According to Gajendra and Kanka (2005, p.2) “Educational research refers to both the collection and analysis of information on the world of education”. The Aims and objectives of educational research can be to “improve practice”, which may be suggestions that arise from current research. It can also help “add knowledge” which may be adding information to existing knowledge or adding to other research projects. Research can “address gaps in knowledge”, this means highlighting areas absent or which lack from other research projects. Educational research can also “expand knowledge”, this can be finding out new information or improving, existing knowledge, this knowledge can also be “replicated”, repeating previous research to certify it. Finally educational research can “add voices of individuals to knowledge”, this is important to gain the views and opinions of people within a research area in order to “understand issues within their own concept” (Creswell 2002, in Chaudhary 2013, p.2). There are two types of research, the first qualitative; an in-depth broad investigation, detailed analysis looking at opinions, the data collected will be rich, and will have understandings. This, according to Bell (2010, p.5) is “concerned to understand individuals perceptions of the world” Methods, which provide this type of data, include; interviews, observations as well as focus groups. The advantages of using Qualitative methods such as those listed previously is that they can produce “an extensive base of knowledge” to complex areas of research (Ulin et el. 2005, p.9) such as children’s behavior in school. Another advantage is it will often take place in a natural environment, thus making participants more likely to be more truthful and ther... ... middle of paper ... ... State university of New York press. Church, C. and Rogers,M,M. (2006) Designing for results. Washington: Search for common ground. Gajendra,K,V. and Kanka,M. (2005) Researching education perspectives and techniques. 3rd ed. London: Falmer press. Jambor,T. and Gils,V,J. (ed) (2007) Several Perspectives on Children's Play. London: Garant publishers. Katsirikou,A. and Skiadas,H,C. (ed)(2009) Qualitative and Quantitative Methods in Libraries: Theory and Applications. London: World scientific publishing. Rubin,A. and Babbie,E. (2010) Essential Research Methods for Social Work. 2nd ed. Belmont: Brooks/Cole. Ulin,R.P., Robinson,E.T.,Tolle,E.E. (2005) Qualitative Methods in Public Health: A Field Guide for Applied Research. San Francisco: Family health international. in Humanities a Wellhousen, K. (2002) Innovative play concepts for early childhood. Canada: Delmar.
In qualitative research, the researcher is the primary determinant of both data collection and analysis (Lichtman, 2013). The researcher determines what data to gather and filters it through his or her perception of the situation according to his experience, background, and knowledge.
Mack, N., Woodsong, C., MacQueen, K., Guest, G., & Namey, E. (2005). Qualitative research methods: A data collector’s field guide. Retrieved from http://www.fhi.org
Cohen, L., Morrison, K. and Manion, L. (2011) Research Methods in Education. 7th ed. London: Routledge.
Early childhood teachers often say that “play is a child’s work” while some parents ask ‘Did my child just play all day?’” (Rice 1). Many people do not realise how important play is and what role it plays in the development of their children. Teachers provide opportunities for children to have spontaneous, unstructured child-initiated play experiences by providing stimulating materials to “enhance and entice children into play” (Rice 2). These materials include loose parts and are open-ended and spark creativity by providing children opportunities to think, plan, and carry out their play (Rice 2). Limited learning may take place if teachers do not make play easier and maximize the benefits (Rice 2). Teacher support is also a necessary component
It delivers information around the “human” cross of an issue – that is, the frequently contradictory performances, beliefs, opinions, feelings, and relationships of persons. Qualitative approaches are also effective in classifying intangible factors, such as communal norms, socioeconomic rank, gender roles, civilization, and religion, whose character in the investigation issue may not be willingly apparent. When rummage-sale along with measurable methods, qualitative investigation can help us to understand and better understand the multifaceted reality of a given state and the implications of quantitative data. Although findings from qualitative data can often be extended to persons with characteristics alike to those in the study populace, gaining a rich and multifaceted understanding of an exact social context or wonder typically takes precedence over provoking data that can be sweeping to other terrestrial areas or populations. In this intelligence, qualitative investigation differs slightly from systematic research in
...s to use, qualitative methods in drug evaluation can increase the likelihood of discovering new kinds of information about the experiences of patients and those who care for them.
For my first activity with the child I have chosen outdoor play. I’ve chosen this because it really focuses on most aspects of development. After researching outdoor play, I still agree with my decision, this is due to research saying that it is very good for the child. In addition to this, it’s a form of physical play which I think will really help the child’s development.
According to Smith (1983) quantitative research is to explain, predict and develop laws that can be universally applied and Qualitative research is the interpretation and understanding of what people give to their situation. The researchers clearly stated the purpose of their studies, aim, objectiv...
In addition, the researcher brings, to the research, personal and informal views and theories (McNamara, 2002).
Research aims at establishing new information. It is a systematic approach of collecting and interpreting information aimed at improving the knowledge base (Suanders et al: 2009, p 5). Research strategy implies a broad orientation as to how to conduct any research. According to Creswell 2004(cited in Duffy & Chenail: 2008), research could be classified into quantitative research and qualitative research. At its simplest form, the former transforms human encounters into numbers while the latter transforms such experiences into words.
When conducting research one of the most important parts of the process is the documentation that is kept when doing such research. Along with all the testing, sampling, and data collections, researchers should be responsible to create a research report for every study completed. This documentation is kept in the records and archives of the research facility or sponsor, for journaling and publishing. These reports can later be used by consumers, students, teachers, and any other interested party that is in need of the findings. The following paper will discuss and describe the stages of research for the qualitative, quantitative, and mixed methods research methods.
This definition has three primary components that are essential to understanding the nature of qualitative research. The first component is that qualitative is interpretive. Qualitative data consists of words, pictures, clothing, documents, or other non-numerical information. During and after the data is collected, the research continually attempts to understand the data from the participant’s subjective perspective. The most important task of the qualitative researcher is to understand the insiders view then the researcher takes of objective outsider and relates the interpretive subjective data to the research purpose and research questions. In qualitative research, the research questions are allowed to evolve, or possibly change during the study because qualitative research is usually focused on exploring phenomena; consequently, quantitative typically does not allow the change of that sort because the focus is on hypothesis testing. Qualitative is useful for understanding and describing local situations in theory and for theory generation; in contrast, quantitative research tends to be more useful for hypothesized testing. The second component of qualitative research is multimethod. This means that a variety of methods are used to collect data. Data collecting methods include the personal experience, introspective analysis, and individual’s life story, interview with individuals, written document, photographs and historical information. Qualitative research uses several of these data collecting methods to try and get the best description of an event for the meaning it has for the individuals being studied. The use of several methods is referred to as triangulation because it is believed that the use of several methods provides a better understanding of the phenomena being
We believe it is clear that both qualitative and quantitative research have many benefits and many costs. In some situations the qualitative approach will be more appropriate; in other situations the quantitative approach will be more appropriate.
Research philosophy, refers to the development of knowledge adopted by the researchers in their research (Saunders, Lewis and Thornhill, 2009). In other words, it is the theory that used to direct the researcher for conducting the procedure of research design, research strategy, questionnaire design and sampling (Malhotra, 2009). It is very important to have a clear understanding of the research philosophy so that we could examine the assumptions about the way we view the world, which are contained in the research philosophy we choose, knowing that whether they are appropriate or not (Saunders, Lewis and Thornhill, 2009). According to Saunders, Lewis and Thornhill (2009), three major ways of thinking about research philosophy are examined: ontology, epistemology and axiology. Each of them carries significant differences which will have an impact on the way we consider the research procedures. Ontology, “is concerned with nature of reality”, while epistemology “concerns what constitutes acceptable knowledge in a field of study and axiology “studies judgements about value” (Saunders, Lewis and Thornhill, 2009, p110, p112, p116). This study is intent on creating some “facts” from objective evaluations which are made by the subjects. Therefore, epistemology will be chosen for this study as the way of thinking about the research philosophy.
Qualitative and quantitative research methods take different approaches to gathering and analysing information. Whether it is a qualitative or quantitative study, the research study begins with a question or series of questions. Both use rigorously designed studies to get the most accurate, detailed and complete results. Qualitative studies common methods are interviews, surveys and observation. A qualitative study aims to provide a detailed description of the study results, often using pictures and written descriptions to describe what the research revealed. A qualitative study looks at the big picture, helping researchers to narrow in on points of interest that then can be followed up on in a quantitative study. While a quantitative study has a narrower focus, it attempts to provide a detailed explanation of the study focus, along with this using numbers and statistics. And the results from a quantitative study can reveal bigger questions that call for qualitative study. Or vice versa a qualitative study may reveal at analysis that a more focus and direct approach may be needed. With both methods analysis is a key part of any study whether qualitative or quantitative.