Qualitative Vs. Quantitative Research or Qualitative and Quantitative Research?

Goodwin, Laura D.; Goodwin, William L.

doi:10.1097/00006199-198411000-00022

Cited by 75 publications

(42 citation statements)

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“…This indicates that, the participants had the same level of understanding at the beginning of the study. Such results reflect those of Goodwin & Goodwin (1996), for whom, "the two comparable groups were intact classes with similar characteristics and all had the same level of understanding at the beginning of the study" (p. 145). Table 4 shows how the post-test scores from the two groups were paired and in order to establish the difference in performance between the two groups, a t-test was used to determine whether the two means were significantly different from each other at a given α = 0.05 level.…”

Section: Findings and Discussionsupporting

confidence: 70%

Does Learner-Centred Approach Improve High School Learners’ Understanding of Acids and Bases Topic? A Case of Two Selected Secondary Schools in Ohangwena Region, Namibia

Mutilifa¹,

Kapenda²

2017

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This paper presents findings on a study that was conducted at two selected secondary schools in Ohangwena educational region in Namibia. The study used a quantitative approach to investigate if using learner-centred approach improves learners' understanding of acids and bases. With a sample of 80 grade 11 learners taking Physical Science Ordinary level, a quasi-experimental design was used to collect data from two schools for two weeks (one week at each school). The Pre-test, post-test scores from the control group consisting of 40 learners from school A and an experimental group of 40 learners from school B were used to establish the cause and effect relationship between the use of Learner-Centred Approach (LCA) and learners' understanding of acids and bases based on their performance in the tests were given. Descriptive statistics was used to analyse the quantitative data from the tests cores and a t-test analysis was conducted for both groups. The study results indicated that the experimental group performed better than the control group. It also emerged that using various learner-centred activities attracted learners' interests in learning and understanding acids and bases. It is therefore concluded that learner-centred approaches improved high school learners' understanding of the topic acids and bases. The study recommends that Physical Science teachers should make the teaching and learning of acids and bases more practical-based by using learner-centred approaches.

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Section: Findings and Discussionsupporting

confidence: 70%

Does Learner-Centred Approach Improve High School Learners’ Understanding of Acids and Bases Topic? A Case of Two Selected Secondary Schools in Ohangwena Region, Namibia

Mutilifa¹,

Kapenda²

2017

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“…Triangulation is defined as the use of multiple methods in the study of the same phenomenon (Denzin, 1989). The proponents of triangulation emphasize the advantages of combining qualitative and quantitative methods in a single study (Begley, 1996;Cowman, 1993;Dzurec & Abraham, 1993;Goodwin & Goodwin, 1984;Knafl & Breitmayer, 1991;Mitchell, 1986;Murray, 1999;Murphy, 1989;Packard & Polifroni, 1991;Sim & Sharp, 1998;Tripp-Reimer, 1985).…”

Section: Multiple Methodsmentioning

confidence: 99%

A Feminist Critique of Research on Cancer Pain

Chee

2001

West J Nurs Res

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A number of studies on cancer pain have been conducted but the researchers rarely considered gender and ethnic differences in cancer pain. In this article, nursing research on cancer pain is critiqued from a feminist perspective, and directions for future nursing research are proposed. A total of 82 nursing articles published in the United States were retrieved through MEDLINE and MELVYL data retrieval systems, and analyzed and critiqued in terms of four basic elements of research from a feminist perspective (bias as resources, dependability, credibility and adequacy, and intersubjectivity). In this article, the critique is presented with four themes that may provide reasons why nursing research on cancer pain rarely incorporated gender and ethnic differences: absence of participants' own views and experiences, androcentrism and ethnocentrism, lack of consideration on contextual factors, and distant relationships between researchers and research participants. To overcome the limitations, six critical elements including gender and ethnic sensitivity, avoidance of distorted views, respectfor participants' own views and interests, trust and openness, empowerment, and multiple methods are suggested to be incorporated in future nursing research on cancer pain.

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“…Johnson and Onwuegbuzie (2004) and Punch (1998) noted quantitative-qualitative similarities in data type and handling. From nursing, Goodwin and Goodwin (1984) dismissed myths about certain methods being exclusive for certain paradigms (despite others defining qualitative research thus (Boulton et al 1996)) and about qualitative research being always or exclusively unobtrusive, naturalistic, and subjective. Like Goodwin and Goodwin (1984), Morse (1999a) dismissed the supposed irrelevance of validity and reliability in qualitative research (and also debunked the non-generalizability myth (Morse 1999b)).…”

Section: Practice Pointsmentioning

confidence: 99%

Mixing it but not mixed-up: Mixed methods research in medical education (a critical narrative review)

Maudsley

2011

Medical Teacher

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Background: Some important research questions in medical education and health services research need 'mixed methods research' ( particularly synthesizing quantitative and qualitative findings). The approach is not new, but should be more explicitly reported. Aim: The broad search question here, of a disjointed literature, was thus: What is mixed methods research -how should it relate to medical education research?, focused on explicit acknowledgement of 'mixing'. Methods: Literature searching focused on Web of Knowledge supplemented by other databases across disciplines. Findings: Five main messages emerged:-Thinking quantitative and qualitative, not quantitative versus qualitative -Appreciating that mixed methods research blends different knowledge claims, enquiry strategies, and methods -Using a 'horses for courses' [whatever works] approach to the question, and clarifying the mix -Appreciating how medical education research competes with the 'evidence-based' movement, health services research, and the 'RCT' -Being more explicit about the role of mixed methods in medical education research, and the required expertise Conclusion: Mixed methods research is valuable, yet the literature relevant to medical education is fragmented and poorly indexed. The required time, effort, expertise, and techniques deserve better recognition. More write-ups should explicitly discuss the 'mixing' ( particularly of findings), rather than report separate components.

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Qualitative Vs. Quantitative Research or Qualitative and Quantitative Research?

Cited by 75 publications

References 0 publications

Does Learner-Centred Approach Improve High School Learners’ Understanding of Acids and Bases Topic? A Case of Two Selected Secondary Schools in Ohangwena Region, Namibia

Does Learner-Centred Approach Improve High School Learners’ Understanding of Acids and Bases Topic? A Case of Two Selected Secondary Schools in Ohangwena Region, Namibia

A Feminist Critique of Research on Cancer Pain

Mixing it but not mixed-up: Mixed methods research in medical education (a critical narrative review)

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