Quantitative vs qualitative research methods.

Qualitative research has gained greater attention in medical research, but it might seem to be unscientific because qualitative and quantitative research methods are grounded in different paradigm. In this article, we introduce three major qualitative research methods frequently used in studies of patient-doctor communications: 1) in-depth interviews; 2) focus group interviews; and, 3) semi-structured interviews. Each qualitative research method has different or common advantages and disadvantages, and which methods should be used depends on the study objectives. Qualitative research and quantitative research are complementary: while quantitative research explains the prevalence or variation of an issue, qualitative research explains the reasons or processes of that prevalence or variation. Combination of the two methods enables the gathering of more comprehensive and explanatory results.

This paper will discuss the theoretical design considerations and the practical integration of quantitative and qualitative methods in disability and rehabilitation research, which have gained recent popularity among researchers of various disciplines. Whereas quantitative experimental and survey approaches allow researchers to draw generalizable conclusions that apply to a particular population as a whole, qualitative methods capture the depth of respondents' experiences in their own words. Qualitative methods may be used to explore new topical areas prior to implementing a population-based survey, or they may follow quantitative approaches to explain findings in greater detail. We will discuss research findings from two recent studies of rehabilitation industry professionals and people with physical disabilities to exemplify the utility of mixed-method designs in disability and rehabilitation research. The article will conclude with recommendations for rehabilitation nursing researchers to apply both qualitative and quantitative methods in their research practice.

This article examines how the attention which media scholarship gives to only thequantitative research method impacts on journalism practice in Nigeria. Firstly, typicalmass media texts were purposively selected and presented on a titled table. SecondlyCritical Discourse Analysis (CDA) methods were used to analyse selected texts. Thirdlye-mailing and audio recording were used to elicit comments from a reporter and aneditor. The editor and the reporter who commented wrote the stories from which theselected newspaper texts were drawn. Lastly, elicited comments were used to buttressarguments as the analysis progressed. In Nigeria journalists report news withoutimputation. Reporting news without imputations flaws news presentation. In this articleflaws in news presentation are attributed to the attention which media scholarship inNigeria gives to only the quantitative research method. The article proposes that as thequalitative research method, more so than the quantitative method, imparts better criticalskills to journalists, the qualitative method should be emphasised more in mass mediaresearch.

Over the past decade there has been an increasingly receptive audience for participatory and qualitative research methods by policy makers, development practitioners and academics working in applied research. At the same time there is an increasing awareness that the value of research can be enhanced through a more systematic combination of quantitative and qualitative methods. While this recent interest has begun to provide useful pointers as to how development research might be improved, it has also given rise to certain problems. This book will draw together lessons about emerging best practice with regard to combining qualitative and quantitative methods and approaches to generate numbers from qualitative/participatory methods and to monitor and evaluate development processes. It will build and expand upon innovation and reflection from practice in developing and developed societies, from within development agencies and academia, government departments and civil society organizations. By drawing on current research in many sectors and countries, the book will situate current development research issues squarely within debates about development policy and social research and it will help begin the process of defining best practice in the use of participatory/ qualitative and quantitative methods, and issues of methodological triangulation which are of considerable interest to academics, practitioners and policy makers. A genuine how to manual which combines best practice and new innovations and presents fascinating material for academics, practitioners and policy makers.

Bu çalışmada, turizm alanında yazılmış lisansüstü tezlerin bilimsel araştırma yöntemlerinde nicel
\nyöntemlerden nitel yöntemlere geçişteki paradigmatik dönüşüm incelenmiştir. Çalışma amacına
\nbağlı olarak YÖK ulusal tez merkezi veri tabanında ‘turizm ve işletme’, ‘gastronomi’, ‘rekreasyon
\nve yönetim’ ‘seyahat ve acente’, ‘turizm ve rehberlik’ anahtar kelimeleri kullanılarak tarama
\nyapılmış ve ulaşılan 107 adet tez değerlendirmeye tabi tutulmuştur. Araştırma kapsamında nitel
\nve nicel araştırma yöntemleri bir arada kullanılmış, nitel kapsamda doküman incelemesi ve nicel
\naraştırma kapsamında ise çoklu uyum analizinden faydalanılmıştır. Araştırma sonucunda
\npozitivist paradigmanın turizmde yazılan lisansüstü tezlerde egemen olduğu sonucuna
\nulaşılmıştır. Ayrıca, 2010 yılından itibaren yazılan tezlerde nitel yöntemlerde artış yaşandığı,
\nrekreasyon yönetimi alanındaki tezlerde ağırlıklı olarak nitel yöntemler kullanılırken, turizm
\nişletmeciliği, seyahat işletmeciliği ve turizm rehberliği ile gastronomi ve mutfak sanatları
\nalanlarında daha çok nicel ve karma yöntemlerin kullanıldığı tespit edilmiştir.

Background Qualitative research has made great strides in recent years and it now makes an important contribution to our understanding of health and illness. But there are still many practitioners, academics and researchers who are totally bemused by its principles and practices. Content In the first of a series of three articles exploring qualitative research philosophies, methodologies and methods, I attempt to unravel some of its complexities and peculiarities, in the hope that those readers new to qualitative research will study it further and consider using it in the future. This article deals with broad questions of philosophy; most especially the fundamental difference between a quantitative and qualitative worldview. Conclusions This article explores the difference between a belief in a single objective reality and multiple realities, and relates these to quantitative and qualitative research methods. It also considers the role of theory, focusing on the difference between inductive and deductive reasoning. These concepts are the basis for the second article in the series on qualitative methodologies, to appear in the next issue.

<div class="WordSection1"><p>I am honored for being an alumnus of KEMC, and am delighted to write this editorial for the Annals. I have, ever since done my research and taught qualitative methods, felt that clinical methods are quite akin to qualitative research. Then, why only few clinical researchers use qualitative methods? A witness to this assumption is the research published in the Annals. In this treatise, I try to identify some parallels between the two types of methods and argue for the clinicians to invest in learning qualitative research methods to practice clinical methods well.</p><p> Qualitative research is to identify and interpret issues from the perspective of participants, their experience of: illness or disability, using health service, and to appreciate the meanings they give to the behaviour, events or objects in the context of their social and cultural norms. In this type of research, the emphasis is on exploring the associations and understanding the phenomenon in its holism; and not, like in quantitative research, from an outsider’s perspective and for certain specific aspects.<sup>1</sup> It requires participants with specific characteristics, selected purposely that can best inform the research topic. More participants, identified inductively during data collection, are added to develop full and multiple perspectives about the cases.<sup>2</sup></p><p> No preset data collection tool is used, instead qualitative researcher guided by a research question acts as an instrument, since the line of enquiry he changes during data collection as new understanding is gained and/or the situation changes.<sup>3</sup> The data for research is derived from the observation, interviews or verbal interactions, focus group discussions, document reviews, life histories etc. and the researcher asks why, how and under what circumstances things occur; and not just what, where and when. It is recorded in words or pictures and log book is used to record notes arising from interviews, observations, extracts from documents etc.</p><p> In health care settings patients are the subjects for clinical methods. The clinician, even prior to any verbal communication, observes the patient, e.g. for his gait and appearance. If in a bed or examination couch, his posture could give some clue to the illness. Inspection, a clinical method, is like systematic observation, which is qualitative method, should be holistic. In my third year during bedside teaching, Professor (late) Rashid Ahmed Qureshi said, <em>“patient has come to you as a whole and not his stomach in a tray”</em>, when a student straight went to examine abdomen of a patient with acute abdomen. History taking, another clinical method, is like conducting semi structured in depth interview – a qualitative research method. In both disciplines, we are told, <em>“not to ask leading, but follow up and probing questions”; </em>and Professor (late) Alamgir Khan, while teaching clinical methods, would add, <em>“if a good history is taken, you will establish diagnosis in over 65% of cases”. </em>Likewise, as part of history taking, documents related to patient’s illness history and treatment are reviewed similar to document review in qualitative research.</p><p> The two approaches however differ in how the data is analysed. In clinical practice, diagnosis is established based on the pathophysiological knowledge or patient’s clinical condition is discussed in clinicopathological conference.<sup>4</sup> On the other hand, qualitative research employs meaning based data analysis, whereby the qualitative data is transformed into some form of explanation, understanding or interpretation of people and situation that is investigated.<sup>5,6</sup></p><p> In conclusion, the history, the observation and the review of document related to patient are since obtainned using qualitative methods, the clinician trained in these methods could not only conduct these methods well but also interpret the data to identify and detect obstacles to the change in clinical condition and the reasons why improvement does or does not occur.<sup>7</sup> Finally, while it is heartening that research forums are organised in the institutions affiliated with KEMU, in order the research is richer, the researchers’ skills in qualitative research methods should be built.</p></div>

There are a growing number of authors arguing the case for integrating qualitative and quantitative research methods within research projects. A study was carried out to identify the amount of published work integrating qualitative and quantitative research methods and to assess the quality of the outcomes of studies purporting to use both methods. Electronic searches of the health literature and critical appraisal of a random sample of papers retrieved was undertaken as well as a hand search of five journals. Over one-quarter (130, or 27%) of the papers from the electronic searches were theoretical discussions about the merits of mixing research methods, 22% (110) were papers purporting to have used mixed methodologies. Critical appraisal of the sample papers showed the qualitative and quantitative elements varied. Where the results of the different parts of the study were integrated, the outcomes from the research were more convincing than they might otherwise have been. Other papers had little discussion about the balance or integration of the different types of results. Hand searching revealed very few mixed method papers. Further work is required to refine and develop ways to mix methods to generate the evidence required to support practice.

This study was undertaken to explore the factors that could affect to the emotional exhaustion and turnover intention of Information Technology (IT) employees in Vietnam. This study was done through two steps including qualitative and quantitative research methods. In qualitative research method, nine information technology employees were interviewed to assess the clarity of words, the content of the questions and the ability to answer the questions of the readers. Formal quantitative research was executed by interviewing a sample collected by convenient method, using a questionaire, including 194 information technology employees in the areas of HoChiMinh city. The data was used to assess the scales and test the hypotheses. Cronbach Alpha coefficient analysis, exploratory factor analysis (EFA), regression analysis were used in this section. The results showed some differences compared to the initial theoretical model. Only some elements in the theoretical model affect the emotional exhaustion, in which IT job demands is the factor that have the most powerful affect. Study results contribute additions to the theoretical basis of human resource management, by understanding more about the factors that have impact on the emotional exhaustion and turnover intention of information technology employees. Thereby, the results also provide additional facilities for the management of information technology enterprises so that the managers can make appropriate decisions in order to preserve the IT human resources.

What counts as “good” quantitative research and what can we say about when to use quantitative and/or qualitative methods?

This study aims to identify students’ creative thinking skills in solving the problem of using chitosan as a natural preservative in processed meat. This research uses mixed methods, namely a combination of quantitative and qualitative research methods. We used quantitative research methods to analyze the results of student’s creative thinking skills in the application of RBL-STEM, while qualitative research methods were used to analyze the learning activities and portrait phases of students’ creative thinking skills. The research respondents consisted of two classes, namely the control class and the experimental class. The control class has 25 students, and the experimental class has 30 students. We used tests, interviews, and questionnaires to collect data in this study. The results showed that the independent sample t-test on the post-test scores of the control class and the experimental class showed significant differences. This is due to the value of sig (2-tailed) is 0.000 (p=<0.05). It can be concluded that the application of the RBL learning model with the STEM approach can improve students' creative thinking skills in solving the problem of using chitosan as a natural preservative for processed meat. The rest, based on the results of observations on student learning activities, 98.25% of students in the experimental class lies in the “very active” category.

The aim of this paper is twofold. First, we describe two important dimensions of patient care information systems (PCIS) evaluation: the domain of evaluation and the different phases of the PCIS implementation. Second, we claim that, though Randomized Controlled Trials (RCTs) are often still seen as the standard approach, this type of design hardly generates relevant information for the organizational decision maker. Interpretive study of evaluation literature. The field of evaluation is scattered and the types of questions that can be asked and methods that can be used seem infinite and badly demarcated. Different stakeholders, moreover, often have different priorities in evaluating ICT. The most important reason for the lack of relevance of RCTs is that they are ill suited for investigating why and how a PCIS is being used, or not, and what the (often unplanned) effects and consequences are. Subsequently, our aim is to contribute to the discussion about the viability of qualitative versus quantitative methods in PCIS evaluation, by arguing for a specific integration of quantitative and qualitative research methods. The joint utilization of these methods, we claim, yields the richest results.

International Journal of Quantitative and Qualitative Research Methods is run by the European Centre for Research, Training and Development, United Kingdom. The journal publishes outstanding academic, theoretical and methodological articles relating to quantitative, qualitative and research in professional and service settings. The journal covers issues addressed by researchers within academic and independent research organizations in […]

This paper aims to analyze the selection of literary texts in Malaysian lower secondary schools. Literary text selection involves two factors, the text and the reader. As the study required in-depth knowledge on both the factors, the research design includes quantitative and qualitative research methods. Research design includes quantitative and qualitative research methods. In the first phase of the study, a cross-sectional survey was conducted. A set of questionnaires containing 150 questions was distributed to 450 respondents from Form One to Form Three in five districts in Perak to address students' views on cultural familiarity of the texts, interest and motivation in reading literary texts, and physical features of the literary texts. In the second phase, six Form Two students participated in a retelling session to identify students' strengths and weaknesses in text comprehension. The findings from quantitative data showed positive results especially on cultural aspects. Students from Form One to Form Three understand the cultural aspects portrayed in the short stories. On the physical aspects of the literary texts, Form Two and Form Three students find the cover of their text book to be unattractive. In terms of students' preference of literary texts, Form One to Form Three students preferred reading foreign texts compared to Asian texts. As for the qualitative data, the session on retelling revealed the participants were able to relate main ideas and supporting details sequence the story line in order and understand text organization. The implication of the research indicates the literary texts selected, caters to Malaysian lower secondary students in Perak.

Qualitative studies are gaining their credibility after a period of being misinterpreted as "not being quantitative." Qualitative method is a broad umbrella term for research methodologies that describe and explain individuals' experiences, behaviors, interactions, and social contexts. In-depth interview, focus groups, and participant observation are among the qualitative methods of inquiry commonly used in psychiatry. Researchers measure the frequency of occurring events using quantitative methods; however, qualitative methods provide a broader understanding and a more thorough reasoning behind the event. Hence, it is considered to be of special importance in psychiatry. Besides hypothesis generation in earlier phases of the research, qualitative methods can be employed in questionnaire design, diagnostic criteria establishment, feasibility studies, as well as studies of attitude and beliefs. Animal models are another area that qualitative methods can be employed, especially when naturalistic observation of animal behavior is important. However, since qualitative results can be researcher's own view, they need to be statistically confirmed, quantitative methods. The tendency to combine both qualitative and quantitative methods as complementary methods has emerged over recent years. By applying both methods of research, scientists can take advantage of interpretative characteristics of qualitative methods as well as experimental dimensions of quantitative methods.