Nicanor Reyes St.

, Sampaloc, Manila
Accountancy, Business, and Management

Practical Research 1

Lesson 3:
TYPES OF RESEARCH

Learning objectives:
At the end of the lesson, students are expected to:
1. understand the difference of quantitative and qualitative research
2. identify the elements of qualitative research
3. demonstrate their understanding of the role of researcher in qualitative research

I. Quantitative Research
Quantitative Research
- came from the root word quantity, meaning numbers or measurements.
- used to express the problem by way of producing numerical data.
- answers the question “how many?” or “what are its relationships or difference?”.
- according to Given (2008), it is a systematic and empirical investigation of observable
phenomena using statistical, mathematical, or computational techniques
- used to statistically measure attitudes, opinions, behaviors, and other defined variables and
generalize results from a larger sample population
- objective: develop and employ mathematical models, theories, and or hypotheses pertaining
to a phenomenon.
Examples of quantitative research:
o Anti-tuberculosis activity of Virgin Coconut Oil
o Predictors of psychopathy among female convicts at the Correctional Institution for
Women
o The effect of student support systems on the performance and attitudes of distant
learners

II. Qualitative Research

Qualitative Research
- comes from the root word quality, meaning characteristic of description
- concerned with discovery and descriptions of understanding and meaning through verbal
narratives
- based on a “paradigm” – a worldview = there are multiple “truths”, multiple “realities”
- emphasizes the “emic perspective” (point of view of participants)
- concerned with qualities not quantities
- quality- refers to a thing’s essence and ambience – that what, how, when, and where of it.
- answers the question what and why.
- according to Berg (2007), qualitative research refers to the meanings, concepts, definitions,
characteristics, metaphors, symbols, and description of things
 - it is used to gain understanding of the underlying reasons, opinions, and motivations, and dig
deeper into the problem
- employs different philosophical assumptions, strategies of inquiry, and methods of data
collection, analysis, and interpretation (Creswell, 2009).
Examples of qualitative research:
o Hopes and aspirations of female convicts at Women’s Correctional Center
o Attitudes of grade 10 students about the K12 curriculum
o Best qualities of FM radio stations in Metro Manila as viewed by Taxi Passengers

III. Differences Between Quantitative and Qualitative Research:

The primary difference between quantitative and qualitative research lies on their objectives,
types of questions, data gathering techniques, data collected, and research design they use (Hontiveros,
2017). Below is a comparison made by Guest in 2015:
Orientation Quantitative Qualitative
- seeks to explore events
- seeks to confirm
and situations
hypothesis
- instruments use more
- instruments use more
flexible, repetitive style
rigid style of obtaining
of getting and
and categorizing
categorizing responses
Framework responses to question
to questions
- use highly structured
- use semi-structured
methods such as
methods such as in-
questionnaires, surveys,
depth interviews, focus
and structured
groups, and participant
observation
observation
- to quantify variation - to describe variation
- to predict causal - to describe and explain
relationship relationship
Objectives
- to describe - to describe individual
characteristics of a experiences
population - to describe group norms
Questions - close-ended - open-ended
- numerical (obtained by - textual (obtained from
Data Gathering assigning numerical audiotapes, videotapes,
values to responses) and field notes)
- study design is table
- some aspects of the
from beginning to end
study are flexible (for
- participant responses do
example, the addition,
no influence or
exclusion, or wording of
determine how and
particular interview
Flexibility in study design which questions
questions)
researchers ask next
- participant responses
- study design is subject
affect how and which
to statistical
questions researchers
assumptions and
ask next
conditions
 - Study design is iterative,
that is, data collection
and research questions
are adjusted according
to what is learned.

IV. Elements of Qualitative Research (Lichtman, 2006)

• Emphasizes description, understanding, and interpretation
- asks “why”
• Dynamic
- fluid and ever-changing
- open to different possibilities
• No single way of doing
- “multiple realities” which can be interpreted in several ways
• Follows inductive thinking
- specific to general, concrete to abstract
- generates hypotheses
• Holistic
- study the whole instead of specific variables
• Variety of data in natural setting
- prefers natural setting in observing/generating data
• Role of researcher in Qualitative Research
- primary instrument of data generation and analysis
- descriptions, understanding, and interpretations are very much dependent on and
influenced by the researcher’s experience, knowledge, skill and background
• In-depth study
- looking at the whole instead of isolated variables
- carefully worked out, detailed, thorough
• Words, themes, and writing
- “thick” description
- words = data à themes
- writing is less technical/formal
• Not linear
- iterative, not fixed order

V. Skills Required of a Qualitative Researcher

1. Tolerance for ambiguity
- in qualitative research, there are inconsistencies, uncertainties and there are no set procedures or
step by step guidelines.
2. Sensitivity
- the researcher must be sensitive both to obvious and not so obvious or implicit information,
themes and patterns
- keen sense of timing, prudence and sensitive to the needs and feelings of participants
3. Able to detect personal biases
- the researcher must be aware of how biases and subjectivity shape the investigation and
interpretation
4. Good communicator
- communicates well to the participants, skilled listener, asks good questions, a good writer.