Qualitative and Quantitative Methods

Qualitative research uses a naturalistic approach that seeks to understand phenomena in their context-specific settings, such as "real world setting [where] the researcher does not attempt to manipulate the phenomenon of interest" (Patton, 2002, p. 39). Qualitative research, broadly defined, means "any kind of research that produces findings not arrived

at by means of statistical procedures or other means of quantification" (Strauss and Corbin, 1990, p. 17) and instead, the kind of research that produces findings arrived from real-world settings where the "phenomenon of interest unfold naturally" (Patton, 2002, p.

39). This method is concerned with how the world is viewed, constructed and experienced by social actors. It provides access to the motives, aspirations and power relationships, existing in a societal context, that account for how people, places and events are represented. These are flexible methods of data collection that can be made to suit any society and enable the researcher to thoroughly understand the context of the society (Mikkelsen, 1995). Unlike quantitative researchers who seek causal determination, prediction, and generalization of findings, qualitative researchers seek instead illumination, understanding, and extrapolation to similar situations (Hoepfl, 1997).

Qualitative analysis results in a different type of knowledge than does quantitative inquiry because one party argues from the underlying philosophical nature of each paradigm, enjoying detailed interviewing and the other focuses on the apparent compatibility of the research methods, “enjoying the rewards of both numbers and words” (Glesne & Peshkin, 1992). This means that such methods like interviews and observations are dominant in the naturalist (interpretive) paradigm and supplementary in the positive paradigm, where the use of survey serves in opposite order. Although it has been claimed (Winter, 2000) that quantitative researchers attempt to disassociate themselves as much as possible from the research process, qualitative researchers have come to embrace their involvement and role within the research. Patton (2002) supports the notion of researcher's involvement and immersion into the research by discussing that the real world is subject to change. However, both qualitative and quantitative researchers need to test and demonstrate that their studies are credible. While the credibility in quantitative research depends on instrument construction, in qualitative research, “the researcher is the instrument" (Patton, 2002, p. 14).

Researchers who use logical positivism or quantitative research employ experimental methods and quantitative measures to test hypothetical generalizations (Hoepfl, 1997), and they also emphasize the measurement and analysis of causal relationships between

variables (Denzin and Lincoln, 1998). To illustrate the meaning of quantitative research for its use of explaining social problems, Bogdan and Biklen (1998) note:

Charts and graphs illustrate the results of the research, and commentators employ words such as ‘variables’, ‘populations’ and ‘result’ as part of their daily vocabulary…even if we do not always know just what all of the terms mean…[but] we know that this is part of the process of doing research. Research, then as it comes to be known publicly, is a synonym for quantitative research.

Quantitative research allows the researcher to familiarize him/herself with the problem or concept to be studied, and may generate hypotheses to be tested. In this paradigm: (1) the emphasis is on facts and causes of behavior (Bogdan & Biklen, 1998), (2) the information is in the form of numbers that can be quantified and summarized, (3) the mathematical process is the norm for analyzing the numeric data and (4) the final result is expressed in statistical terminologies (Charles, 1995).

Generally, quantitative research “…supported by the positivist or scientific paradigm, leads us to regard the world as made up of observable, measurable facts” (Glesne &

Peshkin, 1992) though their assumption that “social facts have an objective reality” and

“variables can…be identified and relationships measured” is problematic. The notion of

‘measuring’ means to understand, for example, educational issues by performing an operation called ‘measurement’ on the physical world by the observer (Crocker &

Algina, 1986). However, one may perceive measurement as necessarily objective, quantitative and statistically relevant.

A quantitative researcher attempts to fragment and delimit phenomena into measurable or common categories that can be applied to all of the subjects or wider and similar situations (Winter, 2000). In his/her attempts, the researcher's methods involve the "use of standardized measures so that the varying perspectives and experiences of people can fit into a limited number of predetermined response categories to which numbers are assigned" (Patton, 2002). For example, a quantitative researcher may prepare a list of behaviors to be checked or rated by an observer using a predetermined schedule or numbers (scales) as an instrument in his/her method of research. Thus, a quantitative researcher needs to construct an instrument to be administered in standardized manner

according to predetermined procedures. But the question is if the measuring instrument measures what it is supposed to measure. In the broadest sense, devising a test (Crocker

& Algina, 1986) or the validity of an instrument is on focus. The significance of this test is to ensure replicability or repeatability of the result.

In social science research there is ample evidence of the use of either quantitative, qualitative or both research methods. Depending upon the strengths and weaknesses of these methods a controversy arose over the justification of using qualitative, quantitative or both methods in social science research in general. This controversy is centered on the scientific traditions with which the two methods are associated. Different methods have particular areas of strength and hence collect different forms of pragmatic material. It is the substance of the question to be answered that must guide the selection of methods not vice versa. Therefore, the appropriate methods in a research will depend on the objectives, the research questions set and on the nature of study within a specific context.

Both these methods have different contributing power to generate data/information and are regarded as complementary, not competing knowledge of generating scientific knowledge (Siyoum, 2005). Hence, the choice of method depends on which method is more likely to provide a more comprehensive, clearer, complete description of reality to answer the research questions we are stating³. The main difference between qualitative and quantitative forms of knowledge is that qualitative research technique is concerned with “understanding human behavior” from the perspective of the particular people involved, while quantitative research technique is mainly interested in “discovering facts about social phenomena” (Furze et al., 1996). On the other hand, qualitative methods are more often appropriate for capturing the social and institutional context of people’s lives than quantitative methods. Denzin (1998) describes that qualitative method is useful when one looks into a problem deeply and quantitative method is useful when one wants to look into the problem widely.

In this study I have used a composition of both qualitative and quantitative methods though major emphasis has been given to the qualitative methods during data collection and analysis. I used semi structured questionnaire for the slum dwellers. According to my

3 http://www.essaybank.co.uk/free_coursework/543.html quoted in Siyoum, 2005

objectives I wanted to know about the nature of involvement of slum dwellers in political activities, about their social network, the level of engagement in slum based CBO (cooperative society), their mobility pattern, house rent, monthly income, opinions regarding the level of participation in DMDP and so on. That is why I used both quantitative and qualitative parts in the questionnaire. While interpreting and analyzing the questionnaires, descriptive statistics have also been used partially due to overcome limitations of qualitative method of analysis and partly due to describe properly some important aspects of the study. For instance, information like mobility behaviour of the slum dwellers, their locational choice and determinants, household information etc. were properly described with descriptive statistics. On the other hand, I used ‘interview guides’

for the professionals of different public and private agencies which are directly or indirectly involved in the housing process. In this study these agencies have been defined as actors. The expected answers to the questions in those interview guides were qualitative like explanations, opinions and perceptions of different aspects related to housing affairs in DMDP. Thus through face to face interview process views, thoughts, opinions of the professionals from these agencies were taken and their role in the housing provision, planning process etc. was understood to perceive the theoretical practice and reality.