| Popis: |
Quantitative and qualitative dichotomies in the field of education and social sciences remain the most confusing dichotomies. The confusion as Gliner and Morgan (2000) indicates is on three levels with the first one being the philosophical or paradigm differences in the approach to research (positivistic versus constructivist or quantitative versus qualitative philosophies). Secondly, is the confusion of the paradigm distinction (quantitative versus qualitative philosophies) mixed with type of data and data collection techniques (quantitative versus qualitative data and data collection). And the third one, is the dichotomy about how data are analysed and interpreted (quantitative versus qualitative data analysis). In view of the above, the paper aims to discuss quantitative versus qualitative as a: 1. Paradigm, 2. Type of data and data collection method, and 3. As a type of data analysis and interpretation. As a paradigm, quantitative versus qualitative have been discussed as the manner of thinking about and conducting research, basically as the philosophy. As the type of data and collection methods, quantitative versus qualitative have been discussed as an objective type of data and subjective type of data respectively. And the last dichotomy is basically about the manner in which the collected data is analysed and interpreted. Quantitative employs inferential statistics analysis while qualitative employs content analysis. |
