Qualitative and quantitative research methods take different approaches to gathering and analysing information. Whether it is a qualitative or quantitative study, the research study begins with a question or series of questions. Both use rigorously designed studies to get the most accurate, detailed and complete results. Qualitative studies common methods are interviews, surveys and observation. A qualitative study aims to provide a detailed description of the study results, often using pictures and written descriptions to describe what the research revealed. A qualitative study looks at the big picture, helping researchers to narrow in on points of interest that then can be followed up on in a quantitative study. While a quantitative study has a narrower focus, it attempts to provide a detailed explanation of the study focus, along with this using numbers and statistics. And the results from a quantitative study can reveal bigger questions that call for qualitative study. Or vice versa a qualitative study may reveal at analysis that a more focus and direct approach may be needed. With both methods analysis is a key part of any study whether qualitative or quantitative. Research means different things to different people and may be motivated by what you want to gain from the research. Academic research differs from journalism where the latter may produce only one stance of the argument to gain the certain interest and strength. Academic and Social research is more systematic and seeks different angels, evidence and view points. Samantha Punch spoke about her motivation being to find a child’s perspective and finding out about their lives. To do this she had to challenge her own assumptions and it took time and a flexible an... ... middle of paper ... ...M., Robinson, C., Fraser, S., and Ding. S. (eds) The Reality of Research with Children and Young People, London: Sage in association with The Open University. Takei, W. (2004) ‘How Do Deaf Infants Attain First Signs? ’ in Lewis, V., Kellett, M., Robinson, C., Fraser, S., and Ding. S. (eds) The Reality of Research with Children and Young People, London: Sage in association with The Open University. The Open University (2004a) EK310 Research with Children and Young People, Audio Band 4: ‘Interview techniques’, Milton Keynes: The Open University. The Open University (2004b) EK310 Research with Children and Young People, Audio Band 1: ‘What is research’, Milton Keynes: The Open University. United Nations (1998) United Nations Convention on the Rights of the Child (UNCRC), http://www2.ohchr.org/english/law/crc.htm#art12 (Accessed 04/03/2011)
Palaiologou, I., 2013. The Early Years Foundation Stage: Theory and Practice. 2nd ed. London: Sage.
...even years parents must give informed consent as the child may not have the cognitive ability to understand what is being asked of them’ Institute of Medicine (2004 cited in Keenen and Evans, 2010:78). There are also incentives for the child which should be fair and not excessive. The idea of deception means that certain studies may require the researcher to hold back certain information however the researcher must show that such deception is necessary and justifiable. An important ethic is confidentiality where records of research should be kept in such a way to ensure participant confidentiality. However if some information reveals the child’s welfare is at risk then parents should be informed. Finally there is dissemination in early years practice the child is often too young to understand research findings so a summary should be given to the child’s parents.
Doherty, J & Hughes M. (2009). Introducing Child Development. In: Child Development Theory and Practice 0-11. England: Pearson Education Limited. p6.
According to Merriam-Webster, research is defined as careful study done to report new knowledge on a topic. ("Research | Definition of research by merriam-webster," n.d.). Success in the field of Guidance and Counseling is dependent on accurate information. Counselors well versed in pertinent research make a strong impact on the clients. Counselors using research as a guide for intervention have a better understanding of the clients why and also the how to serve the client best.
Research is rendered as a tool to provide people with information and used to coincide with experimentation. “Basic research aims to expand the knowledge by formulating, evaluating, or expanding a theory” (Neutens, 2014), and
Cook, G., & Cook, J. L. (2010). The world of children. (2nd ed.). Boston, MA: Pearson Education Inc.
Child psychology, in contrast to childhood studies, investigates the child scientifically as an object of study, the child having less of an influence over the way the research is being
1. Quantitative methods are mostly used through numerical data, which means it is countable and it comes from a data collection. So I personally think,the best topics to be studied would be, students not finishing their studies or the increasing number of minor 's crimes. On the other hand, qualitative methods could be used to formulate new research questions when a quantitative method research seems difficult to generate new hypotheses and ideas. The qualitative methods present facts and figures through observations and interviews. The topics I would be studied for qualitative methods are people 's experience with food and body image and also one of the most important one why people decide to take loans in order to pay their education.
Research is defined as systematic investigation in order to establish facts and reach new conclusions (OUP, 2014). The biopsychosocial model has already been described.
Maholmes, V., Lomonaco, G. C., (2010), “Applied research in child and adolescent development: a practical guide”, Taylor & Francis.
The Open University (2011) K218 Working with children, young people and families, Learning guide 3 “A web of relationships” The Open University http://learn.ac.uk/mod/oucontent/view.php?id=604235&direct=1 (accessed 8/11/2011)
Babbie, E. (2007) The Practice of Social Research. Thomson Higher Education. Belmont. (USA) Eleven Edition.
Quantitative research may be seen as the less contentious of the two because it is more closely aligned with what is viewed as the classical scientific paradigm. Quantitative research involves gathering data that is absolute, for example numerical data so that it can be examined as unbiased as possible. The main idea behind quantitative research is that it is able to separate things easily so that they can be counted. The researcher generally has a clear idea of what is being measured before they start measuring it, and their study is set up with controls. Qualitative research on the other hand is a more subjective form of research, in which the research allows themselves to introduce their own bias to help form a more complete picture. Qualitative research may be necessary in situations where it is unclear of what is exactly being looked for in a study, while quantitative research generally knows exactly what it is looking for. Questionnaires and surveys are quantitative socio-legal research, because it is the collection of numerical data, or data that can be easily being turned into a numerical form. In terms of analysing quantitative data, Excel is the b...
The Aims and objectives of educational research can be to “improve practice”, which may be suggestions that arise from current research. It can also help “add knowledge” which may be adding information to existing knowledge or adding to other research projects. Research can “address gaps in knowledge”, this means highlighting areas absent or which lack from other research projects. Educational research can also “expand knowledge”, this can be finding out new information or improving, existing knowledge, this knowledge can also be “replicated”, repeating previous research to certify it. Finally educational research can “add voices of individuals to knowledge”, this is important to gain the views and opinions of people within a research area in order to “understand issues within their own concept” (Creswell 2002, in Chaudhary 2013, p.2).
Veale, F. (2013). Early years for Level 4 & 5 and the Foundation Degree. London: Hodder Education.