Resume 1 :

Qualitative paradigm
The qualitative research is a field of enquiry that crosscuts disciplines and subject matters. It aims
to acquire an in-depth understanding of human behaviour and the reasons that govern human
behaviour. Data for qualitative research is generated through the emic and etic perspectives.

Quantitative
While quantitative data are of the kind that may lead to measurement or other kinds of analysis
involving applied mathematics, qualitative data cannot necessarily be put into a context that can be
grouped or displayed as a mathematical presentation but is provided through thick descriptions with
element of voice in the text.

Characteristics of qualitative research

Researchers like Bogdan and Biklen (1982), Lincolin and Guba (1985), Patton (1990), Eisner (1991)
and Chisaka (2007), have identified what are considered to be the most prominent characteristics of
qualitative or naturalistic research and these are;
- Qualitative research uses the natural setting as the source of data and researchers attempt to
observe, describe and interpret settings as they are.
- Researchers act predominantly as the human instruments of data collection through physical
contacts with participants and there is need for prolonged engagement.
- Researchers use inductive data analysis.
- Reports from qualitative studies are descriptive, incorporating expressive language and the
presence of voice in the text.
-The qualitative research has an interpretive character, aimed at discovering the meaning events
have for the individuals who experience them and the interpretations of those meanings by the
researcher. Qualitative researchers pay particular attention to idiosyncratic as well as the pervasive
and seek the uniqueness of each case.
- Qualitative research has an emergent as opposed to predetermined design, and researchers focus
on emerging processes as well as the outcomes or product of the research.
- Qualitative research is judged using special criteria for trustworthiness, credibility and
transferability.

Research Design and Data generation strategies in qualitative research

- Determination of a focus of inquiry which establishes the boundary for the study and provides
inclusion criteria for new information.
- Determine the fit of the research paradigm to the research focus. Researchers need to compare the
characteristics of the qualitative paradigm with the goals of the research.
- Determine where and from who the data will be generated. Determine what the successive phases
of inquiry will be, where phase one will feature open ended data generation, while successive
phases will be more focused.
- Determine what additional instrumentation may be used, beyond the researcher as the human
instrument.
- Plan data generation and recording modes, this would include details on research questions and
how faithfully data will be reproduced.

- Plan the logistics of data generation, including scheduling and budgeting.

- Plan the techniques that will be used to determine trustworthiness or generalizability and
credibility.

In qualitative research, researchers use inductive analysis of data where critical themes emerge out
of the data. Patton (1990) has it that qualitative analysis requires some creativity, for the challenge is
to place the raw data into logical, meaningful categories, to examine them in a holistic fashion and
to find a way to communicate the interpretation to others. There are three major approaches used to
analyse qualitative data and these are, conventional qualitative analysis, direct content analysis and
summative content analysis (Hsieh & Shannon 2005).

Qualitative researchers have a special responsibility to their participants and their readers. Since
there are no statistical tests for significance in qualitative studies, the researcher bears the burden of
discovering and interpreting the importance of what is observed, and of establishing a plausible
connection between what is observed and the conclusions drawn in the research report.
In this article we argue that statistical quantitative research design does not take full account of the
interaction effects that take place in a social setting, thus the need to choose qualitative research
methodology in educational research. Drawing from the interpretivist paradigm this article is
organised into four major sections. The first section examines the basis of choosing qualitative
research and the key characteristics of qualitative research. The second section explores the
research design and data generation strategies in qualitative research. The third section reports on
strategies for analysing qualitative data. The last section highlights issues of validity and reliability
in qualitative research method.

References :
https://journals.unam.edu.na/index.php/NCPDJE/article/view/1251/1077

Resume 2 :
A review of literature and the future of the new research paradigm
There are three recognised methods for conducting research: quantitative, qualitative and mixed
methods. Mixed method research is research in which the researcher uses the qualitative research
paradigm for one phase of a research study and the quantitative research paradigm for another in
order to understand a research problem more completely (Creswell, 2005). When used in
combination in one study, quantitative and. qualitative methods compliment each other and allow
for a more complete analysis of the research problem (Greene et al., 1989: Tashakhori and Teddlie,
1998). The approaches are complementary rather than competitive methods [and the] use of a
particular method [...] and the decision to use both methods in a single study must be based on the
nature of the actual research problem and the research questions (Wilson, 1992; McKinlay, 1993.
1995 and Baum, 1995). Example on the application of mixed methods is where a researcher might
conduct an experiment (quantitative) and after the experiment conduct an interview study with the
participants (quailtative) to see how they viewed the experiment and to see if they agreed with the
results.
Rationale for use of multi-method strategy in research
method research, quantitative and qualitative methods compliment each other. Results from one
method are used to elaborate on results from the other method (Good year 2005, Beck, 2005;
Cresswell et al., 2008). The paradigm recasts results from qualitative method to question results
from the quantitative method, and extends the breath or range of inquiry by using different methods
for different inquiry components.

Steps in conducting a mixed research

The first step involves whether to use an explicit theoretical lens (philosophical basis or paradigm)
that underlies a researcher's study and subsequent methodological choices (Crotty, 1998).
Recognizing that all researchers bring implicit theories and assumptions to their investigations,
researchers at this initial stage must decide whether they are going to view their study from a
paradigm base (for example, post- positivism, construc- tivism) that does not necessarily involve a
goal of social change or from an advocacy-based lens such as feminism.
The second step involves deciding how data collection will be implemented and prioritised.
Implementation refers to the order in which the quantitative and quali- tative data are collected, co
ncurrently or subsequently,
The third step involves deciding the point at which data analysis and integration will occur. In
mixed methods studies, data analysis and integration may occur by analysing the data separately, by
transforming them, or by connecting the analyses in some way (Caracelli and Greene, 1993;
Onwuegbuzzie and Teddlie. 2003; Tashakkori and Teddlie, 1998). A counselling researcher could,
for example, analyse the quantitative and qualitative separately and then compare and contrast the
two sets of results in the discussion. As an alternative strategy, themes that emerged from the
qualitative interview data could be transformed into counts or ratings and subsequently compared to
the quantitative survey data.

Data collecting approaches

According to Creswell (2003), it is useful to consider the full range of possibilities for data
collection in any study and to organize these approaches by their degree of predetermined nature,
their use of closed- ended versus open ended questioning, and their focus for numeric versus
non-numeric data analysis. The following approaches can be used in data collection in mixed
research, open-ended questions, closed ended questions, observation, document data, text and
image analysis, interviews, focus groups, archived and research data.

Strength and weakness using mixed data ;

Strengths
i) Mixed method research can answer a broader and more complete range of research questions
because the researcher is not confined to a single method or approach.
ii) A researcher can use strengths of an additional method to overcome the weaknesses in another
method by using both in a research study.
iii) Mixed method research can provide stronger evidence for a conclusion through convergence
and corroboration of findings.
iv) Mixed method research can add insight and understanding that might be missed when only a
single method is used.
v) Mixed method research can be used to increase the generalisability of the results.
vi) Qualitative and quantitative research used together produces more complete knowledge
necessary to inform theory and practice.
vii) Researchers can generate and test a grounded theory.
viii) Words, pictures, and narrative can be used to add meaning to numbers. ix) Numbers can be
used to add precision to words, pictures and narrative.

Weaknesses
i) A researcher has to learn about multiple methods and approaches and understand how to mix
them appropriately.
ii) Methodological purists contend that one should always work within either a qualitative or a
quantitative paradigm.
iii) The application of mixed methods in a single study is a difficult issue since the rationales for
methodological decisions are often justified by the questions addressed and the way data have to be
analysed.
iv) Some of the details of mixed research remain to be worked out fully by research
methodologists (for example, problems of paradigm mixing, how to qualitatively analyze
qualitative data, how to interpret conflicting results and report them).
v) Mixed method research can be difficult for a single researcher to carry out, especially if the
two approaches are expected to be used concurrently.

Refferences :
https://scholar.google.co.id/scholar_url?url=https://academicjournals.org/journal/AJBM/article-full
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