Quantitative, Qualitative and Mixed Methods Approach - Term Paper Example

Research Design Name Institution Research Design Table of Contents Table of Contents 2 Three Elements of Research Approach: Quantitative, Qualitative and Mixed Methods Approach 3 Knowledge Claims 4 Postpositive Knowledge Claims 5 Socially Designed Knowledge Claims 5 Alternative Knowledge Claim Position 6 Support/Participatory Knowledge Claims 6 Pragmatic Knowledge Claim 7 Approaches of Inquiry 7 Strategies Related to the Quantitative Approach 8 Strategies Associated With the Qualitative Approach 8 Strategies Associated With the Mixed Methods Approach 9 Research Methods 9 Criteria for Choosing a Research Approach 10 Match between Problem and Approach 11 Personal Experiences 12 Audiences 12 Summary 12 References 18 Three Elements of Research Approach: Quantitative, Qualitative and Mixed Methods Approach What model preexists for modeling for this study? To tailor a proposal, this question is fundamental for fresh investigators researchers in the field on ontology and epistemology. Therefore, the new researcher before undertaking any research should recall this fundamental question. Creswell (2003) claimed that from the numerous categories and key definitions in earlier research, he concentrated on three methods, which are mixed, qualitative, and quantitative techniques. Quantities and qualitative have existed for decades in the research field and the mixed method approach is new and it is still developing in substance and form. To comprehend these approaches, there is a need to factor in two framework aspects: comprehensive procedure and process of collecting data, analysis, and writing called methods; and philosophical assumption concerning what make up knowledge claims, and general processes and procedures of research referred to as strategies of inquiry (Creswell et al, 2003). Creswell (2003), says that there are three core questions to design an inclusive research: What type knowledge claims are does the investigator undertakes in the research (that comprise of a hypothetical viewpoint)? What methods of collecting data and analyzing will be employed in the research? What approaches of inquiry will inform the research procedures and processes? Alternative Knowledge Claims Alternative Knowledge Claims Alternative Knowledge Claims Conceptualized by the Researcher Figure 1: Knowledge Claims, Methods Resulting to Approaches and the Design Procedure, and Strategies of Inquiry. Knowledge Claims Stating a knowledge claim means that the researchers begin a task certain regarding how will we study and what will we acquire during the process of inquiry. They can be referred to as paradigms, epistemologies, theoretical presumptions, and ontologies. In philosophical terms, investigators in the field make claims concerning what is ontology (knowledge) as well as how do we recognize the knowledge (epistemology), what principles go into knowledge (axiology), depending on the way we write concerning knowledge, and the procedure for researching the knowledge. There are an estimated four key schools for thought claims as outlined below (Creswell et al, 2003). Postpositive Knowledge Claims Post-positivism is a school of reasoning subsequent to positivism; which challenges the complete reality and acknowledging that that we cannot be “positive” concerning this school of thought when researching the action and behaviors of human being. Conventionally, the post-positivist assumption has pointed at claims concerning the proof of knowledge. The problem researched by post-positivist shows the need to study causes, which influence the results. Furthermore, it is reductionism; assessing chosen variables, which comprise research questions and hypothesis, therefore it is founded on cautious evaluation and observation of the actual truth in the world. As a result, studying is meant for testing the existing theories or laws (Jupp, 2006). Socially Designed Knowledge Claims Hypothesis recognized in these studies maintains that persons built prejudiced implication of betrothed encounters and these implications differ and are many, making the investigators to examine for the complication of perspectives. The objective of study depends as much on the promising respondents’ perspective of the condition being research. Nonetheless, the much the open-ended questions are in the research the accurate the results of the research. In addition, human participation in the world and the implication created is founded on human past and social standpoint. Hence, investigators should concentrate on the process of contact amongst different people and on the particular situations where individuals work and live, and acknowledge the researcher’s individual background designs based on their interpretation. Resulting from overview, the researcher must focus on creating a sense of that statistical information other than beginning with the hypothesis part (Creswell et al, 2003). Alternative Knowledge Claim Position Table 1: Alternative Knowledge Claim Position Post-positivism Determination Reductionism Experiential measurement and observation Theory authentication Constructivism Understanding manifold respondent implication Theory generation Historical and social design Advocacy/Participatory Empowerment in terms of political issues Mutual change-oriented Pragmatism Consequences of actions Problem-centered Pluralistic Actual-world practice oriented Support/Participatory Knowledge Claims These investigators suppose that investigation requires to be connected with political agenda and politics consequently; the investigator must contain an achievement schedule for transformation, which can modify the lives of the respondents in the research, the institutions where people live or work, and the investigator’s life. Furthermore, detailed issue requirements to be tackled, which articulate to significant social matters of the day, which comprise inequality, containment empowerment, repression, dominance, and estrangement. This study presumes that the researcher will advance partnership; the respondents in the research can assist to design questions, analyze information, collect data, or obtain rewards for taking part in the research. It is realistic and mutual since it is investigation finished “with” others rather than “on” or “to” others, respondents appear as lively collaborators in investigation (Creswell et al, 2003). Pragmatic Knowledge Claim There are several kinds of pragmatism that can be used in a research process. For majority of this claim, knowledge claims occur out of situations, deeds, and outcomes other than precursor situations as in post-positivism. The pragmatists search for the “how” and “what” to study founded on its anticipated outcomes-where they desire to go search for it. Instead of the technique being significant, the challenge is mainly significant, and investigators employ all strategies to internalize the problem. This means, they are “free” to select the techniques, procedures, and processes to be used in assembling and as well as to data rather than adopting only on aspect. As a result, it opens the door for mixed technique researches, which is new and has been embraced by many researchers around the world (Jupp, 2006). Approaches of Inquiry Table 2: Alternative Approaches of Inquiry Quantitative Qualitative Mixed Methods Experimental designs Non-experimental designs, which include surveys Narratives Grounded theory Ethnography Phenomenology Case studies Sequential Transformative Concurrent Strategies Related to the Quantitative Approach Experiment: It concerns random task of subject to treatment provisions of the study and comprises quasi-experiment together with non-randomized model. Surveys: this entails investigating by employing prearranged interviews or set of questions with the intention to oversimplify a sample to a given population. Strategies Associated With the Qualitative Approach Ethnographies: this occurs when the investigator researches a whole cultural collection in a natural location over a long period by collecting, mainly and visible data. Grounded theory: this is where the investigator tries to develop a general, theoretical hypothesis of a procedure, action, or interface grounded in the perspectives of respondents in a given research. Case studies: this is where the investigator discovers in depth a plan, an activity, an occasion, a procedure, or one or more individuals (Creswell et al, 2003). Narrative research: this is where the investigator researches the way people live and questions one or more persons to offer tales regarding their way of life. Eventually, the story integrates perspectives of the respondent’s life with those of the investigator’s life in a mutual story. Phenomenological research: this is where the investigator acknowledges the “fundamental nature” of human encounters regarding an incident, as prescribed by respondents in the research. The investigator “brackets” his/ her individual encounters to comprehend those of the respondents in the study (Jupp, 2006). Strategies Associated With the Mixed Methods Approach Sequential procedures: where in this process, the investigator attempts to clarify on the results of one technique with a different method. The investigator can begin with qualitative method for tentative rationale and then followed with the quantitative technique for simplifying the outcomes to a populace. On the other hand, the research can start with a quantitative technique where comprehensive investigation is undertaken with a minimum number of cases or participants. Transformative procedures: investigator in this case while undertaking the study employs hypothetical lens as a compelling standpoint in a given model, which has both qualitative and quantitative data. The theoretical lens offers a structure for themes of concern, changes, overcome, and techniques of assembling data projected in the research process (Maxwell, 1996). Concurrent procedures: in this case the researcher congregates qualitative and quantitative data to provide an inclusive study of the problem under research. Therefore, in this model both types of data are assembled during similar times and then incorporated during the interpretation of the research outcomes (Creswell et al, 2003). Research Methods Table 3: Alternative Approaches of Inquiry Quantitative Qualitative Mixed Methods Predetermined Performance, attitude, observation and census data Instrument based questions Statistical analysis Emerging methods Open-ended questions Interview, observation, document and audio-visual data Image and text analysis Both predetermined and emerging methods Both open- and closed -ended questions Several forms of data drawing on all probabilities Text analysis and statistical The third main aspect, which is engendered into the research strategy, is the specific methods that are used in analyzing and collecting data. In table 3 above, it is evident that there is the need to put into consideration the wide variety of probabilities for collecting statistics in any research and to systematize these research techniques by their level of programmed nature, their aim for numeric versus non-numeric data analysis, and the use of open-ended versus closed-ended questions in the research (Jupp, 2006). Criteria for Choosing a Research Approach In order for one to answer this query, three factors play role into this verdict: the individual experiences of the researcher, the research problem, and the audience(s) whom the report will be written (Creswell et al, 2003). Match between Problem and Approach Definite kinds of social study challenges call for explicit strategies. For that reason, investigators should investigate what study strategies called for their challenges. These are some proposal for matching the approach and problem (Jupp, 2006). Quantitative approach, where the problem is: Pointing out factors that impact the results Evaluating theory or explanation The effectiveness of an involvement Comprehending the best predictors of the results Qualitative approach, where the problem is: Comprehending conception or incident. Comprehending on problem that significant aspect is unknown (being new topic). Comprehending on little research done on it. Comprehending the explicit sample faction that available assumptions do not concern natural setting (Jupp, 2006). Mixed Methods approach, use both qualitative and quantitative approach because of: The mixed methods strategy has become a ‘third paradigm’ for social study. It has developed a stage of practices and ideas, which are plausible and typical, and that mark the approach as a feasible option to qualitative and quantitative paradigms (Creswell et al, 2003). Requiring both overview and exhaustive assessment of the implication of experience or concept for individuals. Mixed methods method integrated a distinctive pool of thoughts and practices, which disconnect the method from the other major study paradigms. Personal Experiences To select, the investigator’s own individual and training experiences is needed to make a valid research. An individual educated in scientific writing, data, technical, and computer statistical programs and acquainted with quantitative journals most probable select the quantitative model. The qualitative method integrates most of computer text analysis programs, a fictional type of writing, and experience in carrying out open-ended observations and interviews. On the other hand, mixed methods research requires the investigator to be acquainted with qualitative and quantitative research. This individual also requires a comprehension of the grounds for integrating both types of statistics in order to be incorporated in a plan (Jupp, 2006). Audiences Lastly, investigators are receptive to the specific people to who they report their study. These audiences can be conference attendees, periodical readers, graduate committees, periodical editors, or friends in the field. Learners must think about strategies classically promoted and utilized by their mentors. The encounters of these audiences with quantitative, mixed or qualitative research techniques will influence the decision made regarding this selection (Creswell et al, 2003). Summary Table 4: Summary of Qualitative, Quantitative, and Mixed Methods Strategies Research approach Knowledge claims Strategy of Inquiry Method Use these practices of research, as the researcher Quantitative Post-positivist assumptions Quasi- experimental design Experimental design preset Closed-ended questions Performance, approach, observation and census data Statistical analysis Asses or validates theories or explanations Recognizes variables of the research Correlates variables in hypotheses Employs principles of reliability and validity Observes and assess data numerically Uses unbiased methods Use statistical procedures Qualitative Constructivist assumptions Ethnographic design Emerging methods Open-ended questions Field observation, document data Text and image analysis Positions himself of herself collects contributor meaning Focuses on a single concept or phenomenon Brings individual values into the study Studies the framework or set of participants certifies the precision of the results Provides interpretations of the data Creates an program for change/reform Qualitative Advocacy/Participatory assumptions Narrative design Open-ended interview and audiovisual data Text and image analysis Mixed Methods Pragmatic assumptions Mixed methods design Both preset and emerging techniques Both open- and closed -ended questions Several types of data drawing on all potentials Statistical and text analysis Collects both quantitative and qualitative data Creates a basis for mixing Provides visual depiction of the method in the research Uses the methods of both qualitative and quantitative research References Creswell, J.W., Tashakkori, A., Jensen, K.D. & Shapley, K.L. (2003). Teaching mixed methods research: practices, dilemmas, and challenges. In A. Tashakkori & C. Teddlie (Eds.), Handbook of Mixed Methods in Social and Behavioral Research. Thousand Oaks, CA. Sage. Jupp, V. (2006). The Sage dictionary of social research methods. Thousand Oaks, Calif: Sage Publications. Maxwell, M. (1996). Morality among nations: An evolutionary view. Albany: State University of New York Press. Read More