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ALLAMA IQBAL OPEN UNIVERSITY


ISLAMABAD

Name: Shaukat Hussain Afridi


Registration No:
Roll No:
Programme: MA TEFL

Assignment / Subject: Research Methodology (5669)

Submitted by: Shaukat Hussain Afridi


Submitted to:
Date: 7TH September-----------------
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Q.1. Discuss the significance of educational research


within the context of Pakistan. What do you think is the
most emerging issues to be addressed by the researchers
in our educational setting?

Ans: Importance of Educational Research


Educational Research
A cyclical procedure that ordinarily starts with recognizing a research issue of study!
It then includes surveying the writing, defining a reason for the study, gathering and
breaking down information, and shaping a translation of data. This procedure
climaxes in a report, spread to groups of onlookers that is assessed and utilized as a
part of the instructive group. In less complete terms, instructive examination is a
composed methodology to asking, replying, and viably reporting an inquiry.

The Importance of Educational Research


Enhance Practice
Examination can recommend methods for enhancing practice that have been
confirmed with numerous applications and by a wide range of sorts of individuals,
which is troublesome for professionals.

Add to Knowledge
Examination can add to what we think about how individuals realize and what we
can do help encourage the learning methodology.

Locate Gaps in Knowledge


Research can address areas in which one is weaker, in the same way as maybe the
impacts of online versus customary classroom learning.

Extend Knowledge
Research can permit us to broaden what we know in ways we never considered.

Reproduce Knowledge
Research can go about as a test to confirm past discoveries.

Add Voices of Individuals to Knowledge


Research can include an essential viewpoint for diverse learning sorts. A great part
of the instructive research before the Eighties is focused around capable, white,
center to-high society individuals. This is absolutely not intelligent of our undeniably
heterogeneous understudies, and research helps change hypothesis and practice to
reflect distinctive student needs.
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Emerging issues in Early Childhood and Primary Education in


Pakistan.

The literacy rate in Pakistan is recorded as about 57% in 2015-2016. The first goal
of the Dakar Framework of Action, is to expand and improve ECE for all children,
especially for the most vulnerable and disadvantaged. The Education Policy 1998-
2010 developed a policy naming National Plan of Action (NPA) to support and focus
on ECE. Hence, due to scarcity of resources and lack of proper planning NPA could
not achieve its target so far. Current observation reveals that quality of primary
education is alarming in most of the public schools. The performance of children in
basic literacy and numeracy is falling behind. Learning outcomes of government
primary schools across the nation shows that 52% of children in class 5 can-not
read a story, 56% cannot read a sentence in English, 58 % cannot solve a two digit
division problem. Hence, presently, the education sector is facing crisis and falling
behind at wider level. Following are the major threatening problems in education
system in our country.
1. The parallel structure of education i.e. private schools and Madrasas affects
uniformity in education. This results in lack of uniformity and forms an uneven
playing field that promotes inequities in the communities. The education
policy (2009) is aware of historical context and suggests to merge them in to
the national educational system. Yet no efforts have been put to improve this
condition.
2. Weak Governance is another main issue in education. The Educational
policy review suggests a public private partnership to implement public policy
for better allocation and management of public resources.
3. The aspect of social development and social inclusiveness is mislaid in our
education system. Yet no education policy in Pakistan has contributed to
increase social inclusiveness in education system. Uneven distribution of
resources and opportunities promote social exclusion that increases poverty,
inequity, political instability and injustice in society.
4. Corporal punishment exists in almost all provinces of Pakistan but there is
lack of Policy action for eliminating this issue.
5. Weak quality of education at primary level has put the system in risk of
defaulting on EFA 2015 targets. Continuous low performance of children in
exams compel the parents to send their children to either private schools or
prefer to give tuition services by spending huge amount of money.
6. The annual school budget must be properly utilized to improve classrooms
and libraries rather wasting public money on making offices luxurious and
attractive.
7. The recent observations reveal that besides, trainings and experience the
teachers display lack of motivation and ownership which create hurdles in
improving the Education system.
8. Various NGOs are rigorously putting their efforts and resources for quality
education but their impact is very limited because these organizations are
working in isolation not focusing on national objectives. Thus, these
organizations need to come together to get best return on investments and
efforts. They should work on a common vision of education in whole country.
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Conclusion
This crucial issue requires a paradigm shift in education through addressing vision
and objectives of education, prioritization of issues and allocation of resources
unanimously. In this regard NGOs must facilitate public private partnership in
education sector including education departments, schools, communities and
relevant stakeholders. This will be accommodated with the provision of resources to
ensure the quality education in schools.

Q.2. what is a high quality research? Which ethical values


should be taken into consideration while conducting
research? What is plagiarism and how it can be avoided?

Ans: Good quality research


Research comes in many shapes and forms. It employs qualitative, quantitative
and/or mixed methods depending on the research question being asked. Data also
comes in many shapes and forms and not all of it qualifies as ‗research‘ or
‗evidence‘. Without trying to summarise the vast published literature on the nature,
quality, conduct and uses of research, we note key points that research users should
have in mind when faced with a new report or article. Our focus is on research
relevant to the UK Council for Child Internet Safety. We have in mind research with
children, although other populations may also be studied.

Good quality research provides evidence that is robust, ethical, stands up to scrutiny
and can be used to inform policy making. It should adhere to principles of
professionalism, transparency, accountability and auditability.

Design and data collection

 Ensure that the research design and methods are appropriate for the research topic
or question.

 Ensure that sampling is fit for purpose – e.g. if a survey, use a sufficiently large and
representative sample to enable meaningful statistical analysis; not using qualitative
data for quantitative conclusions; ensure that qualitative interviewees are purposively
selected to reflect the range and diversity of the population of interest.

 Be aware of the strengths and limitations of the methodology, data collected or


findings reported.

Reporting

 Report the actual questions asked of children and the exact dates and
circumstances of data collection.

 Publish the findings of the research along with an account of its methodology
(sufficient for another researcher to replicate the study).
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 If key percentages are to be released to the press, this should be linked to


publication of the report (and not precede it).

 Report findings (e.g. percentages) with a clear statement of the sample or


subsample (e.g. children aged 9-16; girls who use the internet aged 9-16).

 Qualitative reports should present the range and diversity of views expressed.

 Report comparisons and trends conscientiously so as not to exaggerate minor


differences (e.g. use statistical analysis) or confuse correlation with causation (e.g.
higher internet use plus lower grades may not mean internet use reduces grades) or
other interpretative errors.

 Avoid describing findings in headline-grabbing, exaggerated or panicky ways.

Accountability

 Disclose any funding sources and any potential conflicts of interest.

 Ensure the full research report is accessible and/or provide contact details for
interested parties to follow up with the researchers and ask about the research
conduct or data analysis.

Principles for ethical conduct in research


1. Honesty: Strive for honesty in all scientific communications. Honestly report
data, results, methods and procedures, publication status, research contributions,
and potential conflicts of interest. Do not fabricate, falsify, or misrepresent data.
2. Objectivity: Strive for objectivity in experimental design, data analysis, data
interpretation, peer review, personnel decisions, grant writing, expert testimony, and
other aspects of research where objectivity is expected or required.
3. Carefulness: Avoid careless errors and negligence; carefully and critically
examine your own work and the work of your peers. Keep good records of research
activities, such as data collection, research design, and correspondence with
agencies or journals.
4. Openness: Share data, results, ideas, tools, and resources. Be open to
criticism and new ideas. Confidentiality: Protect confidential communications, such as
papers or grants submitted for publication, personnel records, trade or military
secrets, and patient records.
5. Respect for Colleagues: Respect your colleagues and students; avoid
harming them and promote their wellbeing. Treat your colleagues fairly.
6. Respect for Intellectual Property: Honor patents, copyrights, and
other forms of intellectual property. Do not use unpublished data, methods, or results
without permission. Give credit where credit is due but not where it is not due.
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7. Freedom: Institutions, governments, and researchers should promote freedom


of thought and inquiry.
8. Social Responsibility: Strive to promote social good and prevent or
mitigate social harms through research, public education, and advocacy.
9. Efficiency: Make efficient use of human, financial, and technological
resources.
10. Education: Help to educate, mentor, and advise the next generation of
scientists.
11. Competence: Maintain and improve your own professional competence and
expertise through lifelong education and learning; take steps to promote competence
in science as a whole.
12. Equality of Opportunity: Promote equality of opportunity for science
students and colleagues; avoid discrimination in admissions decisions, personnel
decisions, and peer review decisions.
13. Legality: Know and obey relevant laws and governmental policies.
14. Animal Care: Show proper respect and care for animals when using them in
research. Do not conduct unnecessary or poorly designed animal experiments.
15. Human Subjects Protection: When conducting research on human
subjects, minimize harms and risks and maximize benefits; respect human dignity,
privacy, and autonomy; take special precautions with vulnerable populations; and
strive to distribute fairly the benefits and burdens of research.‖

What Is Plagiarism?
Plagiarism is usually defined as a discrete offense, a specific failure to give credit to a
particular source. But it actually raises a much more fundamental question for writers:
―Where is my voice in this project?‖ Seen in this light, the strategies that help you avoid
plagiarism can also be strategies that help you gain power as a writer. Once your guiding
question about your relationship to sources is ―Where is my voice?‖ you are well on your way
to using sources in an effective and legitimate way.

Plagiarism is the use of another‘s work, words, or ideas without attribution. The word
―plagiarism‖ comes from the Latin word for ―kidnapper‖ and is considered a form of theft, a
breach of honesty in the academic community. Plagiarizers suffer serious consequences in
Yale College—including suspension or expulsion from school.

You must always make clear in your written work where you have borrowed from others—
whether data, opinions, questions, ideas, or specific language. This obligation holds whether
the sources are published or unpublished and whether they are in print or on the Internet.
When in doubt, be sure to check with your instructor about how to acknowledge sources in
your papers, especially since every academic discipline has its own conventions
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Plagiarism in Research
It‘s easy to find information for most research papers, but it‘s not always easy to add that
information into your paper without falling into the plagiarism trap. There are easy ways to
avoid plagiarism. Follow some simple steps while writing your research paper to ensure that
your document will be free of plagiarism.

Six Ways to Avoid Plagiarism


1. Paraphrase - So you have found information that is perfect for your research
paper. Read it and put it into your own words. Make sure that you do not copy
verbatim more than two words in a row from the text you have found. If you do use
more than two words together, you will have to use quotation marks. We will get into
quoting properly soon.
2. Cite - Citing is one of the effective ways to avoid plagiarism. Follow the document
formatting guidelines (i.e. APA, MLA, Chicago, etc.) used by your educational
institution or the institution that issued the research request. This usually entails the
addition of the author(s) and the date of the publication or similar information. Citing
is really that simple. Not citing properly can constitute plagiarism.
3. Quoting - When quoting a source, use the quote exactly the way it appears. No
one wants to be misquoted. Most institutions of higher learning frown on ―block
quotes‖ or quotes of 40 words or more. A scholar should be able to effectively
paraphrase most material. This process takes time, but the effort pays off! Quoting
must be done correctly to avoid plagiarism allegations.
4. Citing Quotes - Citing a quote can be different than citing paraphrased
material. This practice usually involves the addition of a page number, or a paragraph
number in the case of web content.
5. Citing Your Own Material - If some of the material you are using for
your research paper was used by you in your current class, a previous one, or
anywhere else you must cite yourself. Treat the text the same as you would if
someone else wrote it. It may sound odd, but using material you have used before is
called self-plagiarism, and it is not acceptable.
6. Referencing - One of the most important ways to avoid plagiarism is including
a reference page or page of works cited at the end of your research paper. Again,
this page must meet the document formatting guidelines used by your educational
institution. This information is very specific and includes the author(s), date of
publication, title, and source. Follow the directions for this page carefully. You will
want to get the references right.

Q.3. Discuss in detail an observation study? Differentiate


between participant and non-participant observation.
Ans: What is Observational Research/Study?
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Observational Research Observational research (or field research) is a type of


correlational (i.e., non-experimental) research in which a researcher observes
ongoing behavior. There are a variety of types of observational research, each of
which has both strengths and weaknesses. These types are organized below by the
extent to which an experimenter intrudes upon or controls the environment.

Observational research is particularly prevalent in the social sciences and in


marketing. It is a social research technique that involves the direct observation of
phenomena in their natural setting. This differentiates it from experimental research
in which a quasi-artificial environment is created to control for spurious factors, and
where at least one of the variables is manipulated as part of the experiment. It is
typically divided into naturalistic (or ―nonparticipant‖) observation, and participant
observation. Cases studies and archival research are special types of observational
research. Naturalistic (or nonparticipant) observation has no intervention by a
researcher. It is simply studying behaviors that occur naturally in natural contexts,
unlike the artificial environment of a controlled laboratory setting. Importantly, in
naturalistic observation, there is no attempt to manipulate variables. It permits
measuring what behavior is really like. However, its typical limitations consist in its
incapability exploring the actual causes of behaviors, and the impossibility to
determine if a given observation is truly representative of what normally occurs

Participant Observation and Non-Participant Observation

Participant Observation:

The participant observation means watching the events or situation or activities from
inside by taking part in the group to be observed. He freely interacts with the other
group members, participates in various activities of the group, acquires the way of
life of the observed group or his own, and studies their behaviour or other activities
not as an outsider but by becoming a member of that group.

According to P.V. Young, ―the participant observer using non-controlled observation,


generally lives or otherwise shares in the life of the group which he is studying‖.

Some of the examples of studies using the method of participant observation are:
W.F. White‘s study of Cornville social and Athletic Club and P.V. Young‘s study of
Molokan people. The famous studies of Margaret Mead on primitive societies were
also based on participant observation.

For the success of participant observation it is essential that the respondents being
studied should not have any doubt about the intention of the research worker. A
fruitful result of participant observation is very much dependent upon the
resourcefulness, tactfulness, personality manners and wit of the research worker.

Advantages of Participant Observation:


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1. Observation of natural behaviour.

The natural behaviour of the respondent can be studied by participant observation.


When a group knows that they are going to be observed by a stranger, they feel
conscious, uncomfortable and therefore neutrality in their behaviour and activity is
lost. But in case of the participant observation, the respondents do not know that
they are being observed. So their behaviour is not constrained by the conscious
feeling of being observed by a stranger.

2. Closeness with the group.

In participant observation, the observer has a very good rapport with the
respondents. He has a very close primary relationship with the group members.
Because of this he can participate in all activities from a close angle and thus can
better interpret the situation than a non-participant observer.

3. Studying the real character.

Often in order to study the actual behaviour, the group research requires close
participation and contact with the group members. Through participant observation
the observer can make an intensive and inclusive study of the group and can gain
into the real character of such group.

4. Better Understanding.

In participant observation the observer can better understood the feeling of the
respondents than an outsider. For example, a person who is actually living in a slum
area can realise the feeling and hardship of the slum dwellers in a better way than an
outsider.

Disadvantages of Participant Observation:


1. Lack of objectivity.

By becoming members of a group and participating very closely in it, the observer
may lose his objectivity. His emotional and sentimental association with the group
kills his impartiality and unbiased analysis. He may develop some soft corner for that
group member and because of this; he may often justify their evil activities as just
activity.

2. Often close association brings biased interpretation.

Because of his close association and emotional participation with the group
members the researcher creates a special position for himself in that group. He may
be influenced or pleased by this and begins to support them blindly. Due to this he
observes the things from his own personal point of view rather than scientific point of
view.
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3. Limited range of experience.

In participant observation the observer is confines himself to a particular group. So


his experience becomes very deep, but the range of his experience becomes very
limited.

Non-Participant Observation:
When the observer observes the group passively from a distance without
participating in the group activities, it is known as non-participant observation. Here
he does not try to influence them or take part in the group activities.

However, purely non-participant observation is extremely difficult. One cannot


penetrate into the heart of a matter without proper participation in it. One really
cannot imagine a kind of relationship, when the researcher is always present but
never participates. This situation is hardly conducive for both the observer and the
group. A combination of both participant and non-participant method is sometimes
selected.

Advantages of Non-Participant Observation:


1. Objectivity and neutrality.

If an observer participates in the event actively and emotionally he may try to justify
the evil things of the group as just things. In this frame of mind he cannot analyze the
phenomena with neutrality. But in non-participant observation, the objectivity or
neutrality can be maintained. The observer in this type of observation gives a
detached and unbiased view about the group.

2. Command respect and co-operation.

In case of non-participant observation the researcher plays an impartial role.


Therefore every member of the group gives him a special status and co-operate with
his study.

3. More willingness of the respondent.

Often people do not feel shy to disclose their secrets, weaknesses or informal things
to a stranger. But they always become reluctant to disclose these things to a known
person.

4. Careful analysis.

In participant observation because of the much familiarity with the events, sometimes
the observer does not realize the significance of same events and neglects them.
But in non- participant observation the researcher does not even miss a minute
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thing. He carefully judges the merits and demerits of each and every phenomenon
under study.

Disadvantages of Non-Participant Observation:


1. Subjectivity.

In non-participant observation the observer does not have clarity about certain
events on activities. He cannot clear his doubts by asking various questions to the
group members. Therefore he has to simply understand and interpret what he sees.
This lack of understanding may make some of his findings biased and coloured by
his personal prediction, belief and pre-conception.

2. Inadequate observation.

The observer can observe only those events which take place in front of him. But
that is not enough and only a part of the phenomena as a vast range of information
required for the research. He can know many things about the group when he
participates in the group and interacts with the group members.

3. Unnatural and formal information.

The members of a group become suspicious of a person who observes them


objectively. In front of an outsider or stranger they feel conscious and provide only
some formal information‘s in an unnatural way. It creates bias and what the observer
collects is not actual or normal thing but only formal information‘s.

Q.4. Define and differentiate between the following:

a. Research Question & Research Hypothesis


b. Researchable & Non Researchable Research Questions
c. Open Ended & Close Ended Questionnaires
d. Data Analysis & Data Interpretation
Ans:
a. Difference between Hypothesis and Research Question
Hypothesis
A hypothesis is a prediction about the relationship between two or more variables. It
can be described as an educated guess about what happens in an experiment.
Researchers usually tend to use hypotheses when significant knowledge is already
available on the subject. The hypothesis is based on this existing knowledge. After
the hypothesis is developed, the researcher can develop data, analyze and use them
to support or negate the hypothesis.
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Not all studies have hypotheses. They are usually used in experimental quantitative
research studies. They are useful in testing a specific theory or model. A complete
hypothesis always includes the variables, population and the predicted relationship
between the variables. The main disadvantage of hypotheses is that their tendency
to blind a researcher to unexpected results.

Research Question
A research question is the question a research study sets to answer. However, a
research study can have more than one research question. The research
methodologies, tools used to collect data, etc. all depend on the research question.
Research questions are often used in qualitative research, which seek to answer
open-ended questions. But they can also be used in quantitative studies. Research
questions can be used instead of hypotheses when there is little previous research
on the subject. Research questions allow the researcher to conduct more open-
ended queries, and a wide range of results can be reported. A properly constructed
research question should always be clear and concise. It should include the
variables, population and the topic being studied.

Difference between Hypothesis and Research Question


Definition

 Hypothesis is a tentative prediction about the relationship between two or


more variables.
 Research Question is the question a research study sets to answer.

Nature

 Hypothesis is predictive in nature.


 Research Question is inquisitive in nature.

Existing Research

 Hypothesis can be used if there is significant knowledge or previous research


on this subject.
 Research Question can be used if there is little previous research on the
subject.

Quantitative vs Qualitative

 Hypothesis is mainly used in experimental quantitative studies.


 Research Question can be used in both quantitative and qualitative studies.

Outcomes

 Hypothesis doesn‘t allow a wide range of outcomes.


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 Research Question allows a wide range of outcomes.

b. Researchable non-researchable research question.


A researchable research question is one that can generate a hypothesis that can be tested
through a structured and rigorous process of data collection, analysis and testing, either
quantitatively, or qualitatively, or a hybrid of methods.

A non-researchable research question is therefore one that is not formulated to enable a


testable hypothesis to be generated. This does not mean that the topic is not capable of
sustaining research. Often it is a matter of recasting the question so that specific testable
hypotheses can be formulated.

Non-researchable questions could be too broad or vague, or they could be questions for
which answers are easily obtainable.

An example of the former could be ―Is there a God?‖ and the latter ―How many cars were
registered in 2017?‖. The former lacks a defined framework for testable criteria, data
collection and analysis, and the latter is readily answered by counting records.

c. Open-Ended and Closed-Ended Questions


In a conversation, when completing a research survey, being interviewed for a job or
working on a homework assignment, you might find yourself presented with a series
of closed-ended or open-ended questions. Closed-ended questions are those which
can be answered by a simple "yes" or "no," while open-ended questions are those
which require more thought and more than a simple one-word answer.

Closed-Ended Questions
If you can answer a question with only a "yes" or "no" response, then you are
answering a closed-ended type of question.
Examples of closed-ended questions are:
 Are you feeling better today?
 May I use the bathroom?
 Is the prime rib a special tonight?
 Will you please do me a favor?
 Have you already completed your homework?
 Were you planning on becoming a fireman?
Closed-ended questions should not always be thought of as simple questions that
anyone can quickly answer merely because they require a yes or no answer.
Closed-ended questions can also be very complicated. For example, "Is 1 in binary
equal to 1 in counting numbers?" is a closed-ended question that not everyone
would be able to quickly answer.

Open-Ended Questions
Open-ended questions are ones that require more than one word answers. The
answers could come in the form of a list, a few sentences or something longer such
as a speech, paragraph or essay.
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Examples of open-ended questions:


 What were the most important wars fought in the history of the United States?
 What are you planning to buy today at the supermarket?
 How exactly did the fight between the two of you start?
 What is your favourite memory from childhood?
 How will you help the company if you are hired to work for us?
 What do you plan to do immediately following graduation from college?

d. Analysis of data and the interpretation of data?


Data analysis and interpretation is done during the performance measure phase of
the design unit or model. Performance measure leads to a typical procedure through
which observations are made.

Analysis is done on historical data to identify the trend or pattern. This trend or
pattern gives useful information about the design or system. The trend identified will
give the correlation between the dependent variable and the independent variable.
The trend or pattern gives a way to compare variables and also seek the difference
between variables. The analysis phase of the performance measure predicts the
outcome and associates logical relationships.

Predicting the outcome, observing the output response and associating meaning to
that output is known as interpretation. Interpretation is making the numerical data
(numbers) speak. Giving importance to language spoken by the numbers and
providing appropriate and sufficient is useful during performance measure.
During performance measure if comparison is made, one can identify the similarity,
difference or contrast between the chosen set of variables. Arriving at logical
relationship facilitates to find a reason or come to a valid conclusion. Identifying the
cause of the performance measure increases the ability of the investigator to
interpret the data.

Q.5. Compare and contrast qualitative and quantitative


research in detail with relevant examples.

Ans: Qualitative and Quantitative Research


Qualitative research

Qualitative research is one which provides insights and understanding of the


problem setting. It is an unstructured, exploratory research method that studies
highly complex phenomena that are impossible to elucidate with the quantitative
research. Although, it generates ideas or hypothesis for later quantitative research.

Qualitative research is used to gain an in-depth understanding of human behaviour,


experience, attitudes, intentions, and motivations, on the basis of observation and
interpretation, to find out the way people think and feel. It is a form of research in
which the researcher gives more weight to the views of the participants. Case study,
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grounded theory, ethnography, historical and phenomenology are the types of


qualitative research.

Quantitative Research

Quantitative research is a form of research that relies on the methods of natural


sciences, which produces numerical data and hard facts. It aims at establishing
cause and effect relationship between two variables by using mathematical,
computational and statistical methods. The research is also known as empirical
research as it can be accurately and precisely measured.

The data collected by the researcher can be divided into categories or put into rank,
or it can be measured in terms of units of measurement. Graphs and tables of raw
data can be constructed with the help quantitative research, making it easier for
the researcher to analyse the results.

The differences between qualitative and quantitative research are


provided can be drawn clearly on the following grounds.

1. Qualitative research is a method of inquiry that develops understanding on


human and social sciences, to find the way people think and feel. A scientific
and empirical research method that is used to generate numerical data, by
employing statistical, logical and mathematical technique is called quantitative
research.
2. Qualitative research is holistic in nature while quantitative research is
particularistic.
3. The qualitative research follows a subjective approach as the researcher is
intimately involved, whereas the approach of quantitative research is
objective, as the researcher is uninvolved and attempts to precise the
observations and analysis on the topic to answer the inquiry.
4. Qualitative research is exploratory. As opposed to quantitative research which
is conclusive.
5. The reasoning used to synthesise data in qualitative research is inductive
whereas in the case of quantitative research the reasoning is deductive.#
6. Qualitative research is based on purposive sampling, where a small sample
size is selected with a view to get a thorough understanding of the target
concept. On the other hand, quantitative research relies on random sampling;
wherein a large representative sample is chosen in order to extrapolate the
results to the whole population.
7. Verbal data are collected in qualitative research. Conversely, in quantitative
research measurable data is gathered.
8. Inquiry in qualitative research is a process-oriented, which is not in the case of
quantitative research.
9. Elements used in the analysis of qualitative research are words, pictures, and
objects while that of quantitative research is numerical data.
10. Qualitative Research is conducted with the aim of exploring and discovering
ideas used in the on-going processes. As opposed to quantitative research
the purpose is to examine cause and affect relationship between variables.
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11. Lastly, the methods used in qualitative research are in-depth interviews, focus
groups, etc. In contrast, the methods of conducting quantitative research are
structured interviews and observations.
12. Qualitative Research develops the initial understanding whereas quantitative
research recommends a final course of action.

THE END

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