![ The design of a research study begins with the
selection of a topic and a paradigm.
A paradigm is essentially a worldview, a whole
framework of beliefs, values and methods within
which research takes place. It is this world view within
which researchers work.
Researchers from different disciplines [traditions?]
may have different paradigms There are competing
paradigms in education research](https://image.slidesharecdn.com/qualitativevs-130221103753-phpapp01/85/Qualitative-vs-15-320.jpg)
Qualitative vs
- 1. Dr. Ayaz Muhammad Khan
- 3. Scientific research can be classified under two broad categories: Qualitative research and Quantitative research.
- 4. Quantitative research relies on statistical tests and can be easily replicated. It is the preferred type of research in the physical sciences. Qualitative research takes place in the real world, as opposed to the laboratory, and deals with how people give meaning to their own experience. Followed by an attempt to interpret the behaviour and the meanings that people have given to their experience. The objective of qualitative research is to describe and possibly explain events and experiences.
- 5. Qualitative research Quantities research Its purpose is to Aims at theory testing understand social life Its purpose is to explain Aims at theory building social life Uses a dynamic Uses a rigid and static approach approach
- 6. Qualitative Quantitative Focus group Survey In-depth interview Structured interview & Review of documents for observation types of theme Review of record or documents for numeric Triangulation information
- 7. Qualitative Quantitative Deductive process used to Inductive process used to test pre-specified concept formulate theory. construct and hypothesis Employs a flexible that make up a theory. process Employs an inflexible process
- 8. Qualitative Quantitative Employs theoretical Employs random sampling sampling Select Representative Select people/sites who can best help us individuals understand our To generalize from phenomenon sample to population That might be “useful: information To make claims about That might help people the population “learn” about the To build/test phenomenon “theories” that explain That might give voice to “silenced” people the pop‟n
- 9. Qualitative Quantitative Some form of analysis Statistical tables and usually takes place at charts the same time data is Universal: applicable to being collected all Analyzed through 3 strategies: Mainly deductive reasoning: everything is reducing the data known before coding the data conclusions can be drawn synthesizing the data
- 12. Feature Quantitative Qualitative Methodology Methodology Nature of reality Objective; simple; Subjective; single; tangible problematic; sense holistic; a social impressions construct Causes and Nomological Non-deterministic; effects thinking; cause – mutual shaping; effect linkages no cause – effect linkages The role of Value neutral; Normativism; values value-free inquiry value-bound inquiry
- 13. Feature Quantitative Methodology Qualitative Methodology Natural and social Deductive; model of Inductive; rejection of the sciences natural sciences; natural sciences model; nomothetic; bases on ideographic; no strict strict rules rules; interpretations Methods Quantitative, Qualitative, with less mathematical; extensive emphasis on statistics; use of statistics verbal and qualitative analysis Researcher‟s role Rather passive; is the Active; „knower‟ and „knower‟; is separate from „known‟ are interactive subject – the known: and inseparable dualism Generalizations Inductive generalizations; Analytical or conceptual nomothetic statements generalizations; time- and-context specific
- 15. The design of a research study begins with the selection of a topic and a paradigm. A paradigm is essentially a worldview, a whole framework of beliefs, values and methods within which research takes place. It is this world view within which researchers work. Researchers from different disciplines [traditions?] may have different paradigms There are competing paradigms in education research
- 16. Within the research process the beliefs a researcher holds will reflect in the way they research is designed, how data is both collected and analyzed and how research results are is presented. For the researcher it is important to recognize their paradigm, it allows them to identify their role in the research process, determine the course of any research project and distinguish other perspectives.
- 17. Philosophy Ontology Epistemology Methodology
- 18. Quantitative study, consistent with the quantitative paradigm, is an inquiry into a social or human problem, based on testing a theory composed of variables, measured with numbers, and analyzed with statistical procedures, in order to determine whether the predictive generalizations of the theory hold true."
- 19. Empiricism Positivism Post positivism Critical Realism Pragmatism
- 20. Empiricism, originated by Philinos of Cos and Serapion of Alexandria, and they claimed that all knowledge arises out of one’s own observations, the observations of others and analogical reasoning (Psillos 1999). Empiricism took its modern form with John Locke (1632- 1704), who argued that all knowledge comes from experience (Locke [18941 1974). Empiricism argues that only that which can be experienced through the senses may be known to be real.
- 21. knowledge cannot be achieved by relying on experience alone, they have disagreed over its exact limits and the role of observation in understanding social reality.
- 22. Quantitative purists (Positivists): Believe that social observations should be treated as entities in much the same way that physical scientists treat physical phenomena. Contend that the observer is separate from the entities that are subject to observation. Maintain that social science inquiry should be objective. That time- and context-free generalizations (Nagel, 1986) are desirable and possible, and
- 23. Real causes of social scientific outcomes can be determined reliably and validly. Positivist research gained dominance in the natural sciences and was later adopted in social sciences. They believe that Human behaviour is both rational and predictable.
- 24. Positivism has received a wide range of criticism, attacking not only its epistemological and ontological basis but also claims that it has been responsible for many social problems. Its critics have contested the mechanical view of science that logical positivism is thought to promote, where interpretation, values, ethics and expression of uncertainty and ambiguity have no place. The idea that knowledge is objective and value-free has been defeated on both theoretical and empirical grounds
- 25. They believe that reality is independent of our thinking about it, and that observation and measurement are at the core of a scientific endeavor. They refute the belief that observation sets the epistemic foundation of all knowledge, in that observation is laden with theory, beliefs and values that can be accepted by all sides of a theoretical divide They recognize that observation can contain error, stressing the need to be critical about making statements about social reality with certainty.
- 26. Postpositivists accept that researchers are inherently biased by their cultural and social/political positioning and experience, and argue for objectivity that relies on ‘the rational pursuit of inquiry’ (Hammersley 2005: 149 Postpositivists argue, a natural selection theory of knowledge occurs, leading to the ‘survival of the fittest’ theory. researchers look for disconfirming evidence rather than focusing on confirming their hypothesis. Researcher test the null hypothesis rather than the alternative hypothesis, and confirming the alternative hypothesis only when the null hypothesis has been rejected
- 27. Social reality has an anthropocentric basis by being tied to human perception and language/discourse. In postpositivism, epistemology (what is to be known) and ontology (what it is) are tangled.
- 28. Realism is located within the postpositivist tradition. The critical realists have expressed criticisms against a natural science framework to understand social reality, they accept that a scientific understanding of the world is desirable as long as it ‘affords only a particular angle. Realists argue against universally occurring regularities or sequences of cause and effect, stressing that events are often determined by multiple influences
- 29. The critical realism is critical because researchers accept that their investigations are fallible, and stress the importance of a critical examination of values and facts. Knowledge is gained through neither induction nor deduction but by a process of explanation of a phenomenon at deeper levels. As we gain knowledge, we constantly revise previous knowledge and understandings.
- 30. The pragmatists attributed a practical, utilitarian function to knowledge. For pragmatists, knowledge is theory- and value-laden and capable of shaping human values. Pragmatists hold that truth is not absolute but relative to the time, place and purpose of an inquiry. Inquiry does not offer guaranteed knowledge based on past experience but rather a sufficient knowledge to make predictions regarding present action
- 31. Pragmatism have attempted to disengage quantitative research from its positivist tradition by accepting the value of causal relationships in addition to interpretive approaches to meaning-making.
- 33. Item Positivism Post Positivism Critical Theory, Constructivism et al (learning theory) Ontology Naïve realism— Critical realism— Historical Relativism—local “real” reality but “real” reality but realism—virtual and specific apprehend able only imperfectly reality shaped by constructed and probabilistically social, political, realities apprehend able cultural, economic, ethnic, and gender values; crystallized over time Epistemology Dualist/ Modified dualist/ Transactional/ Transactional/ objectivist; objectivist; critical subjectivist; value- subjectivist; created findings true tradition/community; mediated findings findings findings probably true Methodology Experimental/ Modified Dialogic/dialectical Hermeneutical/ manipulative; experimental/ dialectical verification of manipulative; critical hypotheses; multiplism; chiefly quantitative falsification of methods hypotheses; may methods include qualitative
- 35. A qualitative study is defined as an inquiry process of understanding a social or human problem, based on building a complex, holistic picture, formed with words, reporting detailed views of informants, and conducted in a natural setting.
- 36. Emphasize the cultural and social context that surround people’s live. Help to understand the society. Social Reality is constructed by the individuals who participate in it. Meta physics Understand through human activity Epistemology Knowledge is human product i.e. socially and culturally constructed. Create their own subject through interaction of their environment.
- 37. In constructivist educational research researcher empower the participant perspective and ideas, obtained rich description of the context. Their finding rely on interpretation of multiple perspective as they are constructed in the context of social interaction.
- 38. Critical thinking is skilled and active interpretation and evaluation of observations and communication, information and argumentation. (Fisher and Scriven, 1997, p.21) Paulo Freire wrote Pedagogy of Oppressed in which he criticized the so called prevailing banking Concept of Education. Education for critical consciousness Ira shore’s book Empowering Education
- 39. Critical theory originates in the European Marxist tradition known as Frankfurt School. A critical theory is from a traditional theory to the extent that it seeks human emancipation, to liberate human beings from the circumstances that enslave them. Critical theory provides the descriptive and philosophical framework for social inquiry. It is base on Explanatory, practical and normative principles. It must explain the factors that work against emancipation in society, identify the actors to change it and provide clear norms for criticism and achievable goals for social transformation.
- 40. They argue for the importance of first and second person understanding from a technocratic view of social inquiry , purpose to solve the practical problems. In research the theory start with agent’s own pre theoretical knowledge and self understanding. People are a product of the society in which they live. Hence this implies that their is no such thing as an objective fact that can be known outside of structure.
- 41. Habermas and Freire main proponants Emancipator research is seen as operating within a critical theory paradigm. It is mainstream research, produced theoretical understanding that are not always relevant to empowering of individual. It often has political agenda and focus on issue of social justice. Example of Emancipator research is multi cultural educational research.
- 42. Describe culture and experience from the perspectives of a group being studied. Develop counter narratives to mainstream accounts and narratives. Assume that scientific knowledge should enhance justices and equality with in society. View scientific knowledge as having both subjective and objective component.
- 43. They argue that humans are not simply constrained by structure, culture or social economic, they play an active role in in producing these structures. In structural analysis the cultural and linguistic tool are defined by the rules that are set for an activity of which the behavior under investigate. The post structuralism challenge as the structure themselves should become the subject of investigation.
- 44. Modernism has its roots in the enlightment, which promoted the advancement of knowledge through scientific observation. Post modernism question the rationality of human actions, the use of positivist epistemology, and human endeavor (e.g., science) that claims a privileged position with respect to the search for truth or that claims progress in the search for truth. Post modernism has raisin as a response to the loss of faith in traditional religious and politics. The nature of knowledge is to be practical.