Characteristics of qualitative research enhance analysis of the how and why in a given project rather than the where and when of the project metrics. Qualitative research is an analytical methodology used in many academic disciplines, typically in the social sciences. Also, it is used in fields such as market research.
Qualitative researchers seek to gather a more comprehensive understanding of activities related to human behavior and the attributes that rule such behavior. The qualitative approach is intuitive in nature and expands the scope of research to finding out the why and how of things that happen in addition to the what , where and when things happen.
This characteristic of qualitative research causes the variable sampling for this type of study to be much smaller to work with than the larger and more complex samples used in quantitative researches.
The term qualitative research usually reminds us of a data collection processed without the use of any statistical or mathematical operation. One example of the use of qualitative research can be the evaluation of how good or how bad is the taste of grilled steaks cooked at different temperatures rather than evaluating the temperature numerical value itself.
One characteristic of qualitative research is that researchers become convinced to a great extent of what it is that they are investigating, almost to the point of being biased to the expected results of the research.
This is not meant to create prejudice for the work that qualitative researchers conduct, but it is a hard fact known in the academic world and it needs to be dealt with by most scholar researchers that take a qualitative approach for their investigations.
Because of this more stringent scrutiny, researchers are therefore almost forced to explain in clear terms the purpose of their investigation throughout the entire study while attempting to eliminate any prejudice. This is because qualitative research conceptualizes all analysis in a specific style, rather than being too simplistic. Qualitative research should never be used just to count, measure or provide statistical validation on a study.
It also should never be used to replace quantitative methodology just because it may be too expensive to use qualitative research. A vital role and a characteristic of the qualitative approach is to assess social programs research because the methodology satisfies many of the requirements with better chances for success than quantitative approaches.
Because of the subjectivity exhibited in the qualitative research methodology, it becomes more important to seek the answers for the why rather than the what on the research. This is one of the easiest challenges to remedy, as your methodologist, and related studies, should guide your selection of statistical methods.
Of course, you will need to explain why you used a particular method in your dissertation. Finally, what the numbers actually "tell us" can be materially different from what we expected.
The results can either be inconclusive, or they may actually reveal that the opposite of our assumptions was actually true. In this case, would it be possible for you to leverage this new, surprising, knowledge in some way? For example, if extra instruction actually lowers test scores in an educational setting, then are the courses worth the extra resources for the organization? Hopefully, this list of considerations, offered as just a start of some of the challenges of a quantitative dissertation, will generate some thought at just the right time for you in the doctoral process!
Qualitative, quantitative and mixed methods approaches. He has also been…. You must be a member. Sign In if you are already a member.
Daniel Smith shares his expertise on quantitative methodologies, statistics and research design. This pin will expire , on Change. This pin never expires. Select an expiration date. About Us Contact Us. Search Community Search Community. By Daniel Smith — January 20, Too broad of a topic One of the most common challenges with a quantitative study, from my experience, is that learners often choose too broad of a topic.
Having open access to data There are usually two groups in this category - learners that already have the data and are contemplating how to leverage it, and those that have in mind a way to collect it. Using the appropriate statistical method This is one of the easiest challenges to remedy, as your methodologist, and related studies, should guide your selection of statistical methods.
Expecting the numbers to agree with our anecdotal observations Finally, what the numbers actually "tell us" can be materially different from what we expected.
This article explains in simple terms some of the most common characteristics of qualitative research. Characteristics of qualitative research enhance analysis of the how and why in a given project rather than the where and when of the project metrics.
10 Distinctive Qualities of Qualitative Research Researchers conduct qualitative research because they acknowledge the human condition and want to learn more, and think differently, about a research issue than what is usual from mostly numerical quantitative survey research data.
There are different types of qualitative research methods like an in-depth interview, focus groups, ethnographic research, content analysis, case study research that are usually used. The results of qualitative methods are more descriptive and the inferences can . Characteristics of Qualitative Research Below are the three key elements that define a qualitative research study and the applied forms each take in the investigation of a research problem. The Design.
7 Characteristics of Quantitative Methods. Seven characteristics discriminate qualitative methods of research from qualitative ones. Data gathering instruments contain items that solicit measurable characteristics of the population (e.g. age, the number of children, educational status, economic status). Characteristics of Qualitative Research Chapter Objectives The seven chapter objectives listed in this module are the same as those found on the opening page of Chapter 6 in the textbook.