In the Educational research, two approaches are used. Quantitative & qualitative. Qualitative Research is much different than the quantitative. The details of the qualitative research are discussed in this presentation.

1. By
Dr.Deo Neha
Qualitative Research

2. TWO MAJOR PARADIGMS
• Quantitative Research
• Logical positivism
1
• Qualitative Research
• Phenomenological research
2

3. Qualitative research is often described by a
negative.
That is, it is not quantitative.
Quantitative research is based on
the logical-positive paradigm,
while qualitative research is based
on naturalistic inquiry and often
describes social phenomenon
What does a Qualitative Research mean?

4. Qualitative research is concerned with developing
explanations of social phenomena. That is to
say , it aims to help us to understand the world
in which we live and to understand why things
are the way they are.
What does a Qualitative Research mean?

5. I
In the qualitative research following questions are
asked.
Why people behave the way they do?
How opinions and attitudes are formed?
How people are affected by the events that
go on around them?
How and why cultures have developed in
the way they have?
The differences between social groups why? How? In
what way?
What does a Qualitative Research mean?

6. Quantitative research, on the other hand,
is more concerned with questions about:
How much? How many? How often? To
what extent?
What does Quantitative Research mean?

7. Quantitative Research Qualitative Research
It is deductive in nature It is inductive in nature
Hypotheses are tested Hypotheses may not be put
forth
Replication is possible Replication may not be
possible
Generalization is
important
Generalization may not be
possible
Researcher is neutral Researcher is involved
Difference between qualitative & quantitative research

8. Quantitative Research Qualitative Research
Data are numerical(hard) Data are textual, sounds may be
included
External facts are studied Researcher becomes the part of the
study
Informer is the key Researcher is the key
Outcome is important Outcome is not important.
External validity is important External validity is not important
Data may be analyzed by
external agency
Researcher analyzes the data & he
becomes part of the facts.

9. Quantitative Research Qualitative Research
Tools –All the different types
of tools can be used
Observation & interview are
the techniques used.
Data based conclusions are
drawn objectively
Contextual behaviour is
analyzed by researcher’s own
view.
Probabilistic Opportunative.
Sample size should be proper
& sample should be selected
randomly
Sample may be small,
incidental or purposive

10. Types of qualitative research
Grounded theory
Phenomenology
Short term
observation
Case study
Ethnography
Kinesics (nonverbal
communication)
Narrative inquiry

11. 4. Characteristics of qualitative research
Qualitative
Research
Inductive analysis
Naturalistic
inquiry.
Holistic perspective
Qualitative data
Personal contact &
Insights
Dynamic
system
Context
sensitivity
Empathic neutrality
Design flexibility
Unique case
orientation
Purposive sampling
Neutral non judgmental
stance

12. 5. Kinds of data collection
Qualitative
data
In depth, open ended
interview
Direct observation
Written documents

13. Tools used in the data collection
Qualitative Data
Collection Tools
Documents
Observation
Interview
Unstructured
Structured
Group Personal
Participatory-
Field notes
Non
participatory-
field notes
Anecdotal
record
Other

14. Maxwell’s five component model for conducting
a qualitative research
What alternative explanations may account for the
findings?
What will the researcher actually do?
What does the researcher want to understand at the
conclusion of the study
What is the context in which the study is being contemplated?
What are the goals of the study?

15. 1.Design Strategies-
Naturalistic inquiry
Emergentdesign
Purposeful sampling

16. 2.Data collection strategies
Qualitative
Data
Personal
experience
&
engagement
Empathic
neutrality &
mindfulness
Dynamic
systems

17. Analysis strategy
Unique
case
orientation
Inductive
analysis &
creative
synthesis
Holistic
perspective
Context
sensitivity
Voice, perspective&
reflexivity

18. Strengths
Data based on
the participants’
own categories
of meaning.
Useful for
studying a
limited number
of cases in
depth.
Can conduct
cross-case
comparisons
and analysis.
Provides
individual
case
information.
The
researcher
can study
dynamic
processes.
Can describe rich
detail
phenomena as
they are situated
and embedded
in local contexts.

The
researcher can
study dynamic
processes.
The researcher can
use the primarily
qualitative method
of grounded theory
to inductively
generate a tentative,
explanatory theory
about a
phenomenon.
Useful for studying a limited number of cases in depth.
Useful for studying a limited number of cases in depth.

19. Strengths
The researcher
Identifies
contextual and
setting factors
as they relate
to the
phenomenon
Can determine
how
participants
interpret
constructs.
(e.g., self-
esteem, IQ)
Data are
usually
collected
in
naturalistic
settings in
qualitative
research.
Qualitative
approaches are
responsive to
local situations,
conditions, and
stakeholders’
needs.
Qualitative
researchers are
responsive to
changes during the
conduct of a
study and may
shift the focus.
Qualitative data
lend
themselves
to exploring
how and
why
phenomena
occur.
One can use an
important
case to vividly
demonstrate a
phenomenon.
Idiographic
causation
is
recorded.

20. Weaknesses of the qualitative research.
Knowledge produced
might not generalize to
other people or other
settings. (i.e., findings)
Might be unique to the
relatively few people
included in the research
study).
It is difficult to make
quantitative
predictions.
It is more difficult to test
hypotheses and theories
with large participant
pools.
It might have lower
credibility with some
administrators and
commissioners of programs.
Weaknesses
It generally takes more time to
collect the data as compared
to quantitative research.
Data analysis is often
time consuming.
The results are more
easily influenced by the
researcher’s personal
biases

21. Discovering the level of
difficulty of presentation
in textbook
Examples of Content Analysis-
A study of identifying
the literary style,
concepts, or beliefs of a
writer.
A study of analysis of
types of errors in
students’ work
Discovering the level of difficulty of presentation in textbook presentation
Discovering the level of difficulty of presentation in textbook presentation
Shakespeare’s use of the metaphor
Shakespeare’s use of the metaphor
Shakespeare’s use of the metaphor
Shakespeare’s use of
the metaphor

22. Case study of African
American
Examples of Case studies
A case study of
secondary schooling.
Case study of
American Indians.
Discovering the level of difficulty of presentation in textbook presentation
Discovering the level of difficulty of presentation in textbook presentation
Shakespeare’s use of the metaphor
Shakespeare’s use of the metaphor
Shakespeare’s use of the metaphor
The social structure of
Indian slums.

23. Examples of Ethnographies
Ethnographic study of Schooling as a
Ritual performance.
An ethnographic inquiry into the
behaviour of one elementary school
principal.

24. Examples of grounded theory
How chairpersons
enhance faculty research;
a grounded theory..
A Study of teachers who
believed they were subjected to
long-term mistreatment by
school principals.
A grounded theory of
websites self published on the
internet by parents & children
with autism.

25. References
Best, J.W.,Kahn, J.V. (2002). Research in Education. New Delhi: Prentice Hall of India
Pvt.Ltd.
Gay,L.R.(1992). Educational Research. New Jersy: Prentice Hall of India.
Hitchcock,G.,Hughes,D.(1989). Research &TheTeacher.USA: Routledge.
Punch,K.F.(2009). Introduction to Research Methods in Education.London.Sage
Publication Ltd.
e-references
www.southalbama.edu
faculty.uccb.ca
www.wikipedia.org