Running head: SIMILARITIES AND DIFFERENCES IN QUANTITATIVE AND 1

Similarities and Differences in Quantitative and Qualitative Methods

Jemyr E. Gonzalez-Cordero

University of Phoenix

Research Design

RES-722

Patricia Shopland

July 25, 2011

Similarities and Differences in Quantitative and Qualitative Methods

Multiple methods are vital to understanding development as a dynamic and transactional

process. This paper discusses the similarities and differences between quantitative and qualitative

research. Quantitative and qualitative methodologies can be combined to enrich developmental

science and the study of human development (Yoshikawa, Weisner, Kalil, & Way, 2008).

According to Condelli and Spruck (2004) the best research design is a mixed method design that

integrates qualitative and quantitative research. This type of design begins with a strong research

methodology with quantitative methods that are enhanced with qualitative measures of key

processes and outcomes (Condelli & Spruck, 2004).

Qualitative Method

The purpose of qualitative method is to create a robust, detailed description of behavioral

patterns, consumer trends, market needs, and human motivations. Johnson and Christensen

(2008) explain the purpose of qualitative research is to understand & interpret social interactions.

The type of data qualitative research collects includes: words, images, or objects, responses,

interviews, participant observations, field notes, and reflections. Qualitative methods collects and

analyzes non-numeric representations of the world—words, texts, narratives, pictures, and/or

observations (Yoshikawa et al., 2008). Johnson and Christensen (2008) explain qualitative

research, their biases and participants are known by the researcher. If quantitative researcher

seeks to confirm an existing hypothesis, qualitative research seeks to collect information that

may support the creation of a hypothesis or invalidate an existing theory (Johnson &

Christensen, 2008). Researchers focus on a smaller number of people and spend more time with

them, eliciting their thoughts and opinions rather than statistical data or yes-or-no answers

(Condelli & Spruck, 2004). The researcher’s observations, subjective interpretations,

interpersonal skills and interview techniques thus figure critically in the process and in the

quality and relevance of data collected (Yoshikawa et al., 2008).

The use of qualitative approach often makes most sense in the early stages of a research

project, in an effort to rebrand a product or service, or when the goal is to extract information

from consumers about the deeply rooted motivations behind why they make particular choices

(Johnson & Christensen, 2008). In particular, it is a useful tool for: Understanding how usage of

one product or service can be contextualized into a person’s broader lifestyle and belief system.

Gauging what the choices they make say about a certain person, or group of people (Johnson &

Christensen, 2008).

Quantitative Method

Quantitative method relies primarily on the collection and analysis of numerical

information. The purpose of quantitative method is to test hypotheses, look at cause and effect,

and make predictions (Johnson & Christensen, 2008). The primary aim of quantitative research

is to collect, count, measure, and assess the meaning behind specific variables—and ultimately,

devise statistical explanations for what the researchers have taught (Yoshikawa et al., 2008).

Quantitative researchers gather information from a much larger number of representative

individuals than their qualitative counterparts, spending less time with each individual (Condelli

& Spruck, 2004).

Quantitative researchers typically begin with more clarity behind the questions they want

asked – and want answers to (Lichtman, 2006). Their approach is based on numbers and pure

data and relies heavily on scientific methods rather than intuition, personal observation or

subjective judgment (Lichtman, 2006).

Performed properly, quantitative research yields results that are objective and statistically

valid (Lichtman, 2006). Johnson and Christensen (2008) add quantitative data based on precise

measurements using structured and validated data-collection instruments. According to Lichtman

(2006), Johnson and Christensen (2008) the role of the quantitative research is the research and

their biases are not known to participants in the study, and participant characteristics are

deliberately hidden from the researcher (double blind studies). Also, the results of those studies

generalizable findings that can be applied to other populations (Lichtman, 2006).

Quantitative research is the method of choice when the object is to measure and analyze

concepts, trends, product consumption, product usage, and other variables with mathematical

precision. According to Lichtman (2006) quantitative research example includes: Measuring

awareness and usage of a product, service or brand across a large audience. Statistically

validating a hypothesis—e.g. female doctors are significantly more likely to prescribe

anti-depressant medication than male doctors. Measuring and segmenting the market for a

specific product and opportunities for a new product or service (Lichtman, 2006).

Qualitative versus Quantitative Method

According to Yoshikawa et al., (2008) the important distinction between qualitative and

quantitative method is qualitative data can be analyzed through either qualitative or quantitative

data analysis techniques, as can quantitative data (Yoshikawa et al., 2008).

The following table is an example according to Condelli and Spruck, (2004), Johnson and

Christensen (2008), Lichtman (2006) and Yoshikawa et al., (2008) about the differences in

qualitative and quantitative research method.

Qualitative QuantitativeSampling Words, images, or objects

Study of the whole, not variables

Numbers and statisticsSpecific variables studiedLarger & randomly selected

Smaller & not randomly selected

ResultsParticular or specialized findings that is less generalizable.

Generalizable findings that can be applied to other populations.

Method

Exploratory or bottom–up: the researcher generates a new hypothesis and theory from the data collected.

Confirmatory or top-down: the researcher tests the hypothesis and theory with the data.

Research Objectives

Dynamic, situational, social, and personal.Explore, discover, & construct

Regular and predictable.Describe, explain, and predict.

FocusWide-angle lens; examines the breadth and depth of phenomena

Narrow-angle lens; tests specific hypotheses.

ObservationStudy behavior in a natural environment.

Study behavior under controlled conditions; isolate causal effects.

Nature of Reality Multiple realities; subjective Single reality; objective

Conclusion

Narrative report with contextual description, and direct quotations from research participants.

Statistical report with correlations, comparisons of means, and statistical significance of findings.

Conclusion

The world is not inherently qualitative or quantitative; it is the act of human

representation through numbers or non-numeric signifiers like words that make aspects of the

scientific enterprise qualitative or quantitative (Yoshikawa et al., 2008).

References

Condelli, L., & Spruck, H. (2004, March). Real World Research: Combining Qualitative and

Quantitative Research for Adult ESL. Paper presented at the Second International

Conference for Adult Literacy and Numeracy, Loughborough, England.

Johnson, B., & Christensen, L. (2008). Educational research: Quantitative, qualitative, and

mixed approaches. Thousand Oaks, CA: Sage Publications.

Lichtman, M. (2006). Qualitative research in education: A user’s guide. Thousand Oaks, CA:

Sage Publications.

Yoshikawa, H., Weisner, T. S., Kalil, A., & Way, N. (2008). Mixing Qualitative and

Quantitative Research in Developmental Science: Uses and Methodological Choices.

Developmental Psychology, 44, 344–354. doi: 10.1037/0012-1649.44.2.344