Is it possible to ensure scientific rigour when conducting quantitative and qualitative research? Name Tutor Institution Subject Code Introduction Scientific rigour in research is the ability to ensure rigorous validity, cogency, credibility, and believability in the findings of any scientific study…
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It is worth noting that the concepts of validity and reliability of qualitative research have in the past not been well codified as in the case of quantitative research. This paper therefore, looks at the possibility of having a scientific rigour when conducting qualitative and quantitative research (Gery & Ryan 2013). The quality and reliability of any research finding depend on the techniques used in collecting data, sample choices, techniques used in the analysis and the illustration of the chosen techniques. Equally, the researcher needs to develop systematic coding patterns to assist detect deviant cases that would otherwise affect reliability. The Techniques for Collecting Qualitative Data In order to have correct inference, the analysed data must be quality data. This means that techniques of collecting data must be well chosen based on the type of research and the judgements made about the contents. Poor selection of techniques is likely to result into wrong deduction (Meyrick 2006). There are approaches and techniques that can assist to improve the validity and reliability of qualitative data and the research reports. To ensure scientific rigour, four data collection techniques can be used. ...
Elicitation techniques can also be categorized into types of interviews; structured, semi-structured, unstructured, and mixed elicitation that combines the three. The use of unstructured interviews may be informal or ethnographic. To have control of the results scientific research need to avoid informal interviews but choose the structured and ethnographic techniques, which allows longer questionings and deeper probing (Seale & Silverman 1997). This leads into credibility of the data with ability for proper analysis. This is because the structured and semi-structured interviews are often designed to allow all informants to be examined on a set of similar questions, in order to provide an opportunity of making comparisons of the data across respondents or groups of respondents to improve reliability. In this method, the researcher initiates the interview, asks the specific questions, and determines whether the conversation on a particular topic has meets the research objectives. In this case, the respondent is guided and restricted to the research questions. Data collected is likely to be reliable if there is a level of correlation across the respondents. Structured interviews are majorly employed when the research intends to measure the magnitude of an occurrence and to assist make more accurate comparisons within and across groups (Seale & Silverman 1997).The validity of such structured interviews is founded on the hypothesis that if a systematic and a set of standardized instrument is administered to a group of individuals, the variances in their responses is majorly as a result of their individual differences, but not the difference in the instrument used. Examples of structured
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The author states that qualitative and quantitative methods’ versatility can be analysed from the fact that “in recent years specialisations such as medical anthropology and medical sociology have relied on qualitative methods to explore issues relating to health, from the micro-context of the hospital ward to the broader socio cultural context”.
The author describes Quantitative Research as ‘the method which investigates the why and how of decision making, not just what, where and when’. It was noted that qualitative research presents data in language form which is gathered from the study area. In qualitative research, it is thought that the researcher can learn the most by participating.
Need for unique education, on the other hand, is also turning out to be an exceptional factor in the development of exceptional students (Nelson, 1999). This paper will compare and contrast two surveys regarding education focusing on adult education and special educational needs to exceptional students.
In this methodology, a hypothesis is arrived at and research is conducted to prove or disprove the theory put forth. The main draw back in using the quantitative approach in the research is the inflexibility of the methodology itself. Although it does have a long standing tradition, the quantitative research perspective will not allow me the depth required in seeking out answers to emerging questions in this newly, uncharted area".
etc. The focal point of this research is based the socially-developed nature of reality thus the researchers come-up with a situation-confined “Statement of Problem”. Researchers seek in-depth answers to “How” and not “What”. Therefore, a qualitative
One of the outstanding differences between qualitative and quantitative research is the fact that it adopts an exploratory nature in a bid to help researchers construct theoretical propositions, while these propositions are tested using quantitative research. Qualitative research is significant in the initial phase of research.
Education researchers as well as the policy makers continue to have widespread concerns about the lack of understanding regarding the nature and uses of both qualitative and quantitative research. This gap in knowledge can pose a problem for an educator when they are asked to review for a journal that makes use of these research methods.
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