ACKNOWLEDGEMENT

I would like to express my heartfelt gratitude to my supervisor Mr. Amit Khawas,

Assistant professor of Sociology, for the constant guidance, help and encouragement, without
which the project would not have been successful. I shall forever remain grateful to him for
leading me to the path of knowledge where I could learn the skills of good advocacy and
where he showed in me the seeds of inspiration to become a good advocate and secure the
society.

I further acknowledge the assistance of the staffs of library for providing me with
resources to complete my project.

At last, I take the opportunity to thank my parents for their support and petient during
the course of my project.

Date ______________ Debalina Bhowal.

B.A.LLB. 5 years
1st semester
Roll no ____________

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 CONTENTS
CHAPTER CHAPTERIZATION PAGE
NUMBER
I EVOLUTION AND STATEMENT OF
QUANTITATIVE AND QUALITATIVE 03
II HYPOTHESIS 04
III RESEARCH QUESTIONS 05
IV OBJECTIVE OF THE QUALITATIVE AND 05
QUANTITATIVE
V SCOPE OF THE QUALITATIVE AND 05
QUANTITATIVE
VI LIMITATIONS OF THE QUALITATIVE AND 06
QUANTITATIVE
VII RESEARCH METHOLOGY 06
VIII LITERATURE REVIEW 07
CHAPTER:1 TITLE AND INTRODUCTION 08
CHAPTER:2 QUALITATIVE VS QUANTITATIVE 10
CHAPTER:3 COMPARISION BETWEEN QUANTITATIVE 12
AND QUALITTIVE MEASURES
CHAPTER:4 COMPARISION BETWEEN QUANTITATIVE 13
AND QUALITATIVE SAMPLING
CHAPTER:5 CONCLUSION 14
BIBLIOGRAPHY 16
WEBLIOGRAPHY 16

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I. EVOLUTION OF QUANTITATIVE AND QUALITATIVE

It is important to be able to identify and understand the research approach underlying any
given study because the selection of a research approach influences the question asked, the
methods chosen, the statistical analyses used, the interferences made, and the ultimate goal of
the research.

When critically reviewing scientific research, the questions asked, and the answers giy, will
differ depending upon whether the research is quantitative or qualitative.

The survey method that may suffer from response bias, where respondents may provide
socially desirable responses or may not be the truthful. In addition to that the survey method
may not be suitable for exploring the complex social phenomenon that requires in-depth
analysis.

STATEMENT OF THE QUANTITATIVE AND QUALITATIVE

Quantitative and Qualitative methods are two primary research approaches which is used in
sociology. The purpose of quantitative research is to understand pattei, correlation, and
causality in social phenomena by gathering and analysing numerical data using statistical
methods. Statistical analysis of large datasets and surveys are some examples of quantitative
methods used in sociology.

Quantitative analysis is the process of applying mathematical and statistical tools in order to
present complex situations in terms of a numerical value. It focuses on number, statistics,
data and percentages. As a result, quantitative analysis often involves collecting, evaluating
and analysing large volumes of data, to identify patterns or trends. Through recognising
trends in data, analytes can forecast future outcomes behaviour and trends and use this
assessment to make well-informed business decisions.

Qualitative analysis involves measuring things in terms of quality rather than quantity. As
quality is difficult to put a numerical figure on, qualitative analysis often involves using
descriptions formed of feelings, thoughts and perception. In terms, qualitative analysis
attempt to interpret motivators and behaviour, to understand people make certain decisions.

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 II. HYPOTHESIS

Qualitative and quantitative researches also vary in many ways, but they match each other. In
both styles, data are empirical representations of concept, and measurement links data to the
concept, yet differences in styles of research and the type of data mean they approach the
measurement process differently (Neuman, 2006). Among the differences between
quantitative and qualitative research, measurement and sample assumed as two super factors
accounted in social sciences research.

Quantitative Research Design In the quantitative research design, the principal purpose is
situated to regulate the connotation between an independent variable and a dependent or
consequence variable in a population. This research design is either descriptive or
experimental. In fact, a descriptive study establishes only relations between variables. An
experiment likewise establishes interconnection. For an accurate assessment of the
association between variables, a descriptive study frequently requirements a sample of
hundreds or even thousands of subjects; an experiment, especially a crossover, may need only
tens of subjects.

The evaluation of the relationship is less likely to be prejudiced if you have a high
participation rate in a sample selected randomly from a population. In experiments, partiality
is also less likely if subjects are randomly assigned to treatments, and if subjects and
investigators are blind to the identity of the treatments. In all revisions, subject characteristics
can impact on the relationship you are investigating. Limit their consequence either by using
a less heterogeneous sample of subjects or preferably by calculating the characteristics and
including them in the analysis. In an investigation, attempt to measure variables that might
clarify the mechanism of the treatment. In an unblinded experiment, such variables can
assistance define the magnitude of any placebo effect .

Qualitative Research Design Qualitative research design is obligated its origin to the
corrections of anthropology and sociology. Various terms have been applied to signify the
qualitative line of investigation, such as cultural investigations, constructivist paradigm,
natural inquiry, phenomenological investigation, postmodernism, post-positivism attitude,
and post-structuralism (Schwandt, 2001). Comparable to quantitative research, qualitative
research is demanding, disciplined, systematic, and it frequently delivers a practical

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alternative approach to quantitative research techniques (Randy & McKenzie, 2011). All the
qualitative approaches have two things in mutual. First, the emphasis on phenomena that
happen in natural settings-that in the real world. And the second one, they include studying
those phenomena in all their difficulty. But these facts are vice versa in quantitative approach
(Leedy & Ormrod, 2010

III. RESEARCH QUESTIONS

● Was the Quantitative and Qualitative approach adopted?

● Was the research approach selected appropriate given the problem investigated and
the goals of the research?
● Was the process of investigation consistent with underlying assumptions of the
research approach used?
● Were appropriate types of conclusions drawn given the research approached used?

IV. OBJECTIVE OF THE QUALITATIVE AND QUANTITATIVE

This method involves observing and recording the behaviour of the people in their natural
environment. The researcher can use either be structured or unstructured observations.

V. SCOPE OF THE QUANTITATIVE AND QUALITATIVE

Quantitative data is numbers-based, countable, or measurable. Qualitative data is
interpretation-based, descriptive, and relating to language. Quantitative data tells us how
many, how much, or how often in calculations. Qualitative data can help us to understand
why, how, or what happened behind certain behaviors.
Quantitative research is the process of collecting and analyzing numerical data. It can be used
to find patterns and averages, make predictions, test causal relationships, and generalize
results to wider populations.
Quantitative research is a type of research that analyzes numerical and quantifiable things
that can be used in statistical analysis in order to be applied to a population. In sociological
research, quantitative methods are used to study social relationships and cultural institutions
VI. LIMITATIONS OF QUANTITATIVE AND QUALITATIVE
The disadvantages of qualitative research are quite unique. The techniques of the data
collector and their own unique observations can alter the information in subtle ways.Some of
the limitations of qualitative research are as follows:

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1. It’s difficult to investigate causality: -- Qualitative research requires thoughtful planning
to ensure the obtained results are accurate. There is no way to analyze qualitative data
mathematically. This type of research is based more on opinion and judgment rather than
results. Because all qualitative studies are unique they are difficult to replicate.
2. You can’t verify the results of qualitative research:-- Because qualitative research is
open-ended, participants have more control over the content of the data collected. So the
marketer is not able to verify the results objectively against the scenarios stated by the
respondents.
3. It’s a labor-intensive approach:-- Qualitative research requires a labor-intensive analysis
process such as categorization, recoding, etc. Similarly, qualitative research requires well-
experienced marketers to obtain the needed data from a group of respondents.
Some of the limitations of quantitative research are as follows:
1.It lacks contextual details.
2.The research is limited to statistical approach and so lacks the grounds for the process of
discovery.
3.The closed ended or structured questions might reflect a limited and incomplete
information.
4.Results might provide much narrower and sometimes superficial data set.
5.The research does not involve interview or in-depth perception of individuals,so it does not
provide complete insight of the real world.
6.The research might not yield natural and original responses of individuals.
VII. Research Methodology
This research is done in a doctrinal way.Researcher can also ensure the validity and reliability
of their findings of the research by using a systematic research design, selecting appropriate
methods,data and analysing the data using reliable statistical and qualitative analysis
techniques.In addition researcher should be transparent in their reporting and acknowledge
the limitations of their research.
VIII. Literature Review
A literature review on quantitative and qualitative research would involve examining studies,
methodologies, and findings in both approaches. It's essential to highlight strengths and
limitations of each method and explore how they complement or contrast with each other.
Additionally, discuss trends, common themes, and emerging perspectives in the literature
related to your specific research area. Remember to cite relevant sources to support your
analysis.
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 CHAPTER: 1
INTRODUCTION
Traditionally, researcher from the social sciences have been of a quantitative approaches to
research; some researchers going to the extent of claiming that qualitative methods should be
the preferred approach for social sciences. Others argue that qualitative methods may gather
data about human behaviour that is impossible to obtain by the more qualitative techniques.
This paper, after the definition of terms compares the differences between the two methods
and proceeds to discuss their characteristics postures. It then outlines the main problems
facing the Qualitative researcher and concludes with a discussion of consideration and issues
of this methods of inquiry.
Qualitative Research Design
Qualitative research design is obligated its origin to the corrections of anthropology and
sociology. Various terms have been applied to signify the qualitative line of investigation,
such as cultural investigations, constructivist paradigm, natural inquiry, phenomenological
investigation, postmodernism, post-positivism attitude, and post-structuralism (Schwandt,
2001). Comparable to quantitative research, qualitative research is demanding, disciplined,
systematic, and it frequently delivers a practical alternative approach to quantitative research
techniques.
All the qualitative approaches have two things in mutual. First, the emphasis on phenomena
that happen in natural settings-that in the real world. And the second one, they include
studying those phenomena in all their difficulty.
Quantitative Research Design
In the quantitative research design, the principal purpose is situated to regulate the
connotation between an independent variable and a dependent or consequence variable in a
population. This research design is either descriptive or experimental. In fact, a descriptive
study establishes only relations between variables. An experiment likewise establishes
interconnection. For an accurate assessment of the association between variables, a
descriptive study frequently requirements a sample of hundreds or even thousands of
subjects; an experiment, especially a crossover, may need only tens of subjects.

Page | 7
The evaluation of the relationship is less likely to be prejudiced if you have a high
participation rate in a sample selected randomly from a population. In experiments, partiality
is also less likely if subjects are randomly assigned to treatments, and if subjects and
investigators are blind to the identity of the treatments. In all revisions, subject characteristics
can impact on the relationship you are investigating. Limit their consequence either by using
a less heterogeneous sample of subjects or preferably by calculating the characteristics and
including them in the analysis. In an investigation, attempt to measure variables that might
clarify the mechanism of the treatment. In an unblinded experiment, such variables can
assistance define the magnitude of any placebo effect .

Page | 8
 CHAPTER: 2
Qualitative versus Quantitative: Intensive or Extensive
Investigators frequently face difficulties in selecting between two types of investigation
strategies specifically intensive and extensive research. Two terms of intensive and extensive
research are related to the terms of qualitative and quantitative research design. The
qualitative and quantitative research approaches are separate in several aspects. Qualitative
research design assumed as one in which the researcher usually makes information rights
based on constructivist viewpoints (Creswell, 2003).
The plans which have been used in this research design included inquiry such as narratives,
phenomenologist, ethnographies, grounded theory studies, or case studies. In contrast,
quantitative research design has diverse thoughts and definition. Quantitative research is one
in which the researcher mainly uses post-positivist claims for evolving knowledge for
instance; cause and effect thinking, reduction to specific variables and hypotheses and
questions, use of measurements and observations, and the test of the theories. Strategies
frequently used in this research design are experiments and surveys, and predetermined
instruments in data collection that produce statistical data.
Even though, Bryman (2004) declares quantitative research usually emphasizes quantification
in the collection and analysis of data. Consequently, the main distinction between qualitative
and quantitative research designs is about the question of scale or depth versus breath (Sayer,
1992).There are limited preliminary changes between both research designs, for instance:
research questions, technique, and methods of data collection used, limitations and how the
objects are defined.
Nevertheless, the differences between qualitative and quantitative research are not purely the
difference between statistical analysis and in-depth interview, survey or case study or about
the test of corroboration and replication. The research is not only about the question of
methodology, but likewise the selection of research strategy which includes some opinions or
politics that underlie the situation of what is being studied (Randall, Gravier, & Prybutok,
2011).

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In another world qualitative and quantitative research strategies determined as
incommensurable. Bryman (2004) recognized qualitative and quantitative research strategies
by concentrating on three main features namely the connection between theory and research,
epistemology, and ontology.
In overall, the quantitative research design and variables are determined previously data
collection started. However, in the qualitative research design and variables measured are
flexible and to some extent dependent on the context of data collection. The quantitative
research requirements the investigator to carefully describe variables that may be counted
with numbers. This method has repeatedly been viewed as reductionism; that is, the truth is
reduced to a number.
In contrast, the qualitative researcher assumed as involved in the complete or holistic
perspective, which includes underlying values and the context as a part of phenomena
(Morse, Swanson, & Kuzel, 2001). The quantitative investigator may not be predominantly
interested in what factors, withwhom, where, when, how it was consumed, and other related
details, which may be the key interest of the qualitative investigator. The quantitative
paradigm assumes that variables can be measured objectively.
The study of the case and effect relationships between or among variables is often of interest
in this approach. In contrast, the qualitative methods assume as an only partially objective
accounts of the world can be produced and hence can be understood in a variety of ways.
Quantitative research also is based in part on deductive reasoning, in which the logic
proceeds from general to specific. In conclusion, quantitative inquiry entails measurement
instruments and data analysis that is expressed in statistics. On the other hand, qualitative
research allows a more open-ended and flexible approach to assessment.

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 CHAPTER:3
Compare Quantitative and Qualitative Measurement
One of the important factors in the methodology area is the type of measurements that have
been used in most investigations. In fact, designing measures of variables presumed as a vital
step in planning a study for quantitative researches. The qualitative researches measure with
an extensive variety of methods. Generally, quantitative start with an abstract idea follows
with empirical data that represent the thoughts.
Although the qualitative research primarily begins with empirical data follow with abstract
impress, relate idea and data and end with a mixture of thoughts and data. Overall, the
procedure is additional interactive in both styles of research. The measurement process for
quantitative research follows a conservative forward sequence, first conceptualization,
followed by operationalization followed by applying the operational definition or measuring
the collect the data.
But the conceptualization process in qualitative research varies from quantities research.
Conceptualization is situated as a process of forming coherent theoretical meanings as one
struggle to make sense or organize the data and one’s preliminary ideas about it. The
operationalization process for qualitative research often precedes conceptualization. In the
quantitative research, measurement reliability is numerical results shaped by an indicator
doing not vary because of characteristics of the measurement instrument itself.
But then again in qualitative research the basic principles of reliability and validity accepted
by researchers but rarely use the terms because of their association with quantitative
measurement and qualitative researchers apply the principles differently (Neuman, 2006).

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 CHAPTER:4
Compare Qualitative and Quantitative Sampling
Regarding the sampling segment, qualitative and quantitative research is different. In the
qualitative investigation emphasis less on a sample’s representativeness than on how the
sample or small collection of cases, units, or activities brightens social life, the primary
purpose of sampling is to collect exact cases, events or actions that can clarify and deep
understanding. in qualitative research concern to discover cases that will improve what the
researchers learn about the processes of social life in a specific context.
In the qualitative research hardly ever used a presentative sample from a huge number of
cases to intensely study the sampled cases. In qualitative research have a habit to use no
probability or non-random sample. It means, this method applied rarely the sample size in
development and has limited acquaintance about the larger group or population from which
the sample is occupied. Dissimilar in the quantitative research who uses a pre-planned
approach based on mathematical theory, the qualitative researcher selects cases gradually,
with the exact content of a case determining whether it is chosen.

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 CHAPTER:5
CONCLUSION
The purpose of this historical review has been to show how what we practise as social
research is not, as we commonly assume, simply a result of free-floating knowledge or the
logical superiority of our intellectual frameworks. Rather, practice has to be seen as
dependent on social processes, processes which are much more basic and mundane: the size
of the discipline, the point at which it developed, the growth and control of higher education,
the curriculum as taught, the availability of resources. The demographics and institutional
context of sociology’s emergence as a university discipline constrained the teaching of degree
programmes, and particularly social research methods. The neglect of this aspect of the
curriculum inflicted poor statistical teaching on sociology students, who found it irrelevant
and distasteful. The lesson for contemporary curriculum reform is that quantitative methods
must be controlled by sociologists themselves, and embedded in the core of the discipline.
We shall see a repeat of the mistakes of the 1960s, because the current Coalition
Government’s austerity program imposes similar financial constraints on sociology’s
development.
A case can be made for the production of more social statisticians per se (one of the thrusts of
current ESRC and indeed Government policy), but the priority for sociology should be
enhancing undergraduates’ basic number skills, their capacity to reason with quantities as
part of an expansion of research methods training as a whole.
Pace the good intentions of the Q-Step programme, what we really need is a new cohort of
undergraduates who have greater confidence in, and skills to apply, core quantitative analysis
and perspectives where appropriate, as one of several research tools, rather than trying to
enforce sophisticated statistical techniques that our students understand only at a superficial
level, and will probably never use.
A generation of more numerate students would provide new, more numerate postgraduates
and young professionals, able to choose a wider range of research methods and topics, and
appreciate the centrality of how research is done in creating sociological knowledge. If they
then wish to develop greater statistical competence, they will be in a stronger position to do

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so. Unless they have come to see quantitative approaches as integral to sociology and the
exploration of the sociological topics that interest them, they will continue to be reluctant to
embrace work with number. And that in turn depends on a substantial change in attitudes and
skills among the current older generation of sociologists.
The intellectual ferment of the Great Expansion was not simply about the introduction of
non-quantitative methods. The new perspectives shared a move towards a closer, more
detailed analysis of parts of the social realm, the exploration of less deterministic processes,
and a shift of interest from macro-sociological issues like class and power, towards the
micro-worlds of identity and feelings. Research topics helped to drive the selection of
research methods away from quantitative techniques and into small-scale, ‘softer’ methods.
Ironically, the key tenet of methodological pluralism, that ‘topic should determine method’,
normally invoked to protect quantitative methods, has indeed been applied to opposite effect:
early sociologists bred new generations whose choice of topics pointed them towards
qualitative research methods. The prospects for success in stimulating quantitative methods
are constrained by what sociologists want to study, not just by their current skills set. If
students are to see quantitative methods embedded across their degree programmes, degree
content needs to be broadened. Work in progress in Q-Step projects, for instance at Cardiff,
Edinburgh
and Manchester Metropolitan, are beginning to show a way forward.
The availability of archived data-sets for secondary analysis, some with ‘teaching versions’
and others in preparation, continues to grow, although the problem of user-friendly interfaces
remains. From its early days, sociology drew on a variety of research methods: there never
was a golden age of quantitative methods or social survey work.
Indeed, there has never been even a silver age of research methods: a strong tradition of
theoretical work produced cohorts of sociologists whose own empirical research skills were
at best little more than adequate, and who cared insufficiently about inculcating the skills
needed for effective research practice. It follows that recent welcome initiatives to promote
quantitative
methods should aim to improve research, not just quantitative techniques, and to re-orient
undergraduate sociology towards active, ‘studio-based’ learning. We are not dealing with a
technique but rather the core practice and content of our discipline.

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Mode of citations
The mode of citations followed in this research is Bluebook Edition,2020

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