Name : Mutia Olivia Indriastuti

Class : LTBI B S2 / Sem.II

NIM : 8206112008
Subject : Quantitative Research
Lecturer : Prof. Dr. Berlin Sibarani, M.Pd

1. The Difference among Qualitative Research, Quantitative Research and Action Research
(Developmental).

The answer of the question taken from two books. The first book, from John W.
Creswell entitled ‘’Research Design: Qualitative, Quantitative, and Mixed Methods
Approaches’’. John W. Creswell is a Professor of Educational Psychology and teaches
courses and writes about qualitative methodology and mixed methods research. He has been
at the University of Nebraska- Lincoln for 30 years and has authored 11 books many of
which focus on research design, qualitative research, and mixed methods research and are
translated into many languages and used around the world.

According to John Creswell in his book, to conducting a literature in qualitative

methods (or approaches) the human and social sciences offer several traditions. These
traditions may be method types for data collection, analysis, and reporting writing, or overall
designs that include all phases in the research process. Qualitative research is a method of
inquiry that develops understanding on human and social sciences, to find the way people
think and feel. In qualitative research the literature should be used in a manner consistent
with the methodological assumptions, namely, it should be used inductively so that it does
not direct the questions asked by the researcher.

Meanwhile in quantitative research Quantitative studies include a substantial amount

of literature to provide direction for the research questions or hypotheses. The approach of
quantitative research is objective, as the researcher is uninvolved and attempts to precise the
observations and analysis on the topic to answer the inquiry. In planning a quantitative study,
the literature often is used to introduce a problem in the introduction, is described in detail in
a section titled "Related Literature" or "Review of Literature" or some other similar concept;
and typically is advanced as a basis for comparing with results to be found in the study.
Regardless of the placement, the literature is used deductively as a framework for the
research questions or hypotheses. A separate section on the review of the literature deserves
special mention because it is a popular form for writing literature into a study. This literature
review may take several forms, and no consensus exists about which form is preferable.
Cooper (1984) suggested that literature reviews can be integrative where they simply are
summaries of past research. This model is popular in dissertation proposals and dissertations.

 in a qualitative study use the literature sparingly in the beginning of the plan in order
to convey an inductive design unless the qualitative design type requires a substantial
literature orientation at the outset.
  Consider the most appropriate place for the literature in a qualitative study and base
the decision on the audience for the project. Keep in mind placing it at the beginning
to "frame" the problem, placing it in a separate section, and using it at the end of a
study to compare and contrast with the findings.
 Use the litetature in a quantitative study deductively as a basis for advancing research
questions or hypotheses.
 Use the literature to introduce the study, to describe the related literature in a separate
section, and to compare with findings in a quantitative study plan.
 If a separate review of the literature is used, consider whether the literature will be
described as integrative summaries, theological reviews, or methodological reviews.
A typical practice in dissertation writing is to advance an integrative review.

John W. Creswell suggested one of the chief reasons for conducting a quantitative study
is that the study is exploratory, not much has been written about the topic or population
being studied, and the searcher seeks to listen to informants and to build a picture based on
their ideas. As with the use of theory, however, the amount of literature varies by type of
qualitative design. In theoretically oriented qualitative studies such as ethnographies or
critical ethnographies, the literature on a cultural concept or a critical theory from the
literature is introduced by researchers early in their study plan. In grounded theory, case
studies, and phenomenological studies, literature will be less used to set the stage for the
study.

The second book is from Geoffrey E. Mills entitled ‘’ Action Research A Guide for the
Teacher Researcher’’. This edition was published in June 14, 1999 by Prentice Hall, Written
in English — 184 pages.

Action research is an interactive inquiry process that balances problem-solving actions

implemented in a collaborative context with data-driven collaborative analysis or research to
understand underlying causes enabling future predictions about personal and organizational
change. Traditional sci-entists, like the one pictured in this rather trite image, proceed with
their research under the assumption that "all behaviors and events are orderly" and that all
events "have discoverable causes" (Gay, 1996, pp. 5-6). This traditional belief that natural
phenomena can be explained in an orderly way using empirical sciences is sometimes called
positivism Human beings, however, are very complicated organisms, and compared to
chemicals-and mice, for that matter-their behavior is disorderly and fairly unpre-dictable.
This presents a challenge to educational researchers who are concerned with gaining insight
into human behavior in educational environments such as schools and classrooms.

Action researchers differ from qualitative and quantitative research because they are
committed to taking action and effecting positive educational change based on their findings
rather than being satisfied with reporting their conclusions to others. Another difference is
that while educational research has historically been done by university professors, scholars,
and graduate students on children, teachers, and principals, action researchers are often the
school teachers and principals who were formerly the subjects of educational research.
 Finally, research is also categorized by the methods the researchers use. Simply put,
different research problems require different research approaches These approaches to
educational research are often classified as either quantitative or qualitative research,
Quantitative research focuses on controlling a small number of variables to determine cause-
effect relationships and'or the strength of those relationships. This type of research uses
numbers to quantify the cause-effect relationship. Qualitative research uses narrative,
descriptive approaches to data collection to understand the way things are and what it means.
Qualitative approaches might include, for example, conducting face-to-face interviews,
making observations, and recording interactions on videotape. Key Concepts Box 1-1
compares traditional research and action research. Although different, the two approaches
need not be considered mutually exclusive, a given study might incorporate both quantitative
and qualitative techniques.

For example, a researcher interested in the relationship between student achievement and
self-esteem might start her inquiry by comparing the grade point aver- ages of high school
students with their numerical scores on a multiple-choice questionnaire designed to measure
their self-esteem To gain a broader understanding of this complicated relationship, the
researcher might also interview and observe a number of students to gather additional data,
The area of focus or research question identified by the researcher will deter- mine the most
appropriate approach (quantitative and or qualitative) to use Because most action researchers
use narrative, descriptive methods, the emphasis in this book will be on the use of qualitative
research.

2. Why do people do research?

The answer of the question taken from Journal of American College Health, entitled ‘’
An Introduction to the Research Process’’ by Brett N. Steenbarger PhD & Ralph A.
Manchester MD. Published by Routledge.

Several reasons stand out:

1. Career enhancement. Research establishes one as a contributor to a field and as a
person possessing a degree of expertise on a topic. Many professionals enjoy the
recognition and enhanced career opportunities-that such expertise can generate.
2. Personal gratijkation. Researchers are often driven by a desire to know more about
their field and to respond to the research process as a meaningful challenge. Research
allows the professional the opportunity to leave his or her mark on a field of study.
3. Social enhancement. A common myth portrays research as a bleak, solitary endeavor.
In reality, research offers many opportunities for collaboration among professionals; it
can also be a most gratifying social experience. This is especially true at professional
meetings, where interactions among researchers provide a mix of educational and
social benefits .
4. Professional enhancement. In learning to perform research, we inevitably develop
skills that enhance our clinical functioning. Heath’@’) points to the development of a
critical attitude as being a primary benefit of research, quoting Adler: “The faculties
developed by doing research are those most needed in diagnosis.”
A broader rationale for research involvement concerns the role of research within the college
health profession. Research is concerned with the generation of new knowledge. Without
research, the college health field would stagnate, compromising its ability to identify,
understand, and treat new, emerging health problems. In a very real sense, college health can
be only as vibrant as its research. Opposing these reasons for engaging in research is one
major obstacle: time limitations. Most CHPs feel that they lack the time to review a literature,
conduct a study, analyze data, and write an article. In many cases they are right: The average
CHP may not be able to go it alone in the research world-especially when first getting started.
This does not mean, however, that research is impossible. Collaborating with peers makes it
quite possible to divide the labor of research so that the process is both do-able and
enjoyable. The Research Committee of the American College Health Association (ACHA)
has assembled a research network to link individuals interested in collaboration. This network
can also facilitate a mentorship in which seasoned researchers share their expertise with
newcomers. By dividing the labor of research and collaborating with knowledgeable
investigators, professionals can overcome research phobia and generate meaningful
contributions to their fields.
 REFERENCES

John W. Creswell. Research Design: Qualitative, Quantitative, and Mixed Methods

Approaches. Thousand Oaks, CA. 1994.

Mills, Geoffrey E. Action research : a guide for the teacher researcher. Upper Saddle
River, N.J. : Merrill. 2000.

Brett NS, Ralph AM. An Introduction to the Research Process. Routledge. 1996