_ Phan Thi hy Hien KET HGP DINH TINH VA BINH LUGNG. TRONG NGHFEN COU KHOA HOC XA HOL PRAN THE TH HEN’ io phuong phi din hg (guanttave methods) dh Kh tong nein cy ko ie, RE cdo ge x, ng he KP nay, Ng eon ma a a th 1) 20, Lice hg et cha nghign ca as dre eh tangy ching i, cae pang phip din ih (qatar ethos) nhanh ching it tia vs cic n9t {khong od trong e&e nai ets Kea he xd ii. Cgc, eude wanh i quyét 1g ata wating phi ting ho cch peda doh ug vt wu pain nh eS than mc a8 nba cong ee Ha v8 phon pp ng edu koa Hoe tees {he gidh Goodwin 1996, Bryan 2001), Mie da ede md Khoa hoe ds b5 st nid {balan vA tm ste mi xB vin dé aug blu nbw ding, da Tal mat tng bt tay ki gui nto, Vi vy, mgt a6 ald nghién bec Longa ag vige ptm hn ca ng as ts hep inn v8 inh agg “ev8 ie dan chia ce hd ng es thn ha a hy ch cm bao hi ti gn sem st ode ve dB qua trong kde ca plum php nghién ctu hos he” (Goodwin 1996, tg 16 Thong St edn 6, 6 als mphign ets (Goodwin 1996, Crewe 2003) a8 wu moe gi hsp mang tinh the 1: da nguyn tong phone hp mien ‘Roe hae vst kg ese haig php dnd nh inh agg trong cing mbt nein ca. Csi 8 quan dim trong bi vit my ching 6 xom x6 Kh nang KE hp ef ai ete igp et tong ngiéa edu koa hoe 88 hoi d dat dye mo: hig ‘MeL dio v oan én hon v8 tung eng es. 10h hin cau dh tinh (NCDT) v8 nghin eu dnb havo (NEBL)? his igen dink ugg (quantity shting gia liém vis bmg, tins cut 145, NCD. thing st dng ede phusng php tho tgp si Figa “emma” duo! dang con 5 v8 vai mgt sf hong miu Kin abit phigs digu tra (questionaire), phag vat o6 ede Inc doh sin (structured inerview) v8 Sage nghige {experimen. Theo Bryan, (0995) NCDL thing ahi i kidm es gié thoy, thei Isp sw kiEn, ting RE mo td, ‘am hide msi quan be gida efe ih $6 ¥8 dy don. Goodwin (1996) cho ng, NCBL Thing theo fing dick, @6 guy ten chat che va si dung ede dung ca do Io "Mp dng ite koa Gio ye Bd on, Tate Bai ho Suv pom TRHCS 11shi KHOA HOC DHSP-TPHEM Vin bat ngndn te hoa hos Wun, ee phuong php dinh twang 88 dye dling khé rng 1 tong cd Khoa hge 48 hoi. CA m0 hah aghién oxy dinh tome, luting gp La diéu ta Kido sft theo chiéw ngang (cross-sectional hay otidu doe Gongitadinaly vk mac dich Kssi gust us md eho ain 36 va eage mahi’, Vt ee rnghigm cia inh long ei tHE TD mae Kh St mt 6 se Rae ica yi sit tong te chai cia xd em, tong 46 ng a 8 dang, phi dio tr hay olking vio os ea ese fink rade eho giao vien ¥& phu huynh nll patting psp thu than 54 HG cin yu Kind nigm “aja sol (gual) ot Ae tint ea bién rang hay sy Vt. NCBT eh smgng it qu sh vA Ff gh, nied Kk e6 the eB do dang dm mot etn ehinh abc 08 thé ign blog 50 lagng, thn 56 hay cuting 49, Te gita the i) 20, nid nna nghign edu cho ring, efe phuing phép dink lg ch chi 6 logic ca cee 3 mh ‘68 qua su phong ph, phils rap vA hing mdi én bf ching chit wn cla we hig ‘ugg x8 HO} V1 vy, fe phuong phép dink tn due nhiéa agu chu J eva plat ‘nigh mga md. Cae phos php dinh tinh hd wong i in edt x8 Roi ee Ta, ‘hing dh bung eda hotn c&nk We dl one natin ot, mi quam he chat he gr gui nghin ca v2 8 utong nghiéa ou, NCBT ot efng nha ese Hien ng RA HEE uf com mit cia nge trong cus 48 ty gi dap eo ede Hdl: ce Wal mgiem x gi de com nud go zhish va gin cho § neha nba hE we? Trong khi eé2 NPL 8 ging x8c minh gid cuuy€i (heory testing) 8 NCB La thucing ef Hen vol vide {hist tp gid yet (ehcary generating) va di theo Si guy map. NCBT dems dung ke pingoue phep thu thip 4i ea nbw phéng via Khing theo lich tisk din iy nstruczured in-depth teaervlew), quem s4t_ observation), EN eh tht Wa eeronarcary analyst) mie KS gu Henig aS tga “mem. Mos gm khse DI HS bjt cis NCDT 1 ng ta phn sik 55 les ngay Hr gal doan Adu cls mshi ‘emu vita tho ship sli vm ph ch hg gl daha dp die va ga Va0 KEL gu cea phn deb Ay ma guy dn efe do nghign ets ip theo, ‘Tw ohdng nim 1970, aS ugg ede nghién eb dink unk whi fen eng thy ‘Theo Goodwis (1996) 86 tuyng nghitn ctu ish enh chigen khang 20% ef nghin «ita thu Khoa hge bi trong nhiag nam 1990, Nehign coy dink nt thatng 1 ele dang cilnometiodclogical, phenonienotogicel study vi case suey (iam dich nghién, ‘eh din te he. mg ey hig tkhag +9 aphiéw ety d84 nuGag Be i), Tom i, we gio due nghita edu ch tinh ¢6 nhi€u 6 Hah Ye nghiGn ede ng nye, aghige ‘eu phutsog php day doe v8 vie. "ge gif chm nh lion ca ht sng ph pgp nein cs, 182Sri reso or Phan i en 2, Sihhde bigt gif mghlGn extu dia tinh v8 mein oa done ong Ban v8 euge tran eB pita a tng phi din eink va et lo trong righitn Klis hoe abi nh rghign edn (Beyman 2001) cho Hing std Ce cas rt ng fa ge i: phong phi hu vk} thu 2 Xét nt ge dB phan php tue New nét ede hai vit 76 phuemg pp agen ete Khow hoe elo thy ww dd 1 ik int din long 6 the wudt phkt a vige mgt te cho ring cha A} sn th gid rl ngune shay. NCBT ths pic quan didn tue chung logic Cagicat postrvise paragm) com NCDT dei tga cho cach is ean kigu dio Oe hoe va bi pocmano seal etn Khe 5 tha 8) Chi mie 6 pong php tu thd 6 tee dink tink due sit dung ph big 8 VIS. ‘Nan ou quan sé, pling vo, aphié eam Hib. bp ah md Ak nghign cree “Ginsu ethromeatodological, phenomenoineleal study vs ease study} va con ‘eGing 4} mai a8. Treng hfe hae ee nghign ea vé Khoa hoe x8 hod d Viet Naan gw sinh hing vn sang ink chinh yu, 8) Ngay ed khi ede phitng php ink tak she siren, 96 18 din inh ching dice ih inky at da. Hl ea ec ha {ip v8 ty 6 gu vu ks phic gn 9 chia bio di de tins koa ge & Sa ede nahin et xk bol. Wu, np a dang khong tinh bay mt esr eh eich lap bing quan sit va ghi chép, efeh dar ese Sm eaF (ooo) Vd phi pita te stegories). e4cl Kiéu dn tinh chin xc eda cde 66 Fg ginh tinh. rong ee ba ‘fo vé Ket gui mghien eis, Vi hal J¥ do 46 mh whe de wi ving bigt eis nahin ‘eu dinh tinh chua duge thé ign 18 teomg ee mghién ctu Khoa hoe v8 cde plug hg jh tinh ebuta cs cha tong teh ng Bn ea Biro niy sinh eso ak din Igag va din tn 42. i Whine? plucong php Mink Leong vit din tinh thé bd sung cho naw Mae di ufc phzong phip ughién et kite ohaw & cach thie dm gu AS ng ‘shig chug es nhigu diém chung v8 65 sung cho nhau va chin dig nay dng cho. vige ket hep ebing vA nhaw. Bryinan (1998, 200%) dia ra ede dim tone ding vo |S ty in nha git ese phar php inh tinh va din ong 17“Tap ent KHOA HQC DHSP TPATEM 98mm 2006 Tht ehh du li 8 i is iin Hb i tt Khoa boc mae dd ce dang Hie ny, cng eh H3 tg bn wha 20 non mt ign BL Se V8 aera Tht hae hel oh tp cm dv Ai tg tthe eb chan ae vi hr hd, 909 1 ul eka mech tp cn mb £8 th ey kg he ch le i Ba nae Th oat rg pha a lg do tong We 8 mes phan ron ie ir et a de an Hh eh gad ing eth fd sang ch na iung sign gig va b sung cho nha 58 ro stich qa rong na ich tgp cin dink ong v2 dnt tinh, Va, sxe a ewe a A inh in ¥A. inh ony uyEt it rn tng pity, wrong thu If mp ta dang tm hy ee yi ‘ny snk tong mee NCBL va ng la. Vids met NCL een ede ye 6 nh Iv Kh ili hich ce He thing ke, dase hong in vé 6 canbe bay equ nghién eda poe Ii, mgt NCD oth slang ee ve 6 din ong vide sit dang ede phar vi (Caregories) &€ xi ys igs quan st hay ping vn Th me ich ‘nh lng ia’ ede 8 ea dn ah, Coa Ta trong ee gud dn Meng 6 thé cata dung yu 1 ch quan v8 woug mbt NCBT 6 thé ce yu Kc ou ‘Tée gid bai vit nty tin cing sit dung ed hak phong edch tim higu tong mot hin ety e6 thé mang li su hia bit thie do v6 26} tung nghin cd, fa tng i tm eby va pi tr clin KE qu nghiga cay. Tuy vay, edn phi lit ¥ Ang de mauve wong philing phip nghien edu khong phi ie nko cing t6 hin la nehign eta chi ip dung mot etch tiép edn, Nehién ess dy php pli cng ah Dt Ky mgt nghign et ‘nko hi e6 thd taanh cOng nev ns de tige KE WA tage hig ane eich nghism ne vk ‘huyen nghigp, ni uo thich bap vai mue dich va diga kigu nghign edu, Cée ma fh Et hop cinh lug v8 gin tai trong nghién edu Khoa hge x HO 98 ge bn da trong nln ha viet hee. ‘TALLIED THAM KHAO. HD. Acey, Cet al (2000), Farty Chtshood Eductional Research, Isues ta Methodology und Eis, Landon: Route, [PL Bowdon. R, Biklen, SK. (1952), Qualitative Retearch for Education (2 ed) Bato ‘Allyn aml Bacon, [BL Bryman, A. (2001, Social Research Methods, Oxford; Open University Pres. 4. Reyman, A (1995), Quanity and Quatt Social Research, London: Roatledge rsHi han 8 Tt IS). Creswell, LW, 2008), Research Design Quali, ‘Approaches (2 ed) Lardon: Sage Pubviatons, {6}. Oovdwin, W. & Goodwin, L. (1996), Undervanling Queitaine ond Qualiethe Research n Exrly Childhood Ba otion, Laon: Teachers College Press 7. Guba, E. & Lincoh, ¥. (1995), “Competing Paradigms in Quaitive Research in Demin, N. & Liocobn, ¥. The Lamdsoape of Qualitative Research. Theories nd sen London: Sage, USI Rison, C. (2000), Real Work of Resear, Oxf: Black (91 Pang. R. (2000, Phitasophy of Fdcational Research, London: Cominvum ‘quantitate, and Mix Mera ‘Tom t8t Gi tgp ah tin van hag. ‘roms nahlén eda Khon hoe ho ‘i dn mas ca ee nghién ex din ta wong nasa ede UN yj 20 din dd ‘mt cube tanh «Ss any gt gta nig agus gh cach ip cin Ch ing eu then 0 tg ag ng hd ign ca. Bic my xem tcf Kh nding KE Lp cha fh ip ‘tn tong nahin et Ehos hoe XX Wid at duce a igw biti do va toan di oe ‘Ea rages due agin cs Abstract ‘Combination of gunotitative and qualitative metho in socal rerearch nthe second half of the twenioh contury @ qtalaive approach inctesingy bevame a simiiest part of research f social selences. At he same time. vocifetoun hate between proponents of quantiative and quitaive research was 2 ptcminont tape in researeh methodoingy. This ane is about an effort fo cxamine te, posites 2 Integrating 80 ways of appoxcbes in social research in ceder to undetsand phenomena ein studied more deeply and comprehcesvel. 1