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Quantitative Research

- Qualitative research aims to understand how people think and feel through exploration, while quantitative research takes an objective approach to precisely analyze and answer inquiries. - Action research differs in that it is committed to creating positive educational change through findings rather than just reporting conclusions. It also involves teachers and principals conducting research on their own schools. - Researchers conduct studies for career enhancement, personal gratification, social benefit, and to advance their fields professionally. Research generates new knowledge that allows fields like college health to adapt to emerging issues.

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Mutia Olivia
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89 views5 pages

Quantitative Research

- Qualitative research aims to understand how people think and feel through exploration, while quantitative research takes an objective approach to precisely analyze and answer inquiries. - Action research differs in that it is committed to creating positive educational change through findings rather than just reporting conclusions. It also involves teachers and principals conducting research on their own schools. - Researchers conduct studies for career enhancement, personal gratification, social benefit, and to advance their fields professionally. Research generates new knowledge that allows fields like college health to adapt to emerging issues.

Uploaded by

Mutia Olivia
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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Quantitative

Research
By:
Mutia Olivia Indriastuti
8206112008
The Difference among Qualitative Research, Quantitative Research and Action
Research (Developmental).

Action research differ from


The approach of qualitative and quantitative
Qualitative research is a
quantitative research is research because they are
method of inquiry that
objective, as the researcher committed to taking action
develops understanding on
is uninvolved and attempts and effecting positive
human and social sciences,
to precise the observations educational change based on
to find the way people think
and analysis on the topic to their findings rather than
and feel.
answer the inquiry. being satisfied with reporting
their conclusions to others.
 in a qualitative study use the literature sparingly in the beginning of the plan
in order to convey an inductive design unless the qualitative design type
requires a substantial literature orientation at the outset.
 Consider the most appropriate place for the literature in a qualitative study
and base the decision on the audience for the project. Keep in mind placing
it at the beginning to "frame" the problem, placing it in a separate section,
and using it at the end of a study to compare and contrast with the findings.
 Use the litetature in a quantitative study deductively as a basis for advancing
research questions or hypotheses.
 Use the literature to introduce the study, to describe the related literature in a
separate section, and to compare with findings in a quantitative study plan.
 If a separate review of the literature is used, consider whether the literature
will be described as integrative summaries, theological reviews, or
methodological reviews. A typical practice in dissertation writing is to
advance an integrative review.
Another difference is Action research has historically been done by university
professors, scholars, and graduate students on children, teachers, and principals,
action researchers are often the school teachers and principals who were formerly
the subjects of educational research.
Why do people do research?
Several reasons stand out:
1. Career enhancement. Research establishes one as a contributor to a field and as a person possessing a degree of
expertise on a topic.
2. Personal gratijkation. Researchers are often driven by a desire to know more about their field and to respond to
the research process as a meaningful challenge.
3. Social enhancement. A common myth portrays research as a bleak, solitary endeavor.
4. Professional enhancement. In learning to perform research, we inevitably develop skills that enhance our clinical
functioning.
Research is concerned with the generation of new knowledge. Without research, the college health field would
stagnate, compromising its ability to identify, understand, and treat new, emerging health problems.

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