James Hartley and Kathryn Chesworth
part of Psychology, Keele University, UK
story presented at Higher Education Close Up, an international meeting from 6-8 July 1998 at University of Central Lancashire, Preston. This conference is jointly hosted by the Depart manpowert of Educational Research, Lancaster University and the Department of Education Studies, University of Central Lancashire and is supported by the Society for Research into Higher Education
Correspondence to:Prof. James Hartley,Department of Psychology, Keele University,Staffordshire ST5 5BG, UK. e-mail: j.hartley@keele.ac.uk
Abstract
In this paper the results from two studies on endeavor writing are contrasted. One uses a qualitative method and the other a decimal one. The qualitative study is luxuriant in detail but, for those of a quantitative disposition, it lacks sufficient quantitative information. We are not told, for example, what proportion of the students involved are men or women, traditional-entry or mature, and what disciplines they are studying. The quantitative study provides detail of this kind but it, however, has problems of its own.
Internal inconsistencies in the study let out that the validity of some of the findings is questionable. The paper concludes by suggesting the necessity for cartel - or sequentially chaining - different methods in research of this kind.
institution
Qualitative studies in psychology can be riveting and insightful but they may leave readers with a quantitative disposition worrying about the generality of their findings. Quantitative studies, on the other hand, whilst providing data from larger and more representative samples, reckon more mechanical and arid to qualitative researchers. But two methods have advantages and disadvantages (see e.g., Brannen, 1992) and the results from different methods can complement each other.
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