Difference Between Qualitative And Quantitative Research

According to Yin (2003), there are two types of research approach. This includes quantitative research approach and qualitative research approach. A quantitative research emphasizes on transforming the data to numbers, quantities and statistics to formulate facts and to uncover patterns in a research. It addresses research purposes through empirical analysis that involve numerical measurement, the relationship between variables and analysis approaches (Zikmund et al., 2010). The sample size being investigated is typically large (Anderson, 2006). Quantitative research mainly uses questionnaires, surveys and other equipment to collect numerical or measurable data (Anderson, 2006). On the other hand, a qualitative research typically emphasizes words more than numbers

There has probably been more energy spent on debating the difference, advantages and limitations between qualitative and quantitative research methods, it can be said that this issue has been debated to death with many spending years proving which methods is the best.

Quantitative and qualitative research generates from two different perspectives, and it provide different types of crucial information from the research subject. Qualitative research corresponds more with comprehensive and thorough descriptions of events, whereas quantitative research creates statistical models to explain events. Several advantages and disadvantages in qualitative and quantitative research, depends upon the researcher's purpose and area of focus and information that will answer those research questions (Creswell, (2013).

Compare and contrast quantitative and qualitative methods on each of the elements listed. Please use scholarly, academic literature to support your response.

The first set of questions were used to see what technology teachers use and how often they use them. The seven different devices that were surveyed are computers, smart boards, mobile devices, tablets/iPads, digital cameras, clickers, and televisions/projectors. Each device was rated based on use either daily, weekly, monthly, yearly, or never. Using this data we can see which devices are used most and least by teachers. These charts also show us which devises teachers and students are most familiar with in the classroom. The most significant statistic from this first set of questions is that 91% of teachers use computers daily and weekly in the classroom (Fig.

Is this a quantitative or qualitative study? Explain your choice. This study quantitative, because it shows numbers and data to show how many injuries have been done to nurses during the restraining of aggressive patients and the factors that can be modifies to improve the nurses during the restraining.

Share your approach to synthesizing the evidence. What were the variables of interest you identified?

Jung (2007) found that general education teacher’s attitudes toward the integration of students with disabilities reflect a lack of confidence both in their own instructional skills and in the quality of support personnel currently provides. General and special education teachers are placed in inclusive classroom settings for the betterment of the student; however, planning is not as effective when general education teachers are not properly trained on or comfortable with the technology. Thousand and Villa (2000) in McLaren, Bausch, & Ault (2007), found that providing training for all teachers will result in

It is no secret that technology plays a critical role in our society. In fact, it has become one of the most used items in the world, starting from personal computers and ending in smartphones, thus it was only a matter of time when educational institutions would start to utilize these gadgets in order to improve the overall state of current education. According to a U.S Department of Education (UDE, n.d) report, all 48 states, including the District of Columbia are now offering online education. Additionally, the report states that these schools operate on all kinds of scales, including state scale, district scale and charter scale, thus it would safe to assume that the whole state of current education in the United States is large and the whole approach is clearly technology based. However, despite the

The study will be done through qualitative line of inquiry. Qualitative data provides a prosperous, thorough picture to be built up about why people act in certain ways, and their feelings about these actions, which provides the researcher with a clear understanding of the data. Qualitative data is also useful for studying limited data in-depth; for the purpose of this study to be accomplished, the data needs to be studied in-depth. Thematizing meanings is one of few shared generic skills across qualitative analysis (Holloway and Todres, 2003). The epistemological position of qualitative research is interpretivist and this will be particularly helpful in attempting to understand the struggles faced by female ex-offenders when they re-enter society and how they move past this to get back on their feet (Bryman, 2012). Due to the nature of the research, secondary data analysis will be employed through thematic analysis. Thematic analysis will be particularly useful in understanding how the women desist from crime to sort out their lives and move on from a life of crime “focuses on identifiable themes and patterns of living and talk and aims to generate descriptions of strategies and behaviours” (Hammersmith and Atkinson, 1995). In addition, it will also assist in understanding how prison life affects women’s behaviour when they are released to enter back into society.

Qualitative and Quantitative study designs both can be beneficial in research design. They both provide valuable options for researchers in the field. These techniques can either be used separately in a research study or they can be combined to achieve maximum information. This paper will define the terms qualitative and quantitative; describe the similarities and differences between each; discuss how qualitative and/or quantitative research designs or techniques could be used in the evaluation of my proposed research; and discuss why linking analysis to study design is important.

This editorial concludes a seven-part series, “Publishing in AMJ,” in which the editors give suggestions and advice for improving the quality of submissions to the Journal. The series offers “bumper-to-bumper” coverage, with installments ranging from topic choice to crafting a Discussion section. -J.A.C. I’m comfortable with my knowledge of qualitative work—and my ability to give some insight on a specific piece— but for whatever reason, this quantitative-to-qualitative comparison is hard for me to make. And I don’t understand the reasons that is

Quantitative research methods are most generally worried with weighing criminological or criminal justice existence. In order for this method to be understood, there are numerous amounts of conditions which must be initially recognized. Concepts are hypothetical labels assigned on reality that are appointed binary characters, hence making them changeable. Variables are then investigated to inspect designs of affiliation, as well as a chain of reaction. At the most basic level, there exists at least one dependent variable and one independent variable. The dependent variable is commonly referred to as the outcome variable. This is what the researcher is attempting to predict. The independent variable is commonly referred to as the predictor variable, and it is the variable that causes, determines, or precedes in time the dependent variable (Encyclopedia of Crime and Justice, 2002). Consider the following examples. Even at the main level, one self-reliant, as well as one dependent variable is present. The self-reliant variable is frequently referred to as the end result variable. This variable is what the analyst is trying to guess. The dependent variable is most generally referred to as the fortune teller, and it is the one that provokes, concludes, or anticipates sooner or later the self-reliant variable.

According to Pew Research Center of Internet, Science, and Technology “ Today, 68% of U.S. adults own a smartphone, up from 35% in 2011, and tablet computer ownership has edged up to 45% among adults.” They also say “ 86% of those ages 18-26 have smartphones and 73% of teens have or have access to smartphones.” fIn the last decade the use of technology has grown tremendously and has now reached our schools. Computer labs have been in schools since the early seventies computers began to make themselves known in the education field when schools began having computer labs for reading test and essays. Since then most schools have a computer or each student to take notes on or study with, or whatever they

This study employs ex-post factor research design to investigate the level of Availability and Utilization of ICT-Based Technology among biology teachers in Ekiti state secondary schools. In this survey, 36 biology teachers were randomly selected from boarding and day public secondary schools in Ekiti state. Two instruments were developed, validated and reliability scores obtained using Cronbach alpha method. Simple percentages, weighted average and chi-square were used in data analyses. In all, two research questions and three hypotheses were addressed and tested. The findings revealed low level of availability of ICT-Based facilities as well as low level of utilization of ICT-Based facilities by teachers of biology. The study