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Educational research is a wide-ranging field. The most common categorizations of research are quantitative and qualitative research. Both share the goal of increasing our understanding of educational policy, practices, and persons by engaging in systematic inquiry. Beyond this global statement, there are significant differences.

Three conventional notions about research are that methods of gathering, analyzing, and reporting data are equated with defining research; that research looks the same in all instances; and that research requires using numbers. These overly simplistic notions influence people to regard qualitative research as not being “true” research because the methods look different, are changeable, are situation specific, and rarely use numbers.

Differences between Qualitative and Quantitative Research

Qualitative research, like quantitative research, its better known relative, has its own defining characteristics. Each genre of research originates from a scholarly tradition. Quantitative research (QR) grows from the natural sciences and agriculture, and qualitative research (QLR) from the social science and humanities.

In essence, the QLR tradition seeks to understand the perspective of participants in particular social and cultural contexts by discovering the meanings held by those persons; the QR traditions strive to produce highly generalizable statements of behavior and to predict future actions in situations. The two traditions take different stances in regard to data gathering, analysis, and validity. QR is very concerned with controlled data gathering using standardized measurement applied to persons who are representative of the population. Randomization is the tool for doing that, and distance between participants and researcher is carefully controlled. Objectivity is the global term summarizing that tradition. Findings are presented as statements of probability about the likelihood that, under certain conditions, something would not happen by chance.

In qualitative research, on the other hand, the investigator is at the center of the process as the data gatherer, analyzer, and interpreter of the findings. QLR believes subjectivity is always present and cannot be separated from the participants, situation, or researcher. Thus, the investigator's task is to manage bias so that participants' voices are revealed. A basic premise is that meaning is negotiated and constructed by people in social situations. Selection of participants is based on what they can reveal about the interactions going on in the situation. Description is important, but interpretation is the investigator's primary task. Claims that findings in one context are predictive of other situations are inappropriate. Each situation is unique. The results are presented so that the participants can understand and use the information.

Attributes of Qualitative Research

A list of attributes of qualitative research follows:

  • Insider perspective
  • Participant selection
  • Voice
  • Data collection—derivation of themes and discovery of process
  • Disclosure
  • Rich description (context, persons)
  • Interpretation
  • Alternate explanations-discrepant case
  • Triangulation/multiple sources, methods
  • Credibility and trustworthiness
  • Theory

The attributes of qualitative research in conjunction with the broad statements about QR and QLR underscore the outlines of the genre. Each is discussed below.

Insider Perspective

Describing a situation and its participants is a worthy but insufficient outcome of QLR. The goal is to capture the perspective of persons who live/work in a particular context. The meaningfulness of actions and words for insiders is not the same as for outsiders. For example, in a classroom, children can be heard saying, “I hate you” or “You loser”; yet looking inside reveals that the first means “I love you” and the second, “I notice and like you.”

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