In a scholarly setting, the term quantitative research is a commonly
known tool used to understand science based studies to measure and test
hypotheses and specific research questions. However, a lesser known method
exists that is quite different, yet very useful called qualitative research…
but what is it? Hoepfl (1997) states that, "qualitative methods are
appropriate in situations where one needs to first identify the variables that
might later be tested quantitatively, or where the researcher has determined
that quantitative measures cannot adequately describe or interpret a situation.
Research problems tend to be framed as open-ended questions that will support
discovery of new information." One of the main purposes to do qualitative
research is to discover ideas, so having a general research objective is an
acceptable way to start to learn about a topic. Exploration and discovery are
the primary goals of this inductive research.
According to Hoepfl (1997),
"phenomenological inquiry, or qualitative research, uses a naturalistic
approach that seeks to understand phenomena in context-specific settings"
in order to synthesize new ways of relating and understanding topics of
interest. Typically, this is approached in a manner where the researcher
observes and interprets the information and situations in an organic manner. Variables
are considered complex, interwoven and difficult to measure, as feelings and emotions
are permitted to be explored. This also can allow for an understanding of
different perspectives between groups or categories of people.
The approach to collecting the data is unstructured and is carried
out in free form. In depth interviews, observing participants, writing field
notes and asking open-ended questions are often methods in which a researcher
will collect data. This type of data collection gives the researcher words,
images and categories to understand their discovery. The sample sizes are small
and are often in a natural setting. This creates an environment that allows for
behavior to be fluid, situational, social and contextual. The researcher is
intimately involved in the process, instead of being removed to maintain objectivity,
like with quantitative research.
Results in qualitative
research are subjective, thus making the researcher a human instrument and
trustworthiness is a paramount part of the criteria. Once the data is collected,
analysis of the data is a process where the researcher will search for patterns
and themes, which will become documented in a write-up created by the
researcher. Hopefully at this point, the researcher will have developed an
initial understanding of an issue or a problem.
Hoepfl (1997) synthesizes the basic elements of the qualitative
research method:
Qualitative research uses the natural setting as the source of data.The researcher acts as the "human instrument" of data collection.
Qualitative researchers predominantly use inductive data analysis.
Qualitative research reports are descriptive, incorporating expressive language
Qualitative research has an interpretive character, aimed at discovering the meaning events have for the individuals who experience them, and the interpretations of those meanings by the researcher.
Qualitative researchers pay attention to the idiosyncratic as well as the pervasive, seeking the uniqueness of each case.
Qualitative research has an emergent (as opposed to predetermined) design, and researchers focus on this emerging process as well as the outcomes or product of the research.
Qualitative research is judged using special criteria for trustworthiness
Overall, qualitative research is uniquely unalike the more commonly
known, quantitative research. The use of qualitative research has important
differences that can allow us to uncover underlying motivations and factors
that influence decisions making and opinions and so much more.
Reference: Hoepfl, M. (1997). Choosing qualitative research:
a primer for technology education researchers. In M.
Sanders (Ed.), Journal of Technology Education, 9(1). Retrieved from http://scholar.lib.vt.edu/ejournals/JTE/v9n1/hoepfl.html
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