Running
head: CONCEPTS IN PROPOSAL WRITING
Quantitative
vs. Qualitative Concepts in Proposal Writing:
Similarities
and Differences
Joan Anderson
and Diana Welk
University
of North Dakota, Grand Forks
Quantitative
vs. Qualitative Concepts in Proposal Writing:
Similarities
and Differences
Social
work practitioners and educators have struggled throughout the history
of the profession to establish credibility, earn respect, and create a
body of knowledge to call their own. This struggle has included controversy
in how to conduct social work research. Quantitative research versus qualitative
research is the debated question. Which of these research styles best advances
the ideals and values of social work is as yet undetermined.
The
purpose of this paper is to describe quantitative and qualitative research.
The differences and similarities will be delineated, and a guideline will
be suggested for social work students to follow as they prepare to submit
their research proposals. The guideline will be helpful to students as
they ponder their proposals and which style of research best fits their
proposals. What Is Quantitative Research?
Quantitative
research is a time-honored approach. Social work embraces this approach,
because it was used almost exclusively throughout the l900s and comes from
the respected fields of medicine, education, and psychology (Williams,
Unrau, & Grinnell, 1998). York (1998) described it as an exact approach,
which requires that variables be measurable and comparable. The purpose
of quantitative research is to help in the understanding of what is by
using scientific methods. The knowledge obtained should be subject to replication
by another researcher in another context, thus authenticating the results.
The emphasis is on understanding social patterns, which can aid in predicting
behavior.
According
to Galvan (1999), quantitative research must include an explicit hypothesis
at the beginning. Random sampling, large samples, and the use of standardized
tests are common.
There
Patten (2000) described several types of quantitative research. "Survey
research" gathers information from a sample of the population with the
idea that the results can be generalized to the larger population. "Correlational
research" compares the relationship between two variables using standardized
tests or scales. "Experimental research" is designed to study the effects
of treatment, again with the use of tests or scales for measuring treatment
outcomes. "Causal-comparative research" seeks out the causes of particular
outcomes. This is accomplished by studying the past to determine why something
occurred. In quantitative research, the objectivity of the observer/researcher
is stressed. What Is Qualitative Research?
Scientists
have tended to view qualitative research as a less revered method. Qualitative
research is an interactive, more flexible approach. Common methods of gathering
data include interactive interviews, participant observations, and focus
groups. Qualitative research stresses the multiple perspectives of participants.
It is interpretive in nature and emphasizes an "empathic understanding
of social phenomenon from the actor or participants' point of view" (Rodwell,
1998, p. 15). Rodwell further argued that the qualitative approach was
much more aligned with the social work profession. Social workers value
relationships with clients, the subjective experience of their clients,
and the uniqueness of each individual. These ideals lend themselves to
the qualitative method.
Qualitative
research is conducted in context. The participant's environment is critical
to the study. The researcher recognizes that knowledge is a tentative,
ever changing phenomenon. A study that can be replicated in another environment
with similar results would not be important to a qualitative researcher.
The belief is that each study is a unique endeavor at understanding. This
is not to say that knowledge obtained in qualitative research is not of
value. Indeed, the value comes from a growing understanding of a problem
from the perspective of the participants in context.
Qualitative
research also stresses an egalitarian perspective. It moves away from the
labels of researcher-subject toward the concepts of inquirer-participant
(Rodwell, 1998). This equalizes the relationship between the researcher
and participants. In fact, the participants play an active role in the
final report of the research project, giving suggestions for changes or
additions.
The
two main types of qualitative research were described by York (1998) as
follows.
1.
Ethnography: the study of an environment/culture in its natural setting.
The study would include descriptions of what brings meaning to the lives
of the people in a certain
culture/environment.
2.
Grounded theory: the initial theme or question evolves into a theory. The
theory comes from the environment or context in which the research takes
place. The theory is "grounded" in the observations of the researchers.
Differences
and Similarities
A
summary of the basic differences between quantitative and qualitative research
was described by Williams et al. (1998) as being philosophical in nature.
The formulation of hypotheses is different for each approach. In a quantitative
study, a hypothesis is stated at the beginning of a study and remains unchanged
until the end of the study, when the hypothesis is proven or not proven.
In a qualitative study, on the other hand, a general question is posed
at the beginning of the study. This question changes and becomes more defined
as the study unfolds. This is described as an emerging process.
Sampling
also is done differently. Ideally, in a quantitative study, samples are
fairly large and selected in a random fashion. For a qualitative study,
samples are generally small. They are purposive; that is, subjects are
specially selected because of the perspectives they have and the insights
they can provide.
The
two approaches look at perceptions of reality differently. In the quantitative
study, it is assumed that one reality exists and that it is objective.
For the purposes of a qualitative study, it is assumed that multiple, subjective
realities exist.
Ways
of knowing are also seen from different viewpoints. In the quantitative
approach, knowledge comes out of a process using strict logic and deduction.
In a qualitative approach, knowledge is constructed by each person within
his or her environment; it is inductive.
Each
approach has established values. The quantitative method strives toward
a study, which is unbiased, and value free. The researcher remains at a
distance. Qualitative research strives toward a study which is value laden.
The researcher forms a partnership relationship with the participants.
With
each approach, the final report may look different. A quantitative study
will include statistical comparisons and numbers, while a report on a qualitative
study will include words from the researcher's observations of people and
possibly direct quotations from participants.
The
two research methods apply the knowledge gained from the research in dissimilar
manners. Results of quantitative studies are generalized across time, people,
and contexts. Results of qualitative studies give a richer understanding
of a particular problem and cannot be replicated or generalized.
In
spite of nearly opposite philosophical views, there are many similarities
between the two approaches. These include: 1. Careful, deliberate research
processes; 2. Systematic procedures on each step of the research process;
3. The diligent desire to study and understand social questions or problems;
4. The requirement that seven steps in the research be undertaken: (a)
choosing a topic, (b) creating a research question, (c) designing the research
study, (d) completing a literature review, (e) collecting the data, (f)
analyzing and interpreting the data, and (g) writing a final report.
Guidelines
for Decisions About Proposing Qualitative or Quantitative Research
As
research questions are formulated, particular attention must be paid to
the wording. For quantitative research, the question must: (a) be clear,
(b) be free from ambiguity, (c) imply a relationship between variables,
and (d) point to the use of an empirical test or scale (Locke, Spirduso,
& Silverman, 2000). An example might be: "Does one's income predict
one's level of self-concept?" (Williams et al., 1998, p. 56).
For
qualitative research there is: (a) more flexibility in the initial question,
(b) no need to identify variables or empirical tests in the question, (c)
a need to design a question which becomes a tool that provides focus to
the study (Locke et al., 2000), (d) a need to design a more open ·
ended question,
(e)
a desire to develop theories rather than test existing hypotheses, and
(f) a desire to fully understand a question or problem, rather than to
describe it in precise terms. An example might be: "How do individuals
with low income define their self-concept?" (Williams et al., 1998, p.
56).
Summary
Quantitative
and qualitative research are based on differing philosophies about gaining
knowledge of social problems. Each has made an important contribution to
the social work profession. As students, it is important that we understand
the different and similar concepts of each approach. This allows an advanced
student to discern which approach best fits his or her personality and
interests when proposing a research project or independent study.
References
Galvan,
J. L. (1999). Writing literature reviews. Los Angeles: Pyrczak.
Locke,
L. F., Spirduso, W., & Silverman, S. (2000). Proposals that work.
Thousand Oaks, CA: Sage.
Patten,
M. L. (2000). Proposing empirical research. Los Angeles: Pyrczak.
Rodwell,
M. K. (1998). Social work constructivist research. New York: Garland.
Williams,
M., Unrau, Y., & Grinnell, Jr., R. (1998). Introduction to social
work research. Itasca, IL: F. E. Peacock.
York,
R. (1998). Conducting social work research. Needham Heights, MA:
Allyn &
Bacon.