Qualitative and

Quantitative
Research
 Quantitative vs. Qualitative
Methodological Assumption
(Cresswell)

Quantitative Qualitative
Deductive process Inductive process
Mutual simultaneous shaping of
Cause and effect
factors
Static design – categories isolated Emerging design – categories
before study identified during research process
Generalization leading to prediction, Patterns, theories developed for
explanation, and understanding understanding
Accurate and reliable through Accurate and reliable through
validity and reliability verification
 Quantitative vs. Qualitative

• Description & explanation • Exploratory & understanding

oriented oriented
• Literature Review plays a • Literature review plays a minor
major role role
• Purpose specific, and • Purpose is general and broad,
measurable • Data Collection Emerging
• Data Collection Predetermined protocols, text or image data
instruments, numeric data • Text analysis
• Statistical analysis • Reporting, flexible and
• Reporting, standard and fixed emerging.
 THERE ARE MANY
METHODS OF
Ethnography Symbolic Interactionism CONDUCTING
RESEARCH.
Single Subject
Ethnology Ethnomethodology

Case Study Phenomenology Descriptive/Survey

Correlational
Grounded Theory Mixed

Historical Research Causal-Comparative

Action Research Experimental

Qualitative Quantitative
 The Three
Different
Methods of
Research
1.Historical Method
2. Descriptive Method
3. Experimental Method
 r i c a l
H i s t o
t h o d
M e The historical method is one which deals with
past events and interprets them in the light of the
present.

It is concerned with giving an account of past

events or facts in the spirit of inquiring critically for
the whole truth.

Its purpose is to explain the present or anticipate

the future based on a systematic collection and
critical evaluation of data pertaining to past
occurrences.
 p t i v e
s c r i
D e o d
M e t h This design is for the investigator to gather information
about present condition.

The main objective of this design is to describe the

nature of the situation as it exists at the time of the
study and to explore the causes of particular
phenomena.

It is concerned with conditions or relationships that

exist; practices that prevail; and beliefs and processes
that are going on; effects that are being felt or trends
that are developing.
 n t a l
r i m e
Ex p e d
e t h o
M This design is for the investigator to gather
information about present condition.

The main objective of this design is to describe the

nature of the situation as it exists at the time of the
study and to explore the causes of particular
phenomena.

It is concerned with conditions or relationships that

exist; practices that prevail; and beliefs and
processes that are going on; effects that are being
felt or trends that are developing.
 Types of
Des c ri p t i v e

Research
Types of Descriptive Research

1.Case Study
2.Survey Research
3.Developmental Studies
4.Evaluation Studies
5.Comparative Studies
6.Correlational Studies
7.Follow-up Studies
8.Trends and Projection
9.Ex Post Factor Research
10.Participatory Research
 CASE STUDY

• A detailed study about one person or

unit over a considerable period of time.
Example:

A Case of the Kawasaki • It provides an in-depth analysis for

Disease investigation such as an individual
A Case Study of
patient, a family, a hospital ward, a
Organizational health agency, a particular disease, a
Development of a professional organization, or a group.
Public Schools in
Caraga
 SURVEY
RESEARCH
• A survey is used to gather
relatively limited data from
relatively large number of
cases. The purpose is to
gather information about
prevailing conditions or about
the variable under study.
Example: Impressions on Mother Tongue-
Based Instruction of Pupils from Selected
Private Schools in Caraga Region
DEVELOPMENTAL
STUDIES
• Intends to get reliable information about a
group of people over a long period of time.
• There are two types of developmental
studies:
1.Longitudinal Method. Studies the same
sample of participants over an extended
period of time.
2.Cross-sectional Method. Concerns
studying participants of various age levels
and of other characteristics at the same
 ASSESSMENT/
EVALUATION
STUDY
Example:

The Effectiveness of
Assessment/Evaluation studies
the Quality Assurance attempt to determine the
System in Teacher effectiveness of efficacy of a
Education Program
certain practices or policies when
applied to a group of respondents.
CORRELATIONAL
STUDIES
• Correlational Studies
attempt to establish
relationships among 2 or
more variables.

Example: Familial and Social Factors in

Relation to Value Orientation of College
Freshmen of Selected Private School of
Caraga Region
FOLLOW UP STUDIES

• They are used in you want to follow-

up the development of a certain
condition.

Example:

Employability of the Graduates of

Saint Joseph Institute of Technology
from 2010 – 2015.
 TRENDS AND
PROJECTION
STUDY
• The attempt to describe the
Example: future with respect to emerging
Change and the Future of
pattern in the past and the
Agusan River: An present of an event or
Anthropological phenomenon.
Viewpoint
CORRELATIONAL
STUDIES
• Correlational Studies
attempt to establish
relationships among 2 or
more variables.

Example: Familial and Social Factors in

Relation to Value Orientation of College
Freshmen of Selected Private School of
Caraga Region
EX-POST FACTO
RESEARCH
Ex-post facto means “from after the
fact” and deals with researches where
the dependent variable is immediately
observable and the events before that
have given rise to this consequence.

Example: Differing Consequences

on Smokers of Varying Amounts of
Cigarrettes
 Ty p es
ri m en t a l
of E x pe
Des i g n
 Types of Experimental Design

1.Post Test Only Experimental Design

2.Pre-test-Post-test Experimental Design
3.Solomon Four Group Design
 Post Test Only Experimental
Design
• It is a simple design. It is called post test only because the date is collected
after the experimental treatment is complete.

Example: Hypothesis is that color of a school nurses uniform

affects the degree to which the children display positive and
negative affective behavior (smiling, crying). The causative or
independent variable is the uniform color and the effect variable
or dependent variable is the child’s behavior. The independent
variable is manipulated by assigning some school nurses white
uniforms and some with colored or printed uniforms. Thus, in the
study we could compare the affective behaviors of school children
cared for by nurses in white uniforms and those cared nurses in
colored/printed uniform.
 Pre-Test-Post-Test Experimental
Design
• It is more complex. It is called pre-test-post-test. There are two points of
measurements, one before the experimental treatment and one after the
experimental treatment.
Example: Suppose we wanted to examine the
effect of remedial instruction. The design would
involve imposing a remedial sessions on the
experimental group and no remedial sessions on the
control group at certain points in time. Data will be
recorded before and after the remedial sessions.
This allows us to examine if there are changes in the
academic performance
Example: The of the pupils
Efficacy as a result
of Strategic of
Intervention
the remedial sessions.
Materials in Teaching Social Studies Among Grade
10 Students of Saint Joseph Institute of Technology
 Solomon Four-Group Design

• It is a version of pre-test-post-test design. It adds two addition groups.

The purpose of adding the two groups is to separate the effects of the
pre-test and to segregate it from the intervention. In other words, a pre-
test may be sensitizing treatment that may affect the results of an actual
treatment.
• Is an experimental group without the pre-test.
• Is the control group without the pre-test

Example: If the intervention is a

workshop to improve teachers’ attitudes
toward drop-outs, the pre-test may
sensitize the teachers and affect their
attitudes at that point and obscure the
analysis of the workshop’s effect.
THANK
YOU