A500.6.3.RB_FogartyShawn

            Quantitative research with its deterministic properties has been the primary conduct for information over the years. However, qualitative research, defined by Strauss and Corbin (as cited by Hoepfl, 1997, para. 4) means "any kind of research that produces findings not arrived at by means of statistical procedures or other means of quantification." Qualitative research has been increasingly more popular especially in recent times to help explain what deterministic properties cannot.  Qualitative methods are appropriate in situations where one needs to first identify the variables that might later be tested quantitatively, or where the researcher has determined that quantitative measures cannot adequately describe or interpret a situation (Hoepfl, 1997, para. 8). Qualitative analysis further supports a “different type of knowledge” as quantitative researchers seek causal determination, prediction, and generalization of findings; qualitative researchers seek instead illumination, understanding, and extrapolation to similar situations (Hoepfl, 1997, para. 6).
            Qualitative research presents some difficulties. As outlined by Lincoln and Guba (as cited in Hoepfl (1997) a researcher must do three things prior to conducting a qualitative study.

The first is to adopt the stance suggested by the characteristics of the naturalist paradigm. Second, the researcher must develop the level of skill appropriate for a human instrument, or the vehicle through which data will be collected and interpreted. Finally, the researcher must prepare a research design that utilizes accepted strategies for naturalistic inquiry.

            Next, qualitative research boasts two main data collection techniques. The first is conducting an interview which allows the research to gain firsthand knowledge for data collection purposes. Qualitative interviewing utilizes open-ended questions that allow for individual variations (Hoepfl, 1997, para. 19). The second technique is research conducted by means of observations. This form of collection is used for the purpose of description-of settings, activities, people, and the meanings of what is observed from the perspective of the participants. In conjunction with data collection is deciding when to stop. The decision to stop sampling must take into account the research goals, the need to achieve depth through triangulation of data sources, and the possibility of greater breadth through examination of a variety of sampling sites (Hoepfl, 1997, para. 27).
            There is also an increased responsibility intertwined with qualitative research, such that they must maintain objective views as outline by Hoepfl (1997) in the follow excerpt.

Qualitative researchers have a special responsibility to their subjects and their readers. Since there are no statistical tests for significance in qualitative studies, the researcher bears the burden of discovering and interpreting the importance of what is observed, and of establishing a plausible connection between what is observed and the conclusions drawn in the research report.

            To conclude, qualitative research allows researches to gain insight on theories that are not clearly defined which does not enable deterministic results. However, the research is comprised primarily of interviews and observations which must be objectively analyzed from a neutral position.


References




Hoepfl , M. (1997). Choosing Qualitative Research: A Primer for Technology Education Researchers. Journal of Technology Education, 9(1). Retrieved from http://scholar.lib.vt.edu/ejournals/JTE/v9n1/hoepfl.html




Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage Publications, Inc.




Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage Publications, Inc.