Differences between the quantitative and qualitative research

Theoretical foundations extended by practical examples

Term Paper , 2018 , 12 Pages , Grade: 1,3

Health - Nutritional Science

At the beginning of the paper, the author deals with the definition of qualitative and quantitative research.

Afterwards a comparison of the two types of research is made before a research study is presented. The author puts the emphasis on the research studies, since these aroused her interest particularly and here the researches are converted into practice. Thus, the differences between quantitative and qualitative research are clarified for the reader.

The conclusion describes the elaboration of the comparison of the research methods and the studies, as well as an outlook on further questions.

I. Table of contents

I. Table of contents

II. List of figures

III. List of abbreviations

1 Introduction to the topic

2 Qualitative and quantitative research methods
2.1 Qualitative research
2.2 Quantitative research
2.3 Comparison of research

3 Presentation of research studies
3.1 Qualitative study: Knowledge and knowledge transfer of organic farmers
3.1.1 Question of the study
3.1.2 Method and evaluation of the study
3.1.3 Results of the study
3.2 Quantitative study: Naming in cultural change
3.2.1 Question of the study
3.2.2 Method and evaluation of the study
3.2.3 Results of the study

4 Conclusion and outlook

IV. Bibliography

II.List of figures

Figure 1: Proportion of German and Christian first names (Gerhards 2010, p.72, Figure 4.1)

III. List of abbreviations

e.g. For example

1 Introduction to the topic

The debate as to whether the qualitative and quantitative research methods are equivalent has a historical and philosophical tradition. Even after many years of discussion, it is still relevant. On the basis of this, it seems almost absurd that qualitative and quantitative research methods are often used together. (Trowel 2008, p.9)

U. Kelle describes in this context: "In recent years, such projects (the combination of qualitative and quantitative methods) have also stimulated numerous methodological innovations (for example in the field of computer-aided evaluation of qualitative data)." (Trowel 2008, p.9)

This contradiction between debate and symbiosis of qualitative and quantitative research made me curious, which is why I chose this topic of my term paper. In addition, the topic serves as preparation for the choice of the right research method for the bachelor thesis.

I also have a scientific education, which is why I am already very familiar with quantitative research. Out of curiosity about the qualitative approaches and the comparison with quantitative research, I also decided on the topic "Differences between quantitative and qualitative research".

So what are qualitative and quantitative research?

Qualitative research represents research whose results cannot be represented in numbers, but whose methods deal with the reality of the participants. With the help of qualitative research methods, observations can be made about the individual persons in conversations, whereby these test persons can be characterized. (Gehmacher 2008, p.221f.) This is not possible in quantitative research.

With the help of quantitative research, on the other hand, the results are presented in figures that emerge from measurements. It serves a statistical assessment of characteristics, which results from a sample study of the target group. (Gehmacher 2008, p.221)

At the beginning of the work, I will first deal with the definition of qualitative and quantitative research.

I will then compare the two researches before presenting a research study. I will focus on the research studies, as these have particularly aroused my interest and here the research is put into practice. Thus, the differences between quantitative and qualitative research are made clear to the reader.

The conclusion describes the elaboration of the comparison of the research methods and the studies, as well as an outlook on further questions.

In the course of this work, I have found that both qualitative and quantitative research can be applied most effectively when they work together and complement each other. Most studies are a combination of research methods from both researches. (Gehmacher 2008, p.221)

Gehmacher also questions whether a differentiation of qualitative and quantitative research is necessary, since the research methods are often used in combination in their diversity. (Gehmacher 2008, p.221) This conclusion is also addressed in the conclusion.

2 Qualitative and quantitative research methods

2.1 Qualitative research

Qualitative research deals with human experience, thinking and acting, as well as the subjective meaning that the individual person places on his environment and behavior. (Schweer 2017, p.48f.) Thus, with the help of qualitative research, which is also referred to as experiential science, non-standardized data are collected and evaluated. (Bohnsack 2010, p. 13ff.)

The behavior of a person is influenced by social rules and duties, whereby these conventions are interpretative and situation-dependent. (Schweer 2017, p.49)

Thus, in the evaluation of qualitative research methods, the "situational interpretation" is important, since human action does not follow any fixed laws. (Schweer 2017, p.49)

Methods of qualitative research are, for example, interview, group discussions, observations, individual case studies and qualitative content analyses or experiments. (Flick 2009, p.26ff.)

These research methods result in non-.B material, such as observation protocols, drawings, photographs and letters. (Lehmann 2005, p.297)

Qualitative research is used for statistically difficult to grasp relationships and when only a small amount of prior knowledge is available for evaluation or only a small target group is available. (Bacher/Horwath 2011, p.15f.)

Disadvantages of qualitative research are the lack of objectivity and the complex evaluation of the data, as well as the associated high expenditure of time. (Flick 2009, p.21ff.)

Typical questions that can be developed with the help of qualitative research methods are subjective perspectives, as well as social and societal interactions. (Bacher/Horwath 2011, p.9)

2.2 Quantitative research

Quantitative research is characterized by a theory-driven, objective and precise measurement, which generates and evaluates statistical data. (Schweer 2017, p.27f.)

It is based on "proven" statements that can be obtained by collecting data. (Blanz 2015, p.12)

Quantitatively determined data is collected if, for example, surveys are to be available in a standardized manner (e.g. in a satisfaction survey). This standardization allows comparisons and easy evaluation. (Lehmann 2005, p.297)

A special feature of quantitative research is the attempt to dispense with an evaluative scientific justification. (Kromrey/Roose/Strübing 2016, p.17)

The quantitative method is a disadvantage with regard to the fact that the reasons for the survey must be known before the application of the research method, otherwise the standardized questionnaire cannot be created. (Bacher/Horwath 2011, p.20) The method is therefore not flexible. (Bacher/Horwath 2011, p.14)

In addition, quantitative research requires a large number of cases in order to achieve a meaningful statistical result. (Bacher/Horwath 2011, p.16)

A quantitative research method is e.g. content analysis, which systematically and objectively enables the evaluation of images, photos, films and recordings. (Wittenberg/Knecht 2008, p.52)

2.3 Comparison of research

Qualitative and quantitative research differ mainly in their objectives, data collection and evaluation. (Schweer 2017, p.48)

The objective of qualitative research is the verbal expression of experience realities, whereas the goal of quantitative research is the numerical description of empirical values. (Lehmann 2005, p.296)

In addition, the quantitative research data collected are based on "open procedures" (Schweer 2017, p.48) and not on standardized, statistical measurement methods. The evaluation of the qualitative data is based on interpretative and categorizing methods, the results of which are video recordings or images. (Schweer 2017, p.48)

The quantitative evaluation, on the other hand, brings a statistical, objective result. (Bacher/Horwath 2011, p.16)

3 Presentation of research studies

3.1 Qualitative study: Knowledge and knowledge transfer of organic farmers

3.1.1 Question of the study

In the following, a qualitative study on the assessment of the knowledge and knowledge transfer of farmers from organic farms is presented. (Lehmann 2005, p.43) In doing so, Lehmann addresses questions such as the sources of information for farmers' knowledge and how the knowledge is conveyed, but also the relationship between the knowledge and the different types of farmers who were interviewed. (Lehmann 2005, p.43)

3.1.2 Method and evaluation of the study

For this qualitative study, the research method of qualitative interview was chosen. Since the target group of organic farmers, according to the author, is an "unexplored field", a qualitative research method is an appropriate one. (Lehmann 2005, p.44)

In addition, Lehmann chose the interview to observe the participants of the study and to ensure the "undisguised authentic" recording of the information. (Lehmann 2005, p.45) In addition, the author attached great importance to structuring and openness of the interview in order to grant farmers a degree of freedom. (Lehmann 2005, p.53)

For the study, Lehmann selected 24 farmers from the Bioland and Demeter associations, as these farmers can use the information and advisory services of the associations and an association contribution, according to Lehmann, speaks for a "fundamental interest in knowledge and exchange". (Lehmann 2005, p.46) In addition, organic farmers were surveyed who grow and market several different products themselves, as they have a high degree of communication skills. (Lehmann 2005, p.46)

Another criterion for the selection of organic farmers was the spatial limitation to Baden-Württemberg in order to keep the farm structures as homogeneous as possible. (Lehmann 2005, p.46)

The organic farmers were interviewed through open formulations and thus not every topic and every question was dealt with. (Lehmann 2005, p.53)

The topics that were queried were, for example, general information on the farm, the time of conversion to organic farming, comprehensive topics of agriculture (e.g. crop rotation and fertilization), as well as information gathering (e.g. well-known books and magazines). (Lehmann 2005, p.53, p. 173)

3.1.3 Results of the study

The organic farmers surveyed turned out to be an inhomogeneous group, ranging from studied agar scientists to retired couples with small farms. (Lehmann 2005, p.59)

Lehmann divided the respondents into four groups, namely the types "experts", "thinkers", "doers" and "misplaced" and established relationships with the characteristics examined.

It was noticeable that the size of the farm does not depend on an age group, but in the group of "makers" more large farms are managed. (Lehmann 2005, p.172f.)

In addition, Lehmann describes that in the group of the "misplaced" no farm is run in the second generation and was converted to organic agriculture in the 80s or 90s. (Lehmann 2005, p.173)

A clear distinction between the "experts" and "doers" is reflected in the area of subscribed journals, since at least one conventional journal was subscribed to in these two groups. (Lehmann 2005, p.173)

When it come to obtaining information about books and the Internet, Lehmann shows no difference between the groups. (Lehmann 2005, p.173)

3.2 Quantitative study: Naming in cultural change

3.2.1 Question of the study

The following is a quantitative study on the relationship between a child's naming and cultural orientation. (Burzan 2015, p.11f.)

The question, which was addressed by Jürgen Gerhards in the study, addresses the change in naming in the last 100 years and places it in a cultural context.

Gerhards states that there are always certain reasons for choosing the first name, even if the parents give vague reasons, such as the liking of a name. (Burzan 2015, p.11f.)

Between 1933 and 1942, the choice of German first names increased, which, according to Gerhards, can be traced back to a political context. Since it is no longer comprehensible for what reasons this increase is to be recorded, since there is no data to allow an individual review, Gerhards refers to a theoretical argumentation (literary research and data collection). (Gerhards 2003, p.97)

According to Gerhards, another connection between cultural change and naming exists in the 1950s. At that time, it was reduced that children received the first name of the parent. The reason for this could be related to the fact that fewer people were active in agriculture and thus the tradition that the child has the same first name when taking over the farm no longer had to be preserved. (Burzan 2015, p.12)

3.2.2 Method and evaluation of the study

The research method Gerhards uses to evaluate the study is content analysis. (Burzan 2015, p.13ff.)

He first evaluates the following data of the 100 first births of the years 1894 to 1994 and 1998 of the cities of Gerolstein, a Catholic city in West Germany, and Grimma, a Protestant (later non-denominational) city in East Germany:

- Date of birth
- First name(s)
- sex
- First names of parents
- Religion
- Occupation (classification into unqualified, qualified and highly qualified). (Gerhards 2010, p.33f.)

[...]

• College: (International University of Applied Sciences)
• Grade: 1,3
• Author: Alina Steinbach (Author)
• Publication Year: 2018
• Pages: 12
• Catalog Number: V1358856
• ISBN (PDF): 9783346880598
• Language: English
• Tags: differences, theoretical