Psychology
Quantitative and Qualitative Methods
Quantitative methods in psychology involve the use of numerical data and statistical analysis to measure and analyze behavior and mental processes. Qualitative methods, on the other hand, focus on understanding the meaning and context of human experiences through non-numeric data such as interviews, observations, and open-ended responses. Both approaches offer valuable insights and are often used in combination to provide a comprehensive understanding of psychological phenomena.
Written by Perlego with AI-assistance
Related key terms
1 of 5
11 Key excerpts on "Quantitative and Qualitative Methods"
eBook - PDF- Aparna Raghvan(Author)
- 2023(Publication Date)
- Society Publishing(Publisher)
Quantitative research is often contrasted with qualitative research, in the social sci- ences particularly, for the purpose of discovering underlying meanings and patterns of relationships which is the examination, analysis and interpretation of observa- tions, including classifications of types of phenomena and entities, in a manner that does not involve mathematical models. In the physical sciences by Gustav Fechner, approaches to quantitative psychology were first modeled on quantitative approaches in his work on psychophysics, which built on the work of Ernst Heinrich Weber. It has been argued that the two go hand in hand, although a distinction is commonly drawn between qualitative and quantitative aspects of scientific investigation. For example, Kuhn (1961) concludes that “large amounts of qualitative work have usually been prerequisite to fruitful quantification in the physical sciences” based on analysis of the history of science. Using further quantitative research qualitative research is often used to gain a general sense of phenomena and to form theories that can be tested (Figure 1.1). Quantitative Research Methods in Psychology 4 Figure 1.1. Methods of quantitative research. Source: Image by Wikimedia Commons. For instance, to gain better understanding of such things as intentionality (from the speech response of the researcher) and meaning in the social sciences qualitative research methods are often used (why did this person/ group say something and what did it mean to them?). Since people first began to record events or objects that had been counted, the modern idea of quantitative processes has their roots in Auguste Comte’s Positivist framework although quantitative investigation of the world has existed. 1.1.1. Quantitative Research Characteristics Some distinctive characteristics of quantitative research are: • Structured Tools: To gather quantitative data structured tools such as surveys, polls, or questionnaires are used.
eBook - PDFPsychology
Selected Papers
- Gina Rossi(Author)
- 2012(Publication Date)
- IntechOpen(Publisher)
Section 5 Qualitative Psychology 10 Qualitative Research Methods in Psychology Deborah Biggerstaff Warwick Medical School University of Warwick, Coventry UK 1. Introduction In the scientific community, and particularly in psychology and health, there has been an active and ongoing debate on the relative merits of adopting either quantitative or qualitative methods, especially when researching into human behaviour (Bowling, 2009; Oakley, 2000; Smith, 1995a, 1995b; Smith, 1998). In part, this debate formed a component of the development in the 1970s of our thinking about science. Andrew Pickering has described this movement as the “sociology of scientific knowledge” (SSK), where our scientific understanding, developing scientific ‘products’ and ‘know-how’, became identified as forming components in a wider engagement with society’s environmental and social context (Pickering, 1992, pp. 1). Since that time, the debate has continued so that today there is an increasing acceptance of the use of qualitative methods in the social sciences (Denzin & Lincoln, 2000; Morse, 1994; Punch, 2011; Robson, 2011) and health sciences (Bowling, 2009; Greenhalgh & Hurwitz, 1998; Murphy & Dingwall, 1998). The utility of qualitative methods has also been recognised in psychology. As Nollaig Frost (2011) observes, authors such as Carla Willig and Wendy Stainton Rogers consider qualitative psychology is much more accepted today and that it has moved from “the margins to the mainstream in psychology in the UK.” (Willig & Stainton Rogers, 2008, pp. 8). Nevertheless, in psychology, qualitative methodologies are still considered to be relatively ‘new’ (Banister, Bunn, Burman, et al., 2011; Hayes, 1998; Richardson, 1996) despite clear evidence to the contrary (see, for example, the discussion on this point by Rapport et al., 2005).
- Lorelle J. Burton, Drew Westen, Robin M. Kowalski(Authors)
- 2022(Publication Date)
- Wiley(Publisher)
Taking a qualitative research approach enables researchers to study phenom- ena in their natural settings and uncover a deeper meaning of phenomena. Pdf_Folio:226 226 Psychology SUMMARY 5.1 Describe the characteristics of quantitative research methods in psychology. • Psychologists might engage in quantitative research (e.g., exper- iments or surveys that provide data that can be quantified) or qual- itative research (e.g., interviews, observation and case studies to gain a richer understanding of the relevant phenomena), depending on the nature of their research question. • Empirical or scientific psychological research is characterised by a theoretical framework, standardised procedures, generalisability and objective measurement. • A theory is a systematic way of organising and explaining obser- vations that includes a set of propositions about the relationships among various phenomena. A hypothesis is a tentative belief or educated guess that purports to predict or explain the relationship between two or more variables; variables are phenomena that differ or change across circumstances or individuals. A variable that can be placed on a continuum is a continuous variable. A variable comprised of groupings or categories is a categorical variable. • A sample is a subgroup of a population that is likely to be representative of the population as a whole. Generalisability refers to the applicability of findings based on a sample to the entire population of interest. For a study’s findings to be generalisable, its methods must be sound, or valid. • A measure is a concrete way of assessing a variable. A good measure is both reliable and valid. Reliability refers to a measure’s ability to produce consistent results. The validity of a measure refers to its ability to assess the construct it is intended to measure. • The scientific approach uses empirical methodologies such as observation and experimentation to gain knowledge.
- Aparna Raghvan(Author)
- 2020(Publication Date)
- Society Publishing(Publisher)
Data are analyzed through statistical infer-ences and numerical comparisons. Data are reported through statistical analyses. 7.4.1. Qualitative Research There has been a significant increase in the interest of using qualitative data because of the dissatisfaction of some psychologists (e.g., Carl Rogers) with the scientific study of psychologists such as the behaviorists (e.g., Skinner). Since psychologists study the behavior of people, the traditional approach that was previously used is not suitable to carry out research, since it is not competent enough to evaluate and assess the human experience and the essence of what it is to be human. Exploring the experience of participants is known as a phenomenological approach (re: Humanism). The primary objective to engage in qualitative research is to understand the social reality of individuals, their way of acting in society, groups, and cultures and influence of society on their activity. Thus, people, and groups, are studied in their natural setting. Research following a qualitative approach is basically concerned with giving answers such as ‘how’ and ‘why’ a particular phenomenon, or behavior, occurred as it does in a particular context. 1. Methods (Used to Obtain Qualitative Data): There are various methods to engage in qualitative research. One of the typical examples of a qualitative research method would be unstructured interviews which help in collecting qualitative data through the use of open questions. This allows the respondent to engage in the direct conversation with the interviewer and give answers in their own words, thoughts, feelings, etc. This enables the researcher to develop a real sense of a person’s understanding of a situation. It is worth noticing that the qualitative data could be much more than just words or text. Photographs, sound recordings, videos, and so on, can be considered qualitative data. Quantitative and Qualitative Methods in Research and Evaluation 171 2.
eBook - ePub- David Giles(Author)
- 2013(Publication Date)
- Routledge(Publisher)
Part IV Qualitative Methods
Passage contains an image
11 Qualitative Research in Psychology
DOI: 10.4324/9780203759851-15The aim of this part of the book is to give the reader some idea of the important techniques in qualitative research that are regularly used in psychology. The use of qualitative methods in psychology has increased significantly in recent years, and yet to many psychologists, qualitative research is an area of deepest mystery. To others it may even be a source of contempt. Even qualitative researchers themselves argue fiercely about the methods they use, and some prefer not to use the term ‘methods’ at all (Parker 1992 ). So complex are the issues around qualitative research that it has become a broad research topic in its own right, with social scientists from various disciplines specialising in the field (Denzin and Lincoln 2000 is a mighty volume gathering together a vast range of writing on the topic).Given the scope of qualitative research, it might seem surprising that so many psychologists should be ignorant of the area or hostile to its methods, especially since quantitative approaches to psychology have been criticised for a long time.1 However, there are several reasons why psychology has been reluctant to embrace qualitative methods over the years. To begin with, psychology has spent much of its short history fighting for scientific status. In order to stave off criticism from the established scientific disciplines, it has tended to be rather conservative in its preferred methods, valuing experimentation above other paradigms (especially during the behaviourist era), and insisting on measurement as the only way of meeting the criteria for scientific validity.This has led to what Danziger (1990) has termed ‘methodolatry’, whereby techniques such as single case studies, commonly used in long-established sciences, have been dismissed as unscientific. It sometimes seems as though what passes for science is what looks most like science, so structural equation modelling is worshipped by academic journal editors and reviewers, while other, less ostentatious methods are sneered at. How psychologists ‘do science’ is far from being a quantitative vs. qualitative debate; as we shall see in Chapter 21
eBook - ePub- Graham C. Davey(Author)
- 2018(Publication Date)
- Wiley(Publisher)
2 Research Methods in PsychologyGRAHAM HOLEROUTE MAP OF THE CHAPTER
This chapter reviews the wide range of methods used by psychologists to study behaviour. It starts by explaining what makes psychology ‘scientific’ and then outlines the quantitative methods that most psychologists employ, including an explanation of the logic behind the statistical tests often used for data analysis. The chapter then discusses qualitative research methods, favoured by many psychologists as an alternative means to understand human experience. This is followed by a discussion of ethical issues in research, the problem of bias (are psychology undergraduates truly representative of humanity?), and scientific fraud. The chapter concludes by discussing some exciting new developments in research methods, brought about primarily by technological advances such as real-time data recording on smartphones, and imaging techniques (e.g. functional magnetic resonance imaging and electroencephalography).CHAPTER OUTLINE
- THE SCIENTIFIC METHOD
- THE DISSEMINATION OF SCIENTIFIC IDEAS
- QUANTITATIVE RESEARCH METHODS
- ANALYSING AND INTERPRETING QUANTITATIVE DATA
- QUALITATIVE RESEARCH METHODS
- GOOD AND BAD PRACTICE IN PSYCHOLOGICAL RESEARCH
- FUTURE DEVELOPMENTS
- CHAPTER SUMMARY
THE SCIENTIFIC METHOD
LEARNING OBJECTIVE 2.1
Demonstrate a good understanding of what makes psychological research ‘scientific’.Non-psychologists often seem surprised that psychologists might think of themselves as being ‘scientists’. This chapter could engage in a long philosophical discussion about the definition of science, but essentially psychology is a ‘science’ because its practitioners generally adopt the following process (see Figure 2.1 ):Stages in the process of conducting psychological research.FIGURE 2.1- Come up with a clearly defined, testable question. So, ‘does watching Strictly Come Dancing
eBook - PDFSuccessful Dissertations
The Complete Guide for Education, Childhood and Early Childhood Studies Students
- Caron Carter(Author)
- 2018(Publication Date)
- Bloomsbury Academic(Publisher)
The overall aim of this chapter is to convey the essence of what is involved when using quantitative methods. The chapter begins by exploring the suitability of quantitative methods to an area of study. Variables, the mainstay of quantitative research, are discussed at length, in terms of how they are defined, categorized and measured. Quantitative data can be obtained in a number of ways, such as by asking questions (using questionnaires or interview schedules), observing and recording behaviour, and through reviewing existing documents. This chapter therefore outlines some of the key features of the more common methods used by undergraduate students, with reference to some of their strengths and limitations. The what, why and when of quantitative methods What are quantitative methods? Quantitative methods are used to gather factual or attitudinal information in numerical form. Therefore, they are used to ascertain how much, how many, how frequently and/or, to what extent something occurs or exists, be this a fact or an attitude. It is worth noting that quantitative data do not necessarily start off in numerical form; they can often take the form of words which researchers later translate, by means of applying numerical codes, into numbers. Quantitative research conceptualizes reality in terms of variables and the relationships between them and relies on numbers, counts and measurements in order that these relationships can be portrayed using tables, charts and graphs. Data is generated through asking questions and getting responses (self-report methods) or by observing and recording past (secondary) or present behaviour. Why and when is it appropriate to use quantitative methods? Students are often unsure as to whether quantitative, qualitative or a combination of both methods are called for, hence the inclusion here of some information that will hopefully aid this crucial decision.
eBook - PDF- Aparna Raghvan(Author)
- 2023(Publication Date)
- Society Publishing(Publisher)
Applications of Qualitative Research in Psychology 211 Figure 7.5. Methodological principles involved in qualitative research. 7.7.1. Philosophical Basis and Research Aims Qualitative examination is extensively established in what has been known as the interpretive custom. The social world is viewed as on a very basic level unique in relation to the actual world and not reducible to it. Human way of behaving, it is set, can’t hence be made sense of just concerning organic instruments. Rather, human activity is viewed as mixed with significance regarding goals, thought processes, convictions, social principles and values, and that these variables should be considered in both comprehension and making sense of it. These implications are viewed as socially built instead of general ‘givens’ and in this manner dependent upon social setting. Subjective examination consequently expects to depict and make sense of social peculiarities as they happen in their regular settings. For instance, how can it be that a specific gathering of people doesn’t utilize a specific wellbeing administration or don’t eat five segments of foods grown from the ground each day. Anthropologists have called this acquiring an insider or emic point of view. Conversely, the practice of quantitative examination is a lot of established in the realist and positivist custom, in that it is worried about understanding and depicting the world regarding discernible actual peculiarities, with an emphasis on the quantitative estimation of these peculiarities. Accentuation is put on the requirement for objectivity and experimental or ‘hard’ information, for example that information that is straightforwardly perceptible and quantifiable by means of the faculties. Truth and information are believed to come from perceptions of the actual world, and consequently to be goal and worth free with widespread application.
- Kenan Dikilita?, Carol Griffiths, Kenan Dikilita?, Kenan Dikilita?, Kenan Dikilita?, Kenan Dikilitaş(Authors)
- 2017(Publication Date)
- Palgrave Macmillan(Publisher)
61 © The Author(s) 2017 K. Dikilitaş, C. Griffiths, Developing Language Teacher Autonomy through Action Research, DOI 10.1007/978-3-319-50739-2_3 3 Research Methods: Options and Issues There are numerous different research methods, and each of them has advantages and disadvantages. Although it may not be necessary to know about or use all of them, a general knowledge about the options that are available will help make informed choices about which one is most suit- able for the context and research purpose. With this in mind, we will outline the most commonly used methods here and provide an example of each one so that they can be checked for their suitabilıty for a given purpose. Quantitative Versus Qualitative Research Qualitative and quantitative research are two contrasting paradigms to be followed in research engagement. While in a quantitative paradigm, research questions are answered objectively by providing numbers, includ- ing percentages, ranks, or means; in a qualitative paradigm the questions are answered through careful analysis of what people say in response to open-ended questions. These two paradigms differ in purpose, design, 62 approach, tool, sample, and analysis. Table 3.1, adapted from Ary et al. (2010, p. 25), displays these differences. Though quantitative and qualitative research designs contrast in many ways, this does not necessarily mean one is a superior paradigm over the other. Rather, they complement each other. For example, quantitative research provides us with results as levels, degrees, quan- tities, frequencies, percentages, ranks, and so on, whereas qualitative research supplies results in the form of verbal statements concerning feelings, ideas, reactions, impact, opinions, attitudes, and so on. For example, imagine we found the percentages of students who are highly motivated or un-motivated in the classroom.
- Poul Rohleder, Antonia Lyons(Authors)
- 2017(Publication Date)
- Red Globe Press(Publisher)
Combining Qualitative and Quantitative Data P ART IV Q Methodological Research Wendy Stainton Rogers Q methodological research is very different from mainstream psychological research – when you start out you are never quite sure where you will end up! There is no initial plan to test a pre-determined hypothesis. Rather, you start with minimalist research questions (like ‘What is going on here?’), an open mind and a sense of discovery. You do not want to test anything, but rather to gain real insight and understanding. You ‘boldly go’ about your research with a sense of adventure, to discover ‘new worlds’ of meaning and meaning-making. Q methodological research is abductive (as opposed to inductive or deductive). The crucial difference is that it is hypothesis generating rather than testing. Instead of looking for systematic patterns of results (in order to establish ‘laws of human nature’), abduction focuses instead on things that are puzzling or surprising and ‘need explanation’. By seeking to explain, the researcher generates a hypothesis (‘a best initial guess’) that provides insight into what may be going on. A good illustration of this adventurous, abductive nature of Q research is a study conducted by Baker (2006) into the alternative strategies that are avail-able to people with Type 2 diabetes for how to manage their condition. Baker’s Q study is outlined in detail in Box 16.1 and I will be using it throughout the chapter to illustrate what Q methodology can do, how to do a Q study prop-erly, how to judge a ‘good’ Q study, the basic features of the statistical tech-niques involved, and practical information to help you get started on a study of your own. As you will see, Q methodology involves a great deal of special-ist terminology. Box 16.2 offers you a translation of some of the terms in the text, to help make the approach clearer. Historical background Q methodology was devised in the 1930s by William Stephenson.
- Ronald C. Martella, J. Ron Nelson, Robert L. Morgan, Nancy E. Marchand-Martella(Authors)
- 2013(Publication Date)
- The Guilford Press(Publisher)
Mixed methods are generally accepted in educational and psychological research. Several journals accept mixed-methods research; in fact, at least one is dedicated to mixed methods (e.g., Journal of Mixed Methods Research). However, critical research consumers should understand the wide chasm that still exists in some circles dividing quantitative and qualitative research. As noted by Johnson and Onwuegbuzie (2001), feelings run so deep that some researchers may feel they are required to “pledge allegiance to one research school of thought or the other” (p. 14). We find this unfortunate, because it pre- vents research consumers from learning about a variety of research methods and thinking criti- cally about the field. There is a vast amount of information available at the fingertips of the researcher whose only impediments are atti- tude and dogma. Consider an example. Let’s say we are inter- ested in effects of a token reinforcement point system on a third-grade classroom during reading period. We decide to conduct a quasi- experimental design comparing one third-grade classroom with the point system to a matched third-grade classroom without a point system. The independent variable is the point system. The dependent measures are rates of problem behavior, words read correctly per minute dur- ing reading class, and percentage of observa- tions during which the students are engaged in a task (vs. off-task behaviors such as talking to neighbors or looking out the classroom win- dow). We collect data on these measures, com- pare them across classrooms, and draw conclu- sions. Now let’s add a qualitative component to produce a mixed-methods design. Two graduate students play the role of participants-as-observ- ers in an ethnographic study and join the third graders, one in the classroom with the point system and the other in the classroom without the point system.
Index pages curate the most relevant extracts from our library of academic textbooks. They’ve been created using an in-house natural language model (NLM), each adding context and meaning to key research topics.
