant responds. It also takes a great deal of skill to manage an interview etc effectively and it is also time consuming and difficult to interpret data. The data can be difficult to analyse objectively and their is no data to quantify. It is also difficult to replicate.
Reply:Well, just as an example....


Some people who eat what they consider a "good diet" eat deep fried foods every day - and on average, eat only two servings of vegetables per day - french fries and ketchup.


Then there are others who eat 10 servings of fruits and veggies, 6 servings of whole grains, never smoke, drink cofee or booze, etc.


to


What is a unit of analysis in qualitative research?

I get confused by Units of analysis and units of observations. I'm doing a ethnographic case study of after-school programs that include some form of the arts or arts education. I want to learn what are the key charecteristics such programs need to have in order to be collaborativly supportive of arts education standards and benchmarks of the school (district). I THINK my the after-school programs themselves are the units of observation. The units of analysis would be what the various actors in these partnerships have to say (i.e - their documents or social artifacts) about arts education standards and collaborating with schools.

What is a unit of analysis in qualitative research?
I would say that your unit depends on how your study is designed. My background is not in education, but in statistics. I could not find a definition of this specific term on the net. So I am deconstructing it.





Your unit is what you are counting by. One item is a unit. So what are you using for your measurement. Are you looking at classrooms, schools, school districts, any of these could be your unit.





So look at your design and ask, what EXACTLY am I observing, what EXACTLY am I analyzing?





You say that you are studying documents or artifacts, so from what you wrote, I would say that your unit would be the number of artifacts you study, since you can't include programs in your study which do not involve artifacts.








But if the benchmarks are student test scores, I would say your unit of observation is the number of students.





The best bet is to take a study of similar design, not necessarily studying the same subject, but a study designed in the same basic manner. Make sure that the study is one that is recognized as being well-designed.





Use that study and report as a blueprint for your own report, just like you might do for a contract, or a job application. I am not telling you to copy anything, because the material will be what you found in your own research.





Ask yourself what that study uses as a unit of observation, and unit of analysis. If you cannot find a comparable element in your own study, then you may have a poorly designed study.





Some researchers confuse their subject matter with the design of the study. They also sometimes KNOW what they want to look for, and confuse this HOW they will look for it. The two are related but not the same.





One of the main purposes of research is to try to minimize the observer's bias. So with a properly designed study, you should be able to hand your study to the cashier in the cafeteria, and say, Here, do this study, and they should come back with the same results.

dog teeth

Where can I find an example of a Qualitative or Quantitative Research paper?

First off, I am not wanting to copy anyone's research paper. I have to find a research paper that is an example or either qualitative or quantitative research and then explain what makes it that particular kind of research. Does anyone know where I can go on the Internet to find such a report?

Where can I find an example of a Qualitative or Quantitative Research paper?
It is not always easy to obtain free articles from peer reviewed journals unless you are affiliated with a university. Moreover, especially in psychology, most research is quantitative. Google Scholar sometimes has PDF files of recent articles. Use a key word like "job satisfaction" or "self efficacy". Type in "focus groups" or "interviews", and something might pop up for qualitative. Good luck!


Which of the following is a qualitative research problem :?

Which of the following is a qualitative research problem :





a. Do suburban teachers earn higher salaries than urban teachers?


b. how does a teacher in an urban classroom control the behavior of


students?


c. is there a relationship between school socioeconomic status and


attendance?

Which of the following is a qualitative research problem :?
Quantitative research assigns numerical values to variables that are intended to reflect different degrees of that dimension (e.g., 120 pounds is more than 100 pounds; How much do you like eggs: 1) not at all, 2) they're ok, 3) love them.





Qualitative research focuses on non-numerical data, such as verbal reports or descriptions.





B is the answer. You must describe the various method of control and types of behaviors.


Explain the difference between quantitative and qualitative research design?

Check out the link below.

Explain the difference between quantitative and qualitative research design?
Basically quantitative is an objective form of analysis and research. This usually relies on mathematical formulas and statistics. You could think of quantitative as the quantity of research, and of research which is not about feelings or thought. Qualitative research, on the other hand, is far more subjective. It often focuses on feelings, or on individual cases, like case studies. It is often not quite as scientific.


That is the difference within a nut shell....


Compare and contrast quantitative research with qualitative research. Is either one better than the other? How

Compare and contrast quantitative research with qualitative research. Is either one better than the other? How can they compliment one another? What are the strengths and weaknesses of each?

Compare and contrast quantitative research with qualitative research. Is either one better than the other? How
Qualitative data is basically descriptions of whatever you are observing, whereas quantitative data is numbers.





Quantitative data can be analyzed, put into graphs, and used as sources of information. Qualitative data is not as effective because of the fact that it is slightly subjective.

dr teeth

Is this a good qualitative research question?

I think my question will be: How does body image effect a young teenage male?





is it a good qualitative research question?

Is this a good qualitative research question?
I think it's a good start...





Try to be more specific---what exactly do you want to find out about? Eating habits? Self-esteem? Exercise habits? etc..


Then just incorporate that into your question.
Reply:As a start, but where do you want to go with the research? Body image is a big subject in the psychology world.


ie: Does past experiences affect the future of a young male, and how? That is just one question where it could lead.
Reply:if i may paraphrase "and the choices he make in recreation"
Reply:The correct verb for your question would be "affect" not "effect" which as a verb means "to bring about."
Reply:Qualitative research is a research for understanding and the reasons of human behavior. Simply put, Qualitative research investigates the Why's and How's of human behavior. Your research question is a qualitative meaning that you will want to know if body image DOES actually effect a young male teenager in any way... Why it effects him and How !! It's a simpler form of research cause your sample size will be smaller, concentrated and more specific (only male teenagers). You will find a difference of course but it is in the WHY %26amp; HOW that appearance will effect the behavior (privatly, publicly, socially, etc), thoughts, feelings, etc.
Reply:I think that it's too important of a body image . because a man very like the females body


What does credibility mean in qualitative research?

The criteria for evaluating qualitative research is by reference to


1) credibility


2) transferability


3) dependability


4) confirmability





What on earth do these mean? how do you decide whether research is credible?

What does credibility mean in qualitative research?
Qualitative research describes the type of answers you would analyze from a survey, which is what I'm in the middle of completing for my Master's Degree.





Here is an example of one of my questions:





Are you challenged by your AP course?


Extremely challenged


Somewhat challenged


Not challenged at all





I surveyed 41 AP students, and have 41 answers. Some students also write in personal comments to describe why they don't feel challenged. This is qualitative research. In order to turn my qualitative research into quantitative, I'd make it into number format.





Qualitative example: One female senior states she is unchallenged because, "My instructor does not follow the curriculum for AP and is teaching us material we learned 2 years ago."





Quantitative example: 14% of the students feel unchallanged by their AP course.





Credibility refers to the questions asked, the population you are researching, the researcher's bias, validity of the research, etc.





Dependability refers to the outcomes, results, report of findings.





Not sure about the others though.





Good luck!


Qualitative research?

Can anyone recommend a good article that defines when qualitative research is suitable for answering the research question.

Qualitative research?
Sorry, I can't suggest any, as the best ones I know are on an online database. I would suggest, however, going to anthropology readings. Good luck!