A500.6.3.RB – Qualitative Research
The article about Qualitative Research explains the main
differences found between qualitative and quantitative. Both types of research
focus on scientific studies to obtain data and create a hypothesis and
hopefully reach an educated conclusion. This two terms can be better
distinguished as a, “Phenomenological inquiry, or qualitative research, uses a
naturalistic approach that seeks to understand phenomena in context-specific
settings. Logical positivism, or quantitative research, uses experimental
methods and quantitative measures to test hypothetical generalizations”
(Hoepfl, 1997). The author extends his studies and describes that a
quantitative research does not “adequately describe or interpret a situation”
(Hoepfl, 1997). A naturalistic approach is where qualitative search comes into
play and provides better understanding of the subject.
Why should
we make use of qualitative research instead of quantitative research? The
author has adopted several reasons for the use of a qualitative methodology. It
is believe that qualitative research can deliver knowledgeable material about
unknown sources or yet to be found. Besides providing new evidence, it is the
perfect means to “gain in-depth information that may be difficult to convey
quantitatively” (Hoepfl, 1997). Additionally, a successful examination depends
on the contact a researcher can gain directly with the situation, while
respectfully entering their lives, minds, and emotions. Moreover, naturalistic
or in other words, qualitative research features different descriptions based
on a synthesis of various writers (Hoepfl, 1997):
·
The researcher attempts to observe, describe and
interpret settings as they are; “empathic neutrality” (1990, p.55).
·
The researcher acts as the “human instrument” of
data collection.
·
Qualitative researchers predominantly use
inductive data analysis.
·
Qualitative research reports are descriptive,
incorporating expressive language and the “presence of voice in the text” (Eisner,
1991, p. 36).
·
Qualitative research has an interpretive
character.
·
Qualitative researchers pay attention to the
idiosyncratic as well as the pervasive, seeking the uniqueness of each case.
·
Qualitative research has an emergent (as opposed
to predetermined) design.
·
Qualitative research is judged using criteria
for trustworthiness.
Further
more, qualitative research is obtainable through the data collection taken. Hoepfl
delivers ideas for research design and data collection strategies. These strategies
imply: sampling strategies, data collection techniques, interviews,
observations, gaining access and researcher obligations, other sources of data,
and deciding when to stop sampling. In the same way, data collection takes
place in a free un-structuralized way.
Lastly,
when judging qualitative research it is said that the reader has a main role.
Hoepfl agrees the “researcher and readers ‘share a joint responsibility’ for
establishing the value of the qualitative research product (Glaser &
Strauss, 1967, p. 232). ‘Pragmatic validation [of qualitative research] means
that the perspective presented is judged by its relevance to and use by those
to whom it is presented: their perspective and actions joined to the
[researcher’s] perspective and actions’ (Patton, 1990, p. 485)” (1997). In
other words, as I have learned in this leadership class, our class textbook,
Learning to think things through, exemplifies the importance of questioning the
sources we find and ourselves. This action is called critical thinking. Similarly,
the author of this articles follows Eisner believes of considering the
following three features: (1) Coherence, (2) Consensus, and (3) Instrumental
Utility.
Hoepfl, M. (1997). Choosing qualitative research: a primer
for technology education researchers. In M. Sanders (Ed.), Journal of
Technology Education, 9(1). Retrieved from http://scholar.lib.vt.edu/ejournals/JTE/v9n1/hoepfl.html
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