MOR lecture 2 quali vs quanti.pptMOR lecture 2 quali vs quanti.ppt

MOR lecture 2 quali vs quanti.ppt

1. Quantitative Research
vs.
Qualitative Research

2. Qualitative research is a scientific method of
observation concerned with the non-statistical
data. It is used to gain an understanding of
underlying reasons, opinions, trends, and
motivations. It is an unstructured, exploratory
research method that studies highly complex
phenomena that are impossible to elucidate
with the quantitative research. It is a form
of research in which the researcher gives more
weight to the views of the participants.

3. Quantitative research is used to
quantify the problem by way of obtaining
numerical data that can be converted into
useable statistics. It is used to quantify
opinions, attitudes, behaviors, and other
defined variables, and generalize results
from a larger sample population. The
research is also known as empirical
research as it can be accurately and
precisely measured.

4. Basis for Comparison Qualitative Quantitative
Objective To qualify and to discover ideasTo quantify data and to
examine cause and effect
relationship between variables
Nature Holistic Particularistic
Approach Subjective Objective
Research Type Exploratory Conclusive
Reasoning Inductive Deductive
Study Population Participants/ Informants Respondents/ Subjects
Sampling TechniquePurposive Random/ samples based on
statistical computation
Hypothesis Generated Tested
Tool Open-ended questions Instrument-based questions
Data Collection In-depth interviews, focus group
discussions, observations,
reviews of documents
Survey, scales, tests,
questionnaires
Data Format Textual narratives Tables, graphs, charts
Mode of Analysis Text and image analysis.
themes, patterns, and
interpretations
Statistical analysis
Result To develop initial understanding
and to describe behaviors or
actions
To generalize a broader
population and to recommend
final course of action

5. Descriptive Research. This design is
concerned with describing the nature,
characteristics and components of the
population or a phenomenon. This design
attempts to find general attributes to the
presently existing situation and determine the
frequency with which it occurs. Descriptive
research will be used if you want to know how
many hours senior high school students spend in
social media, the number of malnourish
students who failed in the achievement test, and
how healthy is the food served during recess in
the public schools.
Kinds of Quantitative Research

6. Examples:
A school wishes to evaluate teachers’ attitudes
about using technology in the classroom. By
conducting surveys and observing their
comfortableness using technology through
observational methods, the researcher can
gauge what the can help understand if a full-
fledged implementation can face an issues. This
also helps in understanding if the students are
impacted in any way with this change.
 A researcher wants to assess the work values
of a group of rank and file employees

7. Correlational Research. It is the
systematic investigation of the
nature of relationships, or
associations between and among
variables without necessarily
investigating into causal reasons
underlying them. It is also
concerned with the extent of
relationships that exist between or
among the variables..

8. Examples:
if pre-board examination results can be used to
predict performance in the Licensure
Examination for Teachers (LET), then the higher
the pre-board grade, the higher most likely be the
score in the LET.
if you would like to know if the following factors
are related to each other: sex and mathematical
ability, marriage and cancer recovery, occupation
and life span
How well does administrative experience predict
managerial effectiveness?
Do teachers instructional competence predict
student high scores in Mathematics?

9. Evaluation Research. This kind of
research aims to assess the effects,
impacts or outcomes of practices,
policies or programs. Assessing the
implementation of nursing care in a
hospital and determining the impact
of a new treatment procedure for
patients are examples of evaluation
research.

10. Survey Research. A survey research is used to gather
information from groups of people by selecting and
studying samples chosen from a population. It may be
done in various ways like face to face, phone, mail, and
online. A survey research may be cross-sectional if the
information is collected from a sample in just single point
in time just like the child-rearing practices of single
parents, and population control practices of unmarried
couples. A survey research is considered longitudinal if
the researcher collects information on the same subjects
over a period of time, sometimes lasting many years in
order to study the changes through the years.
Longitudinal survey is utilized to determine the growth
of rice yield in the country and the rate of promotion of
doctorate degree holders five years after earning the
degree.

11. Cross-sectional Survey
analyzes data of variables collected at
one given point of time across a sample
population
The data collected in a cross-sectional
study is from people who are similar in
all variables except the one variable
which is under study.

12. a cross-sectional study can be conducted on
males and females between the ages 24-35 to
check for spending or purchase trend
differences between the sexes.
A cross-sectional study in healthcare is used
to understand how prone kids between the
age of 2-12 across different regions are prone
to a low calcium deficiency.
A cross-sectional study in education is
particularly helpful to understand how either
males or females from a similar age bracket
but different ethnicities react to their grasp
of a certain object.

13. Longitudinal study is an
observational study that employs
continuous or repeated measures to
follow particular individuals over
prolonged period of time often years
or decades.

14. Example:
1. Hypothetically, consider that there is a study
conducted to understand the similarities or
differences between identical twins that are brought
up together versus identical twins that were not
brought up together on a variety of variables.
Researchers, in this case, would want to observe these
participants from childhood to adulthood understand
how growing up in different environment influences
traits, habits, and personality. Since the participants
share the same genes, it is assumed that any
differences are due to environmental factors

15. A researcher has been hired to study if there is a
link between violence and video games usage. A
sample for the study is collected and to reduce to
amount of interference a large group of
participants is collected from a population who
play video games. Here the age group is restricted
to teenagers (13-19 years). The next step is to
record how violent participants in the sample
currently are. This creates a baseline for later
comparisons. Now the researcher will give a log to
each participant to keep a track of how much video
games they are playing.

16. Types of Longitudinal Study
1.Trend Study – makes use of already existing
data indicating what has been happening in
the past , what the present situation reveals
and what is likely to happen in the future
Ex:
a.Growth of GNP and GDP in the country
b.Development of LET in the public schools
c.Trends in the implementation of socialized
tuition fees

17. Types of Longitudinal Study
2. Cohort Study – this is where a specific
population is followed over a period of
time whose members do not change over
the course of the study.
Ex:
a.Success of graduates in their occupations
over a ten-year period
b.Rise in positions of postgraduate students
in their jobs five years after earning
postgraduate courses

18. Types of Longitudinal Study
3. Panel Study – there is a sample of people
from a bigger population and study is
conducted at specified intervals for a longer
period of time. One of the most important
features of the panel study is that data is
repeatedly collected from the same sample at
a different point in time.
Ex:
Effectiveness of non-education graduates in
teaching

19. In cross-sectional studies, the variables are
collected at a certain given point of time but
longitudinal studies span across multiple
sessions and the variables could change.
Cross-sectional studies are preferred to find
common points between variables but
longitudinal studies, due to their nature are
then used to dissect the research from the
cross-sectional study even further.
Cross-Sectional vs. Longitudinal Studies

20. Causal-Comparative Research. It is
also known as ex post facto (after the
fact) research. This kind of research
derives conclusion from observations and
manifestations that already occurred in
the past and now compared to some
dependent variables. It discusses why
and how a phenomenon occurs.

21. Examples:
Study on the effects of organizational climate and
student behavior
Study on the effects of academic average on earnings
of graduates
A researcher is interested in how weight influences
stress-coping level of adults. Here, the subjects would
be separated into different groups (underweight,
normal weight, overweight) and their stress-coping
levels measured. This is an ex post facto design
because a pre-existing characteristic (weight) was used
to form the groups.

22. Experimental Research. This research utilizes
scientific method to test cause-and-effect relationships
under conditions controlled by the researcher. In this
case an effort is made to determine and impose control
over all other variables except one. An independent
variable is manipulated to determine the effects on the
dependent variables. For instance, a teacher would like
to know if a new teaching strategy is effective or not so
he teaches one section using the new strategy and
teaches another comparable section without the new
strategy, then an achievement test was given to the two
sections. The manipulated independent variable is the
new teaching strategy which is being tested if it has an
effect on the dependent variable which is the
achievement of the students. Notice that the sections are
comparable with one another meaning all other
variables are controlled by the teacher.

23. Grounded theory is a qualitative research
approach that attempts to uncover the meanings of
people’s social actions, interactions and experiences.
These explanations are called ‘grounded’ because
they are grounded in the participants’ own
explanations or interpretations.
Kinds of Qualitative Research

24. Researchers collect data through any means they
prefer and then analyze the facts to arrive at
concepts. Through a comparison of these
concepts, they plan theories. They continue until
they reach sample saturation, in which no new
information upsets the theory they have
formulated. Then they put forth their final
theory.

25. CONDUCTING GROUNDED THEORY
RESEARCH
STAGE 1: Concepts are derived from interviews,
observation and reflection
STAGE 2: The data is organized into categories
that represent themes or subplots
STAGE 3: As the categories develop, they are
compared with one another and two or more
competing theories are identified
STAGE 4: The final step involves the
construction of the research hypothesis
statement or concept map

26. Grounded theory is used by marketing
departments by letting marketing executives
express their views on how to improve their
product or service in a structured way
Grounded theory is often used by the HR
department. For instance, they might study why
employees are frustrated by their work.
Employees can explain what they feel is lacking.
HR then gathers this data, examines the results
to discover the root cause of their problems and
presents solutions

27. Phenomenological research is a design of
inquiry coming from philosophy and
psychology in which the researcher describes
the lived experiences of individuals about a
phenomenon as described by participants. This
description culminates in the essence of the
experiences for several individuals who have
all experienced the phenomenon. This design
has strong philosophical underpinnings and
typically involves conducting interviews

28. Ethnography is a design of inquiry
coming from anthropology and
sociology in which the researcher
studies the shared patterns of
behaviors, language, and actions of
an intact cultural group in a natural
setting over a prolonged period of
time. Data collection often involves
observations and interviews.

29. Case studies are a design of inquiry
found in many fields, especially
evaluation, in which the researcher
develops an in-depth analysis of a case,
often a program, event, activity,
process, or one or more individuals.
Cases are bounded by time and activity,
and researchers collect detailed
information using a variety of data
collection procedures over a sustained
period of time

30. Case study examples
Research question Case study
How do populist politicians use
narratives about history to gain
support?
Case studies of President Noynoy
Aquino and Vice President Leni
Robredo
How can teachers implement
active learning strategies in
mixed-level classrooms?
Case study of a local school that
promotes active learning
What are the main advantages
and disadvantages of wind farms
for rural communities?
Case studies of three rural wind
farm development projects in
different parts of the country
How are viral marketing
strategies changing the
relationship between companies
and consumers?
Case study of the iPhone X
marketing campaign
How do experiences of work in
the gig economy differ by gender,
race and age?
Case studies of Grab Drivers

32. ACTION
RESEARCH
is a disciplined process of
inquiry conducted by and for
those taking the action. The
primary reason for engaging
in action research is to assist
the “actor” in improving
and/or refining his or her
actions.

33. ACTION
RESEARCH
Educational problems and issues are
best identified and investigated where
the action is, i.e. at the classroom and
school level (Guskey, 2000).
Is a process of systematic, reflective
inquiry to improve educational
practices or resolve problems in any
operating unit (DO No. 16 s. 2017)

34. WHEN DO WE USE ACTION
RESEARCH?
* To solve an educational problem;
* To help educators reflect on
their own practices
* To address school-wide problem
* When teachers want to improve
their practices

35. LEGAL BASES OF ACTION
RESEARCH IN THE PHILIPPINES
RA 9155 mandates that DepEd
enact policies and mechanisms
through which the delivery of quality
basic education may be continuously
improved.
Chapter 1, Section 7 (5)… one of the
responsibilities of DepEd is the
undertaking of educational research
and studies

36. To promote an environment of
evidenced-based decision-making
DepEd has made strides in
instituting research and its
utilization in policy and program
development:
DO No. 13 s 2015- established a
systematic policy development
process

37. STEPS IN
CONDUCTING ACTION
RESEARCH
Determine if action research is
the best design to use.
Identify the problem to study
Locate resources to help address
the problem
Identify the information you
will need

38. Implement the data
collection
Analyze the data
Develop a plan for action
Implement the plan and
reflect

39. The Basics of Action Research
THE ACTION RESEARCHER (teacher, school
head, and group of teachers and/or school
head)
1. Identify focus areas (points for
improvement)
2. Gather and analyze data.
3. Create plan of action based on data.
4. Execute plan and observe.
5. Reflect.
Continuous
Improvement
of the
teacher, the
classroom,
the school
(district) or
even the
community

40. Examples:
1.Online Diary of Students’ Daily Experiences: Basis for
Instructional Adjustments
2.Work Stressors of Teachers in the New Normal : Input
for a Stress Management Program
3.Struggles of Unschooled Parents in the New Learning
Platforms
4.Project SAP (Stakeholders’ Active Participation):
Strategy to Improve Academic Performance of Modular
Learners
5.Teaching Physical Education in the New Normal:
Challenges and Innovative Practices