Navigating research methods: qualitative methods

2016 ◽  
Keyword(s):  
Mixed Methods ◽  
Educational Research ◽  
Research Methods ◽  
Quantitative Research ◽  
Social Research ◽  
Quantitative Research Methods ◽  
Research Paradigms ◽  
Key Characteristics ◽  
Methodological Approaches ◽  
Selection Of

This chapter reviews qualitative research methods and specifically focuses on educational research as an example thereby explaining the position of educational research within an accessible social research framework. It provides an overview of research paradigms, and relationships between research approaches and methodologies. Furthermore, the chapter compares and contrasts the qualitative and quantitative research methods and illustrates how the mixed methods approach blends these two individual approaches. The key characteristics of the following mixed methods methodological approaches are presented: case studies, evaluation, ethnography, action research, ideology critique, biography/narrative. Selection of the method is discussed.

How Marketers Conduct Mixed Methods Research

2016 ◽  
pp. 187-196
Author(s):  
Roger Baran
Keyword(s):  
Qualitative Research ◽  
Mixed Methods ◽  
Middle East ◽  
Focus Groups ◽  
Research Methods ◽  
Mixed Methods Research ◽  
Quantitative Research ◽  
Training And Development ◽  
Market Segments ◽  
Quantitative Research Methods

The complimentary nature of qualitative and quantitative research methods are examined with respect to a study assessing the market's view of a training and development institute in the Middle East. The qualitative portion consisted of focus groups conducted with seven distinct market segments served by the institute. The results proved insightful with respect to uncovering and understanding differences of opinion among the seven groups; however, taken alone, the qualitative research would have been very misleading with respect to the institute's standing in the Middle East.

Article Commentary: Mixed Methods in Visitor Studies Research

2000 ◽  
Vol 5 (1) ◽  
pp. 45-52 ◽  
Author(s):  
Steven S. Yalowitz ◽  
Marcella D. Wells
Keyword(s):  
Mixed Methods ◽  
Research Methods ◽  
Quantitative Research ◽  
Quantitative Methods ◽  
Visitor Studies ◽  
Quantitative Research Methods ◽  
Qualitative And Quantitative ◽  
Qualitative And Quantitative Methods ◽  
Advantages And Disadvantages ◽  
Research Studies

In visitor studies, there has been some debate about the use of qualitative versus quantitative research methods. Many evaluators understand the advantages and disadvantages of both methods, but deciding on the most appropriate method can still be problematic. This article summarizes the tenets of both qualitative and quantitative methods and provides examples of visitor studies for each. It also reviews several research studies that have successfully used mixed methods to evaluate visitors.

The Hidden Curriculum and Qualitative Inquiry as States of Mind

1980 ◽  
Vol 162 (1) ◽  
pp. 138-151 ◽  
Author(s):  
Elizabeth Vallance
Keyword(s):  
Educational Research ◽  
Research Methods ◽  
Quantitative Research ◽  
Hidden Curriculum ◽  
Qualitative Inquiry ◽  
States Of Mind ◽  
Quantitative Research Methods ◽  
Educational Discourse ◽  
Traditional Research ◽  
State Of Mind

Although two recently fashionable items in educational discourse (the hidden curriculum and qualitative inquiry) have been strangely isolated from each other in the literature, qualitative inquiry methods may well be the most appropriate tools available for studying the hidden curriculum. Both concepts demand an approach to educational research which is unlike that adopted in studying regularly observable educational events using traditional (“quantitative”) research methods. The state of mind required by inquiry into the hidden curriculum is by definition open to unknowns and attuned to the subtle and irregular qualities of schooling. Much the same can be said of qualitative inquiry methods. Though the study of the hidden curriculum can benefit from some traditional research methodologies, the concept demands that we also be willing to venture into uncharted territory. Qualitative inquiry provides a means of inquiry which is loosened from traditional constraints, just as the hidden curriculum is a subject of investigation which escapes the traditional definitions of schooling. The two concepts challenge each other in potentially productive ways. Together they may encourage more flexibility both in defining what is educationally important and in understanding how those important qualities of schooling operate.

scholarly journals HUBUNGAN PEMILIHAN TEMPAT MEMBACA TERHADAP KEBETAHAN MEMBACA DAN KEMAMPUAN BERPIKIR MAHASISWA

2017 ◽  
Vol 8 (2) ◽  
pp. 165-171
Author(s):  
Angela Christysonia Tampubolon ◽  
Nisa Farasa ◽  
Hanson E. Kusuma
Keyword(s):  
College Students ◽  
Research Methods ◽  
Home Environment ◽  
Quantitative Research ◽  
Online Questionnaire ◽  
Quantitative Research Methods ◽  
Thinking Ability ◽  
Reading Activity ◽  
Selection Of ◽  
The Ideal

The selection of location is fathomed to influence different responses to students when reading. This study chose college students as respondents because reading is a daily learning process related to education or because of individual interests. College students choose a certain locations for reading and the relation between locations and respondents cause the responses to activity. Based on these, this study aimed to find the relation between the chosen reading locations and the students responses when doing reading activity. This study used quantitative research methods and online questionnaire as data collection instruments. To interpret the relations between reading locations and students reading responses, this study used explanatory quantitative research methods. Through open-ended question about the reason for selecting a certain location to read, was found that students reading responses are “Thinking Ability” and “Reading Attachment”. College students choose some certain reading locations, but the majority of students tend to choose rooms and libraries. The results showed three reading clusters. In the first cluster “Campus and Public Spaces”, was found that the ability to think and students reading attachment tended to be low. In the second cluster “Eating Area”, was found that students tended to have the attachment of reading but still have difficulty to focus. While in the third cluster, “Home Environment” was found as the ideal reading environment because the ability to think and students reading attachment tended to be high.

Using Geographic Information Systems in Educational Research

2020 ◽  
pp. 173-210
Author(s):  
Elizabeth A. Gilblom ◽  
Hilla I. Sang
Keyword(s):  
Education Research ◽  
Information Systems ◽  
Geographic Information Systems ◽  
Educational Research ◽  
Research Methods ◽  
Quantitative Research ◽  
Geographic Location ◽  
Geographic Information ◽  
Quantitative Research Methods ◽  
Basic Understanding

The chapter introduces education researchers to geographic information systems (GIS) and the significant value of incorporating a geospatial perspective within research. The GIS approach to studying and presenting data incorporates geographic location and uses maps to visualize relationships for spatial and nonspatial variables, both of which enhance education research by visualizing local geographies. This chapter unfolds as a step-by-step guide that prepares researchers to identify the data needed for a GIS exercise, to collect or retrieve the data, clean and upload the data to ArcMap, georeferenced and symbolize the data, and interpret and present the results in a manuscript. After completing the exercise, researchers will have a basic understanding of ArcMap functionality and how integrating a geospatial perspective in educational research offers insights that may have otherwise been overlooked when using quantitative research methods alone.

Quantitative methods in tourism and hospitality: a perspective article

2019 ◽  
Vol 75 (1) ◽  
pp. 24-28
Author(s):  
Davide Provenzano ◽  
Rodolfo Baggio
Keyword(s):  
Mixed Methods ◽  
Research Methods ◽  
Quantitative Research ◽  
Design Methodology ◽  
Quantitative Methods ◽  
Future Trends ◽  
Content Type ◽  
Quantitative Research Methods ◽  
Quantitative Analyses ◽  
Tourism And Hospitality

Purpose The purpose of this paper is to provide an overview of past perspectives and future trends in tourism and hospitality research. Design/methodology/approach The study grounds the discussion on the timeline evolution of quantitative research methods. Findings Although still under-recognized by scholars, mixed methods represent the future of research in tourism and hospitality. Research limitations/implications The investigation is confined to quantitative methods. Originality/value No other surveys sketch a period of 150 years of quantitative analyses in tourism and hospitality.

scholarly journals Review of Quantitative Methods Used in Chinese Educational Research, 1978–2018

2019 ◽  
Vol 2 (4) ◽  
pp. 515-543 ◽  
Author(s):  
Changjun Yue ◽  
Xiaowen Xu
Keyword(s):  
Educational Research ◽  
Research Methods ◽  
Quantitative Research ◽  
Quantitative Methods ◽  
Research Output ◽  
Development Stage ◽  
Growth Spurt ◽  
China National Knowledge Infrastructure ◽  
Quantitative Research Methods ◽  
Peking University

Purpose: This article reviews the development of quantitative methods in educational research in China since 1978. Design/Approach/Methods: For this summary and literature review, we used data from the China National Knowledge Infrastructure (CNKI), relevant books, and research output from the Graduate School of Education, Peking University. Findings: We divided the development of quantitative methods in Chinese educational research into four stages: the Startup Stage (1978–1988), the Gradual Application Stage (1989–1998), the Growth Spurt Stage (1999–2008), and the Integrated and Diverse Development Stage (2009–2018). Overall, the development of quantitative methods in Chinese educational research shows sustained innovation in numerous aspects, including research methods, data sources, utilization of advancements in computing technology and statistical software, and research topics. However, despite the relatively advanced state of quantitative methods, education measurement and evaluation require further attention. The questionnaire and experimental research data currently available indicate the need to improve the mining and utilization of big data. Moreover, while Chinese educational researchers have demonstrated their proficiency in using quantitative research methods, improvements remain to be made with respect to collaboration and sharing. Originality/Value: This article is the first to analyze systemically the development of quantitative methods in Chinese educational research. It provides an original summary of the development and characteristics of quantitative methods in educational research in China.

scholarly journals Forskningstraditioner krydser deres spor - Kvalitative og kvantitative socio-kulturelle empiriske forskningsmetoder

2000 ◽  
Author(s):  
Inge Henningsen ◽  
Dorte Marie Søndergaard
Keyword(s):  
Research Methods ◽  
Quantitative Research ◽  
Empirical Studies ◽  
Academic Disciplines ◽  
Quantitative Research Methods ◽  
Qualitative And Quantitative ◽  
Methodological Approaches

The article takes up the discussion about qualitative and quantitative research methods as ostensibly incopatible approaches to empirical studies - an understanding which is broadly disseminated within a range of academic disciplines. The authors trouble this dualistic understanding through concrete discussions of methodological approaches conducted by as well qualitatively as quantitatively oriented reseachers. It is argued, that difference and potential incompatibility must be seen in relation to the metatheoretical basis for the studies and thereby in relation to the research ambitions, in which the studies are involved.

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