research methods quantitative data

• Privacy Policy

Home » Quantitative Research – Methods, Types and Analysis

Quantitative Research – Methods, Types and Analysis

Table of Contents

Quantitative Research

Quantitative research is a type of research that collects and analyzes numerical data to test hypotheses and answer research questions . This research typically involves a large sample size and uses statistical analysis to make inferences about a population based on the data collected. It often involves the use of surveys, experiments, or other structured data collection methods to gather quantitative data.

Quantitative Research Methods

Quantitative Research Methods are as follows:

Descriptive Research Design

Descriptive research design is used to describe the characteristics of a population or phenomenon being studied. This research method is used to answer the questions of what, where, when, and how. Descriptive research designs use a variety of methods such as observation, case studies, and surveys to collect data. The data is then analyzed using statistical tools to identify patterns and relationships.

Correlational Research Design

Correlational research design is used to investigate the relationship between two or more variables. Researchers use correlational research to determine whether a relationship exists between variables and to what extent they are related. This research method involves collecting data from a sample and analyzing it using statistical tools such as correlation coefficients.

Quasi-experimental Research Design

Quasi-experimental research design is used to investigate cause-and-effect relationships between variables. This research method is similar to experimental research design, but it lacks full control over the independent variable. Researchers use quasi-experimental research designs when it is not feasible or ethical to manipulate the independent variable.

Experimental Research Design

Experimental research design is used to investigate cause-and-effect relationships between variables. This research method involves manipulating the independent variable and observing the effects on the dependent variable. Researchers use experimental research designs to test hypotheses and establish cause-and-effect relationships.

Survey Research

Survey research involves collecting data from a sample of individuals using a standardized questionnaire. This research method is used to gather information on attitudes, beliefs, and behaviors of individuals. Researchers use survey research to collect data quickly and efficiently from a large sample size. Survey research can be conducted through various methods such as online, phone, mail, or in-person interviews.

Quantitative Research Analysis Methods

Here are some commonly used quantitative research analysis methods:

Statistical Analysis

Statistical analysis is the most common quantitative research analysis method. It involves using statistical tools and techniques to analyze the numerical data collected during the research process. Statistical analysis can be used to identify patterns, trends, and relationships between variables, and to test hypotheses and theories.

Regression Analysis

Regression analysis is a statistical technique used to analyze the relationship between one dependent variable and one or more independent variables. Researchers use regression analysis to identify and quantify the impact of independent variables on the dependent variable.

Factor Analysis

Factor analysis is a statistical technique used to identify underlying factors that explain the correlations among a set of variables. Researchers use factor analysis to reduce a large number of variables to a smaller set of factors that capture the most important information.

Structural Equation Modeling

Structural equation modeling is a statistical technique used to test complex relationships between variables. It involves specifying a model that includes both observed and unobserved variables, and then using statistical methods to test the fit of the model to the data.

Time Series Analysis

Time series analysis is a statistical technique used to analyze data that is collected over time. It involves identifying patterns and trends in the data, as well as any seasonal or cyclical variations.

Multilevel Modeling

Multilevel modeling is a statistical technique used to analyze data that is nested within multiple levels. For example, researchers might use multilevel modeling to analyze data that is collected from individuals who are nested within groups, such as students nested within schools.

Applications of Quantitative Research

Quantitative research has many applications across a wide range of fields. Here are some common examples:

• Market Research : Quantitative research is used extensively in market research to understand consumer behavior, preferences, and trends. Researchers use surveys, experiments, and other quantitative methods to collect data that can inform marketing strategies, product development, and pricing decisions.
• Health Research: Quantitative research is used in health research to study the effectiveness of medical treatments, identify risk factors for diseases, and track health outcomes over time. Researchers use statistical methods to analyze data from clinical trials, surveys, and other sources to inform medical practice and policy.
• Social Science Research: Quantitative research is used in social science research to study human behavior, attitudes, and social structures. Researchers use surveys, experiments, and other quantitative methods to collect data that can inform social policies, educational programs, and community interventions.
• Education Research: Quantitative research is used in education research to study the effectiveness of teaching methods, assess student learning outcomes, and identify factors that influence student success. Researchers use experimental and quasi-experimental designs, as well as surveys and other quantitative methods, to collect and analyze data.
• Environmental Research: Quantitative research is used in environmental research to study the impact of human activities on the environment, assess the effectiveness of conservation strategies, and identify ways to reduce environmental risks. Researchers use statistical methods to analyze data from field studies, experiments, and other sources.

Characteristics of Quantitative Research

Here are some key characteristics of quantitative research:

• Numerical data : Quantitative research involves collecting numerical data through standardized methods such as surveys, experiments, and observational studies. This data is analyzed using statistical methods to identify patterns and relationships.
• Large sample size: Quantitative research often involves collecting data from a large sample of individuals or groups in order to increase the reliability and generalizability of the findings.
• Objective approach: Quantitative research aims to be objective and impartial in its approach, focusing on the collection and analysis of data rather than personal beliefs, opinions, or experiences.
• Control over variables: Quantitative research often involves manipulating variables to test hypotheses and establish cause-and-effect relationships. Researchers aim to control for extraneous variables that may impact the results.
• Replicable : Quantitative research aims to be replicable, meaning that other researchers should be able to conduct similar studies and obtain similar results using the same methods.
• Statistical analysis: Quantitative research involves using statistical tools and techniques to analyze the numerical data collected during the research process. Statistical analysis allows researchers to identify patterns, trends, and relationships between variables, and to test hypotheses and theories.
• Generalizability: Quantitative research aims to produce findings that can be generalized to larger populations beyond the specific sample studied. This is achieved through the use of random sampling methods and statistical inference.

Examples of Quantitative Research

Here are some examples of quantitative research in different fields:

• Market Research: A company conducts a survey of 1000 consumers to determine their brand awareness and preferences. The data is analyzed using statistical methods to identify trends and patterns that can inform marketing strategies.
• Health Research : A researcher conducts a randomized controlled trial to test the effectiveness of a new drug for treating a particular medical condition. The study involves collecting data from a large sample of patients and analyzing the results using statistical methods.
• Social Science Research : A sociologist conducts a survey of 500 people to study attitudes toward immigration in a particular country. The data is analyzed using statistical methods to identify factors that influence these attitudes.
• Education Research: A researcher conducts an experiment to compare the effectiveness of two different teaching methods for improving student learning outcomes. The study involves randomly assigning students to different groups and collecting data on their performance on standardized tests.
• Environmental Research : A team of researchers conduct a study to investigate the impact of climate change on the distribution and abundance of a particular species of plant or animal. The study involves collecting data on environmental factors and population sizes over time and analyzing the results using statistical methods.
• Psychology : A researcher conducts a survey of 500 college students to investigate the relationship between social media use and mental health. The data is analyzed using statistical methods to identify correlations and potential causal relationships.
• Political Science: A team of researchers conducts a study to investigate voter behavior during an election. They use survey methods to collect data on voting patterns, demographics, and political attitudes, and analyze the results using statistical methods.

How to Conduct Quantitative Research

Here is a general overview of how to conduct quantitative research:

• Develop a research question: The first step in conducting quantitative research is to develop a clear and specific research question. This question should be based on a gap in existing knowledge, and should be answerable using quantitative methods.
• Develop a research design: Once you have a research question, you will need to develop a research design. This involves deciding on the appropriate methods to collect data, such as surveys, experiments, or observational studies. You will also need to determine the appropriate sample size, data collection instruments, and data analysis techniques.
• Collect data: The next step is to collect data. This may involve administering surveys or questionnaires, conducting experiments, or gathering data from existing sources. It is important to use standardized methods to ensure that the data is reliable and valid.
• Analyze data : Once the data has been collected, it is time to analyze it. This involves using statistical methods to identify patterns, trends, and relationships between variables. Common statistical techniques include correlation analysis, regression analysis, and hypothesis testing.
• Interpret results: After analyzing the data, you will need to interpret the results. This involves identifying the key findings, determining their significance, and drawing conclusions based on the data.
• Communicate findings: Finally, you will need to communicate your findings. This may involve writing a research report, presenting at a conference, or publishing in a peer-reviewed journal. It is important to clearly communicate the research question, methods, results, and conclusions to ensure that others can understand and replicate your research.

When to use Quantitative Research

Here are some situations when quantitative research can be appropriate:

• To test a hypothesis: Quantitative research is often used to test a hypothesis or a theory. It involves collecting numerical data and using statistical analysis to determine if the data supports or refutes the hypothesis.
• To generalize findings: If you want to generalize the findings of your study to a larger population, quantitative research can be useful. This is because it allows you to collect numerical data from a representative sample of the population and use statistical analysis to make inferences about the population as a whole.
• To measure relationships between variables: If you want to measure the relationship between two or more variables, such as the relationship between age and income, or between education level and job satisfaction, quantitative research can be useful. It allows you to collect numerical data on both variables and use statistical analysis to determine the strength and direction of the relationship.
• To identify patterns or trends: Quantitative research can be useful for identifying patterns or trends in data. For example, you can use quantitative research to identify trends in consumer behavior or to identify patterns in stock market data.
• To quantify attitudes or opinions : If you want to measure attitudes or opinions on a particular topic, quantitative research can be useful. It allows you to collect numerical data using surveys or questionnaires and analyze the data using statistical methods to determine the prevalence of certain attitudes or opinions.

Purpose of Quantitative Research

The purpose of quantitative research is to systematically investigate and measure the relationships between variables or phenomena using numerical data and statistical analysis. The main objectives of quantitative research include:

• Description : To provide a detailed and accurate description of a particular phenomenon or population.
• Explanation : To explain the reasons for the occurrence of a particular phenomenon, such as identifying the factors that influence a behavior or attitude.
• Prediction : To predict future trends or behaviors based on past patterns and relationships between variables.
• Control : To identify the best strategies for controlling or influencing a particular outcome or behavior.

Quantitative research is used in many different fields, including social sciences, business, engineering, and health sciences. It can be used to investigate a wide range of phenomena, from human behavior and attitudes to physical and biological processes. The purpose of quantitative research is to provide reliable and valid data that can be used to inform decision-making and improve understanding of the world around us.

Advantages of Quantitative Research

There are several advantages of quantitative research, including:

• Objectivity : Quantitative research is based on objective data and statistical analysis, which reduces the potential for bias or subjectivity in the research process.
• Reproducibility : Because quantitative research involves standardized methods and measurements, it is more likely to be reproducible and reliable.
• Generalizability : Quantitative research allows for generalizations to be made about a population based on a representative sample, which can inform decision-making and policy development.
• Precision : Quantitative research allows for precise measurement and analysis of data, which can provide a more accurate understanding of phenomena and relationships between variables.
• Efficiency : Quantitative research can be conducted relatively quickly and efficiently, especially when compared to qualitative research, which may involve lengthy data collection and analysis.
• Large sample sizes : Quantitative research can accommodate large sample sizes, which can increase the representativeness and generalizability of the results.

Limitations of Quantitative Research

There are several limitations of quantitative research, including:

• Limited understanding of context: Quantitative research typically focuses on numerical data and statistical analysis, which may not provide a comprehensive understanding of the context or underlying factors that influence a phenomenon.
• Simplification of complex phenomena: Quantitative research often involves simplifying complex phenomena into measurable variables, which may not capture the full complexity of the phenomenon being studied.
• Potential for researcher bias: Although quantitative research aims to be objective, there is still the potential for researcher bias in areas such as sampling, data collection, and data analysis.
• Limited ability to explore new ideas: Quantitative research is often based on pre-determined research questions and hypotheses, which may limit the ability to explore new ideas or unexpected findings.
• Limited ability to capture subjective experiences : Quantitative research is typically focused on objective data and may not capture the subjective experiences of individuals or groups being studied.
• Ethical concerns : Quantitative research may raise ethical concerns, such as invasion of privacy or the potential for harm to participants.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

You may also like

Phenomenology – Methods, Examples and Guide

Case Study – Methods, Examples and Guide

Questionnaire – Definition, Types, and Examples

Focus Groups – Steps, Examples and Guide

Transformative Design – Methods, Types, Guide

Mixed Methods Research – Types & Analysis

• USC Libraries
• Research Guides

Organizing Your Social Sciences Research Paper

• Quantitative Methods
• Purpose of Guide
• Design Flaws to Avoid
• Independent and Dependent Variables
• Glossary of Research Terms
• Reading Research Effectively
• Narrowing a Topic Idea
• Broadening a Topic Idea
• Extending the Timeliness of a Topic Idea
• Academic Writing Style
• Applying Critical Thinking
• Choosing a Title
• Making an Outline
• Paragraph Development
• Research Process Video Series
• Executive Summary
• The C.A.R.S. Model
• Background Information
• The Research Problem/Question
• Theoretical Framework
• Citation Tracking
• Content Alert Services
• Evaluating Sources
• Primary Sources
• Secondary Sources
• Tiertiary Sources
• Scholarly vs. Popular Publications
• Qualitative Methods
• Insiderness
• Using Non-Textual Elements
• Limitations of the Study
• Common Grammar Mistakes
• Writing Concisely
• Avoiding Plagiarism
• Footnotes or Endnotes?
• Further Readings
• Generative AI and Writing
• USC Libraries Tutorials and Other Guides
• Bibliography

Quantitative methods emphasize objective measurements and the statistical, mathematical, or numerical analysis of data collected through polls, questionnaires, and surveys, or by manipulating pre-existing statistical data using computational techniques . Quantitative research focuses on gathering numerical data and generalizing it across groups of people or to explain a particular phenomenon.

Babbie, Earl R. The Practice of Social Research . 12th ed. Belmont, CA: Wadsworth Cengage, 2010; Muijs, Daniel. Doing Quantitative Research in Education with SPSS . 2nd edition. London: SAGE Publications, 2010.

Need Help Locating Statistics?

Resources for locating data and statistics can be found here:

Statistics & Data Research Guide

Characteristics of Quantitative Research

Your goal in conducting quantitative research study is to determine the relationship between one thing [an independent variable] and another [a dependent or outcome variable] within a population. Quantitative research designs are either descriptive [subjects usually measured once] or experimental [subjects measured before and after a treatment]. A descriptive study establishes only associations between variables; an experimental study establishes causality.

Quantitative research deals in numbers, logic, and an objective stance. Quantitative research focuses on numeric and unchanging data and detailed, convergent reasoning rather than divergent reasoning [i.e., the generation of a variety of ideas about a research problem in a spontaneous, free-flowing manner].

Its main characteristics are :

• The data is usually gathered using structured research instruments.
• The results are based on larger sample sizes that are representative of the population.
• The research study can usually be replicated or repeated, given its high reliability.
• Researcher has a clearly defined research question to which objective answers are sought.
• All aspects of the study are carefully designed before data is collected.
• Data are in the form of numbers and statistics, often arranged in tables, charts, figures, or other non-textual forms.
• Project can be used to generalize concepts more widely, predict future results, or investigate causal relationships.
• Researcher uses tools, such as questionnaires or computer software, to collect numerical data.

The overarching aim of a quantitative research study is to classify features, count them, and construct statistical models in an attempt to explain what is observed.

  Things to keep in mind when reporting the results of a study using quantitative methods :

• Explain the data collected and their statistical treatment as well as all relevant results in relation to the research problem you are investigating. Interpretation of results is not appropriate in this section.
• Report unanticipated events that occurred during your data collection. Explain how the actual analysis differs from the planned analysis. Explain your handling of missing data and why any missing data does not undermine the validity of your analysis.
• Explain the techniques you used to "clean" your data set.
• Choose a minimally sufficient statistical procedure ; provide a rationale for its use and a reference for it. Specify any computer programs used.
• Describe the assumptions for each procedure and the steps you took to ensure that they were not violated.
• When using inferential statistics , provide the descriptive statistics, confidence intervals, and sample sizes for each variable as well as the value of the test statistic, its direction, the degrees of freedom, and the significance level [report the actual p value].
• Avoid inferring causality , particularly in nonrandomized designs or without further experimentation.
• Use tables to provide exact values ; use figures to convey global effects. Keep figures small in size; include graphic representations of confidence intervals whenever possible.
• Always tell the reader what to look for in tables and figures .

NOTE:   When using pre-existing statistical data gathered and made available by anyone other than yourself [e.g., government agency], you still must report on the methods that were used to gather the data and describe any missing data that exists and, if there is any, provide a clear explanation why the missing data does not undermine the validity of your final analysis.

Babbie, Earl R. The Practice of Social Research . 12th ed. Belmont, CA: Wadsworth Cengage, 2010; Brians, Craig Leonard et al. Empirical Political Analysis: Quantitative and Qualitative Research Methods . 8th ed. Boston, MA: Longman, 2011; McNabb, David E. Research Methods in Public Administration and Nonprofit Management: Quantitative and Qualitative Approaches . 2nd ed. Armonk, NY: M.E. Sharpe, 2008; Quantitative Research Methods. Writing@CSU. Colorado State University; Singh, Kultar. Quantitative Social Research Methods . Los Angeles, CA: Sage, 2007.

Basic Research Design for Quantitative Studies

Before designing a quantitative research study, you must decide whether it will be descriptive or experimental because this will dictate how you gather, analyze, and interpret the results. A descriptive study is governed by the following rules: subjects are generally measured once; the intention is to only establish associations between variables; and, the study may include a sample population of hundreds or thousands of subjects to ensure that a valid estimate of a generalized relationship between variables has been obtained. An experimental design includes subjects measured before and after a particular treatment, the sample population may be very small and purposefully chosen, and it is intended to establish causality between variables. Introduction The introduction to a quantitative study is usually written in the present tense and from the third person point of view. It covers the following information:

• Identifies the research problem -- as with any academic study, you must state clearly and concisely the research problem being investigated.
• Reviews the literature -- review scholarship on the topic, synthesizing key themes and, if necessary, noting studies that have used similar methods of inquiry and analysis. Note where key gaps exist and how your study helps to fill these gaps or clarifies existing knowledge.
• Describes the theoretical framework -- provide an outline of the theory or hypothesis underpinning your study. If necessary, define unfamiliar or complex terms, concepts, or ideas and provide the appropriate background information to place the research problem in proper context [e.g., historical, cultural, economic, etc.].

Methodology The methods section of a quantitative study should describe how each objective of your study will be achieved. Be sure to provide enough detail to enable the reader can make an informed assessment of the methods being used to obtain results associated with the research problem. The methods section should be presented in the past tense.

• Study population and sampling -- where did the data come from; how robust is it; note where gaps exist or what was excluded. Note the procedures used for their selection;
• Data collection – describe the tools and methods used to collect information and identify the variables being measured; describe the methods used to obtain the data; and, note if the data was pre-existing [i.e., government data] or you gathered it yourself. If you gathered it yourself, describe what type of instrument you used and why. Note that no data set is perfect--describe any limitations in methods of gathering data.
• Data analysis -- describe the procedures for processing and analyzing the data. If appropriate, describe the specific instruments of analysis used to study each research objective, including mathematical techniques and the type of computer software used to manipulate the data.

Results The finding of your study should be written objectively and in a succinct and precise format. In quantitative studies, it is common to use graphs, tables, charts, and other non-textual elements to help the reader understand the data. Make sure that non-textual elements do not stand in isolation from the text but are being used to supplement the overall description of the results and to help clarify key points being made. Further information about how to effectively present data using charts and graphs can be found here .

• Statistical analysis -- how did you analyze the data? What were the key findings from the data? The findings should be present in a logical, sequential order. Describe but do not interpret these trends or negative results; save that for the discussion section. The results should be presented in the past tense.

Discussion Discussions should be analytic, logical, and comprehensive. The discussion should meld together your findings in relation to those identified in the literature review, and placed within the context of the theoretical framework underpinning the study. The discussion should be presented in the present tense.

• Interpretation of results -- reiterate the research problem being investigated and compare and contrast the findings with the research questions underlying the study. Did they affirm predicted outcomes or did the data refute it?
• Description of trends, comparison of groups, or relationships among variables -- describe any trends that emerged from your analysis and explain all unanticipated and statistical insignificant findings.
• Discussion of implications – what is the meaning of your results? Highlight key findings based on the overall results and note findings that you believe are important. How have the results helped fill gaps in understanding the research problem?
• Limitations -- describe any limitations or unavoidable bias in your study and, if necessary, note why these limitations did not inhibit effective interpretation of the results.

Conclusion End your study by to summarizing the topic and provide a final comment and assessment of the study.

• Summary of findings – synthesize the answers to your research questions. Do not report any statistical data here; just provide a narrative summary of the key findings and describe what was learned that you did not know before conducting the study.
• Recommendations – if appropriate to the aim of the assignment, tie key findings with policy recommendations or actions to be taken in practice.
• Future research – note the need for future research linked to your study’s limitations or to any remaining gaps in the literature that were not addressed in your study.

Black, Thomas R. Doing Quantitative Research in the Social Sciences: An Integrated Approach to Research Design, Measurement and Statistics . London: Sage, 1999; Gay,L. R. and Peter Airasain. Educational Research: Competencies for Analysis and Applications . 7th edition. Upper Saddle River, NJ: Merril Prentice Hall, 2003; Hector, Anestine. An Overview of Quantitative Research in Composition and TESOL . Department of English, Indiana University of Pennsylvania; Hopkins, Will G. “Quantitative Research Design.” Sportscience 4, 1 (2000); "A Strategy for Writing Up Research Results. The Structure, Format, Content, and Style of a Journal-Style Scientific Paper." Department of Biology. Bates College; Nenty, H. Johnson. "Writing a Quantitative Research Thesis." International Journal of Educational Science 1 (2009): 19-32; Ouyang, Ronghua (John). Basic Inquiry of Quantitative Research . Kennesaw State University.

Strengths of Using Quantitative Methods

Quantitative researchers try to recognize and isolate specific variables contained within the study framework, seek correlation, relationships and causality, and attempt to control the environment in which the data is collected to avoid the risk of variables, other than the one being studied, accounting for the relationships identified.

Among the specific strengths of using quantitative methods to study social science research problems:

• Allows for a broader study, involving a greater number of subjects, and enhancing the generalization of the results;
• Allows for greater objectivity and accuracy of results. Generally, quantitative methods are designed to provide summaries of data that support generalizations about the phenomenon under study. In order to accomplish this, quantitative research usually involves few variables and many cases, and employs prescribed procedures to ensure validity and reliability;
• Applying well established standards means that the research can be replicated, and then analyzed and compared with similar studies;
• You can summarize vast sources of information and make comparisons across categories and over time; and,
• Personal bias can be avoided by keeping a 'distance' from participating subjects and using accepted computational techniques .

Babbie, Earl R. The Practice of Social Research . 12th ed. Belmont, CA: Wadsworth Cengage, 2010; Brians, Craig Leonard et al. Empirical Political Analysis: Quantitative and Qualitative Research Methods . 8th ed. Boston, MA: Longman, 2011; McNabb, David E. Research Methods in Public Administration and Nonprofit Management: Quantitative and Qualitative Approaches . 2nd ed. Armonk, NY: M.E. Sharpe, 2008; Singh, Kultar. Quantitative Social Research Methods . Los Angeles, CA: Sage, 2007.

Limitations of Using Quantitative Methods

Quantitative methods presume to have an objective approach to studying research problems, where data is controlled and measured, to address the accumulation of facts, and to determine the causes of behavior. As a consequence, the results of quantitative research may be statistically significant but are often humanly insignificant.

Some specific limitations associated with using quantitative methods to study research problems in the social sciences include:

• Quantitative data is more efficient and able to test hypotheses, but may miss contextual detail;
• Uses a static and rigid approach and so employs an inflexible process of discovery;
• The development of standard questions by researchers can lead to "structural bias" and false representation, where the data actually reflects the view of the researcher instead of the participating subject;
• Results provide less detail on behavior, attitudes, and motivation;
• Researcher may collect a much narrower and sometimes superficial dataset;
• Results are limited as they provide numerical descriptions rather than detailed narrative and generally provide less elaborate accounts of human perception;
• The research is often carried out in an unnatural, artificial environment so that a level of control can be applied to the exercise. This level of control might not normally be in place in the real world thus yielding "laboratory results" as opposed to "real world results"; and,
• Preset answers will not necessarily reflect how people really feel about a subject and, in some cases, might just be the closest match to the preconceived hypothesis.

Research Tip

Finding Examples of How to Apply Different Types of Research Methods

SAGE publications is a major publisher of studies about how to design and conduct research in the social and behavioral sciences. Their SAGE Research Methods Online and Cases database includes contents from books, articles, encyclopedias, handbooks, and videos covering social science research design and methods including the complete Little Green Book Series of Quantitative Applications in the Social Sciences and the Little Blue Book Series of Qualitative Research techniques. The database also includes case studies outlining the research methods used in real research projects. This is an excellent source for finding definitions of key terms and descriptions of research design and practice, techniques of data gathering, analysis, and reporting, and information about theories of research [e.g., grounded theory]. The database covers both qualitative and quantitative research methods as well as mixed methods approaches to conducting research.

SAGE Research Methods Online and Cases

• << Previous: Qualitative Methods
• Next: Insiderness >>
• Last Updated: Sep 4, 2024 9:40 AM
• URL: https://libguides.usc.edu/writingguide

• Chapter Four: Quantitative Methods (Part 1)

Once you have chosen a topic to investigate, you need to decide which type of method is best to study it. This is one of the most important choices you will make on your research journey. Understanding the value of each of the methods described in this textbook to answer different questions allows you to be able to plan your own studies with more confidence, critique the studies others have done, and provide advice to your colleagues and friends on what type of research they should do to answer questions they have. After briefly reviewing quantitative research assumptions, this chapter is organized in three parts or sections. These parts can also be used as a checklist when working through the steps of your study. Specifically, part 1 focuses on planning a quantitative study (collecting data), part two explains the steps involved in doing a quantitative study, and part three discusses how to make sense of your results (organizing and analyzing data).

• Chapter One: Introduction
• Chapter Two: Understanding the distinctions among research methods
• Chapter Three: Ethical research, writing, and creative work
• Chapter Four: Quantitative Methods (Part 2 - Doing Your Study)
• Chapter Four: Quantitative Methods (Part 3 - Making Sense of Your Study)
• Chapter Five: Qualitative Methods (Part 1)
• Chapter Five: Qualitative Data (Part 2)
• Chapter Six: Critical / Rhetorical Methods (Part 1)
• Chapter Six: Critical / Rhetorical Methods (Part 2)
• Chapter Seven: Presenting Your Results

Quantitative Worldview Assumptions: A Review

In chapter 2, you were introduced to the unique assumptions quantitative research holds about knowledge and how it is created, or what the authors referred to in chapter one as "epistemology." Understanding these assumptions can help you better determine whether you need to use quantitative methods for a particular research study in which you are interested.

Quantitative researchers believe there is an objective reality, which can be measured. "Objective" here means that the researcher is not relying on their own perceptions of an event. S/he is attempting to gather "facts" which may be separate from people's feeling or perceptions about the facts. These facts are often conceptualized as "causes" and "effects." When you ask research questions or pose hypotheses with words in them such as "cause," "effect," "difference between," and "predicts," you are operating under assumptions consistent with quantitative methods. The overall goal of quantitative research is to develop generalizations that enable the researcher to better predict, explain, and understand some phenomenon.

Because of trying to prove cause-effect relationships that can be generalized to the population at large, the research process and related procedures are very important for quantitative methods. Research should be consistently and objectively conducted, without bias or error, in order to be considered to be valid (accurate) and reliable (consistent). Perhaps this emphasis on accurate and standardized methods is because the roots of quantitative research are in the natural and physical sciences, both of which have at their base the need to prove hypotheses and theories in order to better understand the world in which we live. When a person goes to a doctor and is prescribed some medicine to treat an illness, that person is glad such research has been done to know what the effects of taking this medicine is on others' bodies, so s/he can trust the doctor's judgment and take the medicines.

As covered in chapters 1 and 2, the questions you are asking should lead you to a certain research method choice. Students sometimes want to avoid doing quantitative research because of fear of math/statistics, but if their questions call for that type of research, they should forge ahead and use it anyway. If a student really wants to understand what the causes or effects are for a particular phenomenon, they need to do quantitative research. If a student is interested in what sorts of things might predict a person's behavior, they need to do quantitative research. If they want to confirm the finding of another researcher, most likely they will need to do quantitative research. If a student wishes to generalize beyond their participant sample to a larger population, they need to be conducting quantitative research.

So, ultimately, your choice of methods really depends on what your research goal is. What do you really want to find out? Do you want to compare two or more groups, look for relationships between certain variables, predict how someone will act or react, or confirm some findings from another study? If so, you want to use quantitative methods.

A topic such as self-esteem can be studied in many ways. Listed below are some example RQs about self-esteem. Which of the following research questions should be answered with quantitative methods?

• Is there a difference between men's and women's level of self- esteem?
• How do college-aged women describe their ups and downs with self-esteem?
• How has "self-esteem" been constructed in popular self-help books over time?
• Is there a relationship between self-esteem levels and communication apprehension?

What are the advantages of approaching a topic like self-esteem using quantitative methods? What are the disadvantages?

For more information, see the following website: Analyse This!!! Learning to analyse quantitative data

Answers:  1 & 4

Quantitative Methods Part One: Planning Your Study

Planning your study is one of the most important steps in the research process when doing quantitative research. As seen in the diagram below, it involves choosing a topic, writing research questions/hypotheses, and designing your study. Each of these topics will be covered in detail in this section of the chapter.

Topic Choice

Decide on topic.

How do you go about choosing a topic for a research project? One of the best ways to do this is to research something about which you would like to know more. Your communication professors will probably also want you to select something that is related to communication and things you are learning about in other communication classes.

When the authors of this textbook select research topics to study, they choose things that pique their interest for a variety of reasons, sometimes personal and sometimes because they see a need for more research in a particular area. For example, April Chatham-Carpenter studies adoption return trips to China because she has two adopted daughters from China and because there is very little research on this topic for Chinese adoptees and their families; she studied home vs. public schooling because her sister home schools, and at the time she started the study very few researchers had considered the social network implications for home schoolers (cf.  http://www.uni.edu/chatham/homeschool.html ).

When you are asked in this class and other classes to select a topic to research, think about topics that you have wondered about, that affect you personally, or that know have gaps in the research. Then start writing down questions you would like to know about this topic. These questions will help you decide whether the goal of your study is to understand something better, explain causes and effects of something, gather the perspectives of others on a topic, or look at how language constructs a certain view of reality.

Review Previous Research

In quantitative research, you do not rely on your conclusions to emerge from the data you collect. Rather, you start out looking for certain things based on what the past research has found. This is consistent with what was called in chapter 2 as a deductive approach (Keyton, 2011), which also leads a quantitative researcher to develop a research question or research problem from reviewing a body of literature, with the previous research framing the study that is being done. So, reviewing previous research done on your topic is an important part of the planning of your study. As seen in chapter 3 and the Appendix, to do an adequate literature review, you need to identify portions of your topic that could have been researched in the past. To do that, you select key terms of concepts related to your topic.

Some people use concept maps to help them identify useful search terms for a literature review. For example, see the following website: Concept Mapping: How to Start Your Term Paper Research .

Narrow Topic to Researchable Area

Once you have selected your topic area and reviewed relevant literature related to your topic, you need to narrow your topic to something that can be researched practically and that will take the research on this topic further. You don't want your research topic to be so broad or large that you are unable to research it. Plus, you want to explain some phenomenon better than has been done before, adding to the literature and theory on a topic. You may want to test out what someone else has found, replicating their study, and therefore building to the body of knowledge already created.

To see how a literature review can be helpful in narrowing your topic, see the following sources.  Narrowing or Broadening Your Research Topic  and  How to Conduct a Literature Review in Social Science

Research Questions & Hypotheses

Write Your Research Questions (RQs) and/or Hypotheses (Hs)

Once you have narrowed your topic based on what you learned from doing your review of literature, you need to formalize your topic area into one or more research questions or hypotheses. If the area you are researching is a relatively new area, and no existing literature or theory can lead you to predict what you might find, then you should write a research question. Take a topic related to social media, for example, which is a relatively new area of study. You might write a research question that asks:

"Is there a difference between how 1st year and 4th year college students use Facebook to communicate with their friends?"

If, however, you are testing out something you think you might find based on the findings of a large amount of previous literature or a well-developed theory, you can write a hypothesis. Researchers often distinguish between  null  and  alternative  hypotheses. The alternative hypothesis is what you are trying to test or prove is true, while the null hypothesis assumes that the alternative hypothesis is not true. For example, if the use of Facebook had been studied a great deal, and there were theories that had been developed on the use of it, then you might develop an alternative hypothesis, such as: "First-year students spend more time on using Facebook to communicate with their friends than fourth-year students do." Your null hypothesis, on the other hand, would be: "First-year students do  not  spend any more time using Facebook to communication with their friends than fourth-year students do." Researchers, however, only state the alternative hypothesis in their studies, and actually call it "hypothesis" rather than "alternative hypothesis."

Process of Writing a Research Question/Hypothesis.

Once you have decided to write a research question (RQ) or hypothesis (H) for your topic, you should go through the following steps to create your RQ or H.

Name the concepts from your overall research topic that you are interested in studying.

RQs and Hs have variables, or concepts that you are interested in studying. Variables can take on different values. For example, in the RQ above, there are at least two variables – year in college and use of Facebook (FB) to communicate. Both of them have a variety of levels within them.

When you look at the concepts you identified, are there any concepts which seem to be related to each other? For example, in our RQ, we are interested in knowing if there is a difference between first-year students and fourth-year students in their use of FB, meaning that we believe there is some connection between our two variables.

• Decide what type of a relationship you would like to study between the variables. Do you think one causes the other? Does a difference in one create a difference in the other? As the value of one changes, does the value of the other change?

Identify which one of these concepts is the independent (or predictor) variable, or the concept that is perceived to be the cause of change in the other variable? Which one is the dependent (criterion) variable, or the one that is affected by changes in the independent variable? In the above example RQ, year in school is the independent variable, and amount of time spent on Facebook communicating with friends is the dependent variable. The amount of time spent on Facebook depends on a person's year in school.

If you're still confused about independent and dependent variables, check out the following site: Independent & Dependent Variables .

Express the relationship between the concepts as a single sentence – in either a hypothesis or a research question.

For example, "is there a difference between international and American students on their perceptions of the basic communication course," where cultural background and perceptions of the course are your two variables. Cultural background would be the independent variable, and perceptions of the course would be your dependent variable. More examples of RQs and Hs are provided in the next section.

APPLICATION: Try the above steps with your topic now. Check with your instructor to see if s/he would like you to send your topic and RQ/H to him/her via e-mail.

Types of Research Questions/Hypotheses

Once you have written your RQ/H, you need to determine what type of research question or hypothesis it is. This will help you later decide what types of statistics you will need to run to answer your question or test your hypothesis. There are three possible types of questions you might ask, and two possible types of hypotheses. The first type of question cannot be written as a hypothesis, but the second and third types can.

Descriptive Question.

The first type of question is a descriptive question. If you have only one variable or concept you are studying, OR if you are not interested in how the variables you are studying are connected or related to each other, then your question is most likely a descriptive question.

This type of question is the closest to looking like a qualitative question, and often starts with a "what" or "how" or "why" or "to what extent" type of wording. What makes it different from a qualitative research question is that the question will be answered using numbers rather than qualitative analysis. Some examples of a descriptive question, using the topic of social media, include the following.

"To what extent are college-aged students using Facebook to communicate with their friends?"

"Why do college-aged students use Facebook to communicate with their friends?"

Notice that neither of these questions has a clear independent or dependent variable, as there is no clear cause or effect being assumed by the question. The question is merely descriptive in nature. It can be answered by summarizing the numbers obtained for each category, such as by providing percentages, averages, or just the raw totals for each type of strategy or organization. This is true also of the following research questions found in a study of online public relations strategies:

"What online public relations strategies are organizations implementing to combat phishing" (Baker, Baker, & Tedesco, 2007, p. 330), and

"Which organizations are doing most and least, according to recommendations from anti- phishing advocacy recommendations, to combat phishing" (Baker, Baker, & Tedesco, 2007, p. 330)

The researchers in this study reported statistics in their results or findings section, making it clearly a quantitative study, but without an independent or dependent variable; therefore, these research questions illustrate the first type of RQ, the descriptive question.

Difference Question/Hypothesis.

The second type of question is a question/hypothesis of difference, and will often have the word "difference" as part of the question. The very first research question in this section, asking if there is a difference between 1st year and 4th year college students' use of Facebook, is an example of this type of question. In this type of question, the independent variable is some type of grouping or categories, such as age. Another example of a question of difference is one April asked in her research on home schooling: "Is there a difference between home vs. public schoolers on the size of their social networks?" In this example, the independent variable is home vs. public schooling (a group being compared), and the dependent variable is size of social networks. Hypotheses can also be difference hypotheses, as the following example on the same topic illustrates: "Public schoolers have a larger social network than home schoolers do."

Relationship/Association Question/Hypothesis.

The third type of question is a relationship/association question or hypothesis, and will often have the word "relate" or "relationship" in it, as the following example does: "There is a relationship between number of television ads for a political candidate and how successful that political candidate is in getting elected." Here the independent (or predictor) variable is number of TV ads, and the dependent (or criterion) variable is the success at getting elected. In this type of question, there is no grouping being compared, but rather the independent variable is continuous (ranges from zero to a certain number) in nature. This type of question can be worded as either a hypothesis or as a research question, as stated earlier.

Test out your knowledge of the above information, by answering the following questions about the RQ/H listed below. (Remember, for a descriptive question there are no clear independent & dependent variables.)

• What is the independent variable (IV)?
• What is the dependent variable (DV)?
• What type of research question/hypothesis is it? (descriptive, difference, relationship/association)
• "Is there a difference on relational satisfaction between those who met their current partner through online dating and those who met their current partner face-to-face?"
• "How do Fortune 500 firms use focus groups to market new products?"
• "There is a relationship between age and amount of time spent online using social media."

Answers: RQ1  is a difference question, with type of dating being the IV and relational satisfaction being the DV. RQ2  is a descriptive question with no IV or DV. RQ3  is a relationship hypothesis with age as the IV and amount of time spent online as the DV.

Design Your Study

The third step in planning your research project, after you have decided on your topic/goal and written your research questions/hypotheses, is to design your study which means to decide how to proceed in gathering data to answer your research question or to test your hypothesis. This step includes six things to do. [NOTE: The terms used in this section will be defined as they are used.]

• Decide type of study design: Experimental, quasi-experimental, non-experimental.
• Decide kind of data to collect: Survey/interview, observation, already existing data.
• Operationalize variables into measurable concepts.
• Determine type of sample: Probability or non-probability.
• Decide how you will collect your data: face-to-face, via e-mail, an online survey, library research, etc.
• Pilot test your methods.

Types of Study Designs

With quantitative research being rooted in the scientific method, traditional research is structured in an experimental fashion. This is especially true in the natural sciences, where they try to prove causes and effects on topics such as successful treatments for cancer. For example, the University of Iowa Hospitals and Clinics regularly conduct clinical trials to test for the effectiveness of certain treatments for medical conditions ( University of Iowa Hospitals & Clinics: Clinical Trials ). They use human participants to conduct such research, regularly recruiting volunteers. However, in communication, true experiments with treatments the researcher controls are less necessary and thus less common. It is important for the researcher to understand which type of study s/he wishes to do, in order to accurately communicate his/her methods to the public when describing the study.

There are three possible types of studies you may choose to do, when embarking on quantitative research: (a) True experiments, (b) quasi-experiments, and (c) non-experiments.

For more information to read on these types of designs, take a look at the following website and related links in it: Types of Designs .

The following flowchart should help you distinguish between the three types of study designs described below.

True Experiments.

The first two types of study designs use difference questions/hypotheses, as the independent variable for true and quasi-experiments is  nominal  or categorical (based on categories or groupings), as you have groups that are being compared. As seen in the flowchart above, what distinguishes a true experiment from the other two designs is a concept called "random assignment." Random assignment means that the researcher controls to which group the participants are assigned. April's study of home vs. public schooling was NOT a true experiment, because she could not control which participants were home schooled and which ones were public schooled, and instead relied on already existing groups.

An example of a true experiment reported in a communication journal is a study investigating the effects of using interest-based contemporary examples in a lecture on the history of public relations, in which the researchers had the following two hypotheses: "Lectures utilizing interest- based examples should result in more interested participants" and "Lectures utilizing interest- based examples should result in participants with higher scores on subsequent tests of cognitive recall" (Weber, Corrigan, Fornash, & Neupauer, 2003, p. 118). In this study, the 122 college student participants were randomly assigned by the researchers to one of two lecture video viewing groups: a video lecture with traditional examples and a video with contemporary examples. (To see the results of the study, look it up using your school's library databases).

A second example of a true experiment in communication is a study of the effects of viewing either a dramatic narrative television show vs. a nonnarrative television show about the consequences of an unexpected teen pregnancy. The researchers randomly assigned their 367 undergraduate participants to view one of the two types of shows.

Moyer-Gusé, E., & Nabi, R. L. (2010). Explaining the effects of narrative in an entertainment television program: Overcoming resistance to persuasion.  Human Communication Research, 36 , 26-52.

A third example of a true experiment done in the field of communication can be found in the following study.

Jensen, J. D. (2008). Scientific uncertainty in news coverage of cancer research: Effects of hedging on scientists' and journalists' credibility.  Human Communication Research, 34,  347-369.

In this study, Jakob Jensen had three independent variables. He randomly assigned his 601 participants to 1 of 20 possible conditions, between his three independent variables, which were (a) a hedged vs. not hedged message, (b) the source of the hedging message (research attributed to primary vs. unaffiliated scientists), and (c) specific news story employed (of which he had five randomly selected news stories about cancer research to choose from). Although this study was pretty complex, it does illustrate the true experiment in our field since the participants were randomly assigned to read a particular news story, with certain characteristics.

Quasi-Experiments.

If the researcher is not able to randomly assign participants to one of the treatment groups (or independent variable), but the participants already belong to one of them (e.g., age; home vs. public schooling), then the design is called a quasi-experiment. Here you still have an independent variable with groups, but the participants already belong to a group before the study starts, and the researcher has no control over which group they belong to.

An example of a hypothesis found in a communication study is the following: "Individuals high in trait aggression will enjoy violent content more than nonviolent content, whereas those low in trait aggression will enjoy violent content less than nonviolent content" (Weaver & Wilson, 2009, p. 448). In this study, the researchers could not assign the participants to a high or low trait aggression group since this is a personality characteristic, so this is a quasi-experiment. It does not have any random assignment of participants to the independent variable groups. Read their study, if you would like to, at the following location.

Weaver, A. J., & Wilson, B. J. (2009). The role of graphic and sanitized violence in the enjoyment of television dramas.  Human Communication Research, 35  (3), 442-463.

Benoit and Hansen (2004) did not choose to randomly assign participants to groups either, in their study of a national presidential election survey, in which they were looking at differences between debate and non-debate viewers, in terms of several dependent variables, such as which candidate viewers supported. If you are interested in discovering the results of this study, take a look at the following article.

Benoit, W. L., & Hansen, G. J. (2004). Presidential debate watching, issue knowledge, character evaluation, and vote choice.  Human Communication Research, 30  (1), 121-144.

Non-Experiments.

The third type of design is the non-experiment. Non-experiments are sometimes called survey designs, because their primary way of collecting data is through surveys. This is not enough to distinguish them from true experiments and quasi-experiments, however, as both of those types of designs may use surveys as well.

What makes a study a non-experiment is that the independent variable is not a grouping or categorical variable. Researchers observe or survey participants in order to describe them as they naturally exist without any experimental intervention. Researchers do not give treatments or observe the effects of a potential natural grouping variable such as age. Descriptive and relationship/association questions are most often used in non-experiments.

Some examples of this type of commonly used design for communication researchers include the following studies.

• Serota, Levine, and Boster (2010) used a national survey of 1,000 adults to determine the prevalence of lying in America (see  Human Communication Research, 36 , pp. 2-25).
• Nabi (2009) surveyed 170 young adults on their perceptions of reality television on cosmetic surgery effects, looking at several things: for example, does viewing cosmetic surgery makeover programs relate to body satisfaction (p. 6), finding no significant relationship between those two variables (see  Human Communication Research, 35 , pp. 1-27).
• Derlega, Winstead, Mathews, and Braitman (2008) collected stories from 238 college students on reasons why they would disclose or not disclose personal information within close relationships (see  Communication Research Reports, 25 , pp. 115-130). They coded the participants' answers into categories so they could count how often specific reasons were mentioned, using a method called  content analysis , to answer the following research questions:

RQ1: What are research participants' attributions for the disclosure and nondisclosure of highly personal information?

RQ2: Do attributions reflect concerns about rewards and costs of disclosure or the tension between openness with another and privacy?

RQ3: How often are particular attributions for disclosure/nondisclosure used in various types of relationships? (p. 117)

All of these non-experimental studies have in common no researcher manipulation of an independent variable or even having an independent variable that has natural groups that are being compared.

Identify which design discussed above should be used for each of the following research questions.

• Is there a difference between generations on how much they use MySpace?
• Is there a relationship between age when a person first started using Facebook and the amount of time they currently spend on Facebook daily?
• Is there a difference between potential customers' perceptions of an organization who are shown an organization's Facebook page and those who are not shown an organization's Facebook page?

[HINT: Try to identify the independent and dependent variable in each question above first, before determining what type of design you would use. Also, try to determine what type of question it is – descriptive, difference, or relationship/association.]

Answers: 1. Quasi-experiment 2. Non-experiment 3. True Experiment

Data Collection Methods

Once you decide the type of quantitative research design you will be using, you will need to determine which of the following types of data you will collect: (a) survey data, (b) observational data, and/or (c) already existing data, as in library research.

Using the survey data collection method means you will talk to people or survey them about their behaviors, attitudes, perceptions, and demographic characteristics (e.g., biological sex, socio-economic status, race). This type of data usually consists of a series of questions related to the concepts you want to study (i.e., your independent and dependent variables). Both of April's studies on home schooling and on taking adopted children on a return trip back to China used survey data.

On a survey, you can have both closed-ended and open-ended questions. Closed-ended questions, can be written in a variety of forms. Some of the most common response options include the following.

Likert responses – for example: for the following statement, ______ do you strongly agree agree neutral disagree strongly disagree

Semantic differential – for example: does the following ______ make you Happy ..................................... Sad

Yes-no answers for example: I use social media daily. Yes / No.

One site to check out for possible response options is  http://www.360degreefeedback.net/media/ResponseScales.pdf .

Researchers often follow up some of their closed-ended questions with an "other" category, in which they ask their participants to "please specify," their response if none of the ones provided are applicable. They may also ask open-ended questions on "why" a participant chose a particular answer or ask participants for more information about a particular topic. If the researcher wants to use the open-ended question responses as part of his/her quantitative study, the answers are usually coded into categories and counted, in terms of the frequency of a certain answer, using a method called  content analysis , which will be discussed when we talk about already-existing artifacts as a source of data.

Surveys can be done face-to-face, by telephone, mail, or online. Each of these methods has its own advantages and disadvantages, primarily in the form of the cost in time and money to do the survey. For example, if you want to survey many people, then online survey tools such as surveygizmo.com and surveymonkey.com are very efficient, but not everyone has access to taking a survey on the computer, so you may not get an adequate sample of the population by doing so. Plus you have to decide how you will recruit people to take your online survey, which can be challenging. There are trade-offs with every method.

For more information on things to consider when selecting your survey method, check out the following website:

Selecting the Survey Method .

There are also many good sources for developing a good survey, such as the following websites. Constructing the Survey Survey Methods Designing Surveys

Observation.

A second type of data collection method is  observation . In this data collection method, you make observations of the phenomenon you are studying and then code your observations, so that you can count what you are studying. This type of data collection method is often called interaction analysis, if you collect data by observing people's behavior. For example, if you want to study the phenomenon of mall-walking, you could go to a mall and count characteristics of mall-walkers. A researcher in the area of health communication could study the occurrence of humor in an operating room, for example, by coding and counting the use of humor in such a setting.

One extended research study using observational data collection methods, which is cited often in interpersonal communication classes, is John Gottman's research, which started out in what is now called "The Love Lab." In this lab, researchers observe interactions between couples, including physiological symptoms, using coders who look for certain items found to predict relationship problems and success.

Take a look at the YouTube video about "The Love Lab" at the following site to learn more about the potential of using observation in collecting data for a research study:  The "Love" Lab .

Already-Existing Artifacts.

The third method of quantitative data collection is the use of  already-existing artifacts . With this method, you choose certain artifacts (e.g., newspaper or magazine articles; television programs; webpages) and code their content, resulting in a count of whatever you are studying. With this data collection method, researchers most often use what is called quantitative  content analysis . Basically, the researcher counts frequencies of something that occurs in an artifact of study, such as the frequency of times something is mentioned on a webpage. Content analysis can also be used in qualitative research, where a researcher identifies and creates text-based themes but does not do a count of the occurrences of these themes. Content analysis can also be used to take open-ended questions from a survey method, and identify countable themes within the questions.

Content analysis is a very common method used in media studies, given researchers are interested in studying already-existing media artifacts. There are many good sources to illustrate how to do content analysis such as are seen in the box below.

See the following sources for more information on content analysis. Writing Guide: Content Analysis A Flowchart for the Typical Process of Content Analysis Research What is Content Analysis?

With content analysis and any method that you use to code something into categories, one key concept you need to remember is  inter-coder or inter-rater reliability , in which there are multiple coders (at least two) trained to code the observations into categories. This check on coding is important because you need to check to make sure that the way you are coding your observations on the open-ended answers is the same way that others would code a particular item. To establish this kind of inter-coder or inter-rater reliability, researchers prepare codebooks (to train their coders on how to code the materials) and coding forms for their coders to use.

To see some examples of actual codebooks used in research, see the following website:  Human Coding--Sample Materials .

There are also online inter-coder reliability calculators some researchers use, such as the following:  ReCal: reliability calculation for the masses .

Regardless of which method of data collection you choose, you need to decide even more specifically how you will measure the variables in your study, which leads us to the next planning step in the design of a study.

Operationalization of Variables into Measurable Concepts

When you look at your research question/s and/or hypotheses, you should know already what your independent and dependent variables are. Both of these need to be measured in some way. We call that way of measuring  operationalizing  a variable. One way to think of it is writing a step by step recipe for how you plan to obtain data on this topic. How you choose to operationalize your variable (or write the recipe) is one all-important decision you have to make, which will make or break your study. In quantitative research, you have to measure your variables in a valid (accurate) and reliable (consistent) manner, which we discuss in this section. You also need to determine the level of measurement you will use for your variables, which will help you later decide what statistical tests you need to run to answer your research question/s or test your hypotheses. We will start with the last topic first.

Level of Measurement

Level of measurement has to do with whether you measure your variables using categories or groupings OR whether you measure your variables using a continuous level of measurement (range of numbers). The level of measurement that is considered to be categorical in nature is called nominal, while the levels of measurement considered to be continuous in nature are ordinal, interval, and ratio. The only ones you really need to know are nominal, ordinal, and interval/ratio.

Nominal  variables are categories that do not have meaningful numbers attached to them but are broader categories, such as male and female, home schooled and public schooled, Caucasian and African-American.  Ordinal  variables do have numbers attached to them, in that the numbers are in a certain order, but there are not equal intervals between the numbers (e.g., such as when you rank a group of 5 items from most to least preferred, where 3 might be highly preferred, and 2 hated).  Interval/ratio  variables have equal intervals between the numbers (e.g., weight, age).

For more information about these levels of measurement, check out one of the following websites. Levels of Measurement Measurement Scales in Social Science Research What is the difference between ordinal, interval and ratio variables? Why should I care?

Validity and Reliability

When developing a scale/measure or survey, you need to be concerned about validity and reliability. Readers of quantitative research expect to see researchers justify their research measures using these two terms in the methods section of an article or paper.

Validity.   Validity  is the extent to which your scale/measure or survey adequately reflects the full meaning of the concept you are measuring. Does it measure what you say it measures? For example, if researchers wanted to develop a scale to measure "servant leadership," the researchers would have to determine what dimensions of servant leadership they wanted to measure, and then create items which would be valid or accurate measures of these dimensions. If they included items related to a different type of leadership, those items would not be a valid measure of servant leadership. When doing so, the researchers are trying to prove their measure has internal validity. Researchers may also be interested in external validity, but that has to do with how generalizable their study is to a larger population (a topic related to sampling, which we will consider in the next section), and has less to do with the validity of the instrument itself.

There are several types of validity you may read about, including face validity, content validity, criterion-related validity, and construct validity. To learn more about these types of validity, read the information at the following link: Validity .

To improve the validity of an instrument, researchers need to fully understand the concept they are trying to measure. This means they know the academic literature surrounding that concept well and write several survey questions on each dimension measured, to make sure the full idea of the concept is being measured. For example, Page and Wong (n.d.) identified four dimensions of servant leadership: character, people-orientation, task-orientation, and process-orientation ( A Conceptual Framework for Measuring Servant-Leadership ). All of these dimensions (and any others identified by other researchers) would need multiple survey items developed if a researcher wanted to create a new scale on servant leadership.

Before you create a new survey, it can be useful to see if one already exists with established validity and reliability. Such measures can be found by seeing what other respected studies have used to measure a concept and then doing a library search to find the scale/measure itself (sometimes found in the reference area of a library in books like those listed below).

Reliability .  Reliability  is the second criterion you will need to address if you choose to develop your own scale or measure. Reliability is concerned with whether a measurement is consistent and reproducible. If you have ever wondered why, when taking a survey, that a question is asked more than once or very similar questions are asked multiple times, it is because the researchers one concerned with proving their study has reliability. Are you, for example, answering all of the similar questions similarly? If so, the measure/scale may have good reliability or consistency over time.

Researchers can use a variety of ways to show their measure/scale is reliable. See the following websites for explanations of some of these ways, which include methods such as the test-retest method, the split-half method, and inter-coder/rater reliability. Types of Reliability Reliability

To understand the relationship between validity and reliability, a nice visual provided below is explained at the following website (Trochim, 2006, para. 2). Reliability & Validity

Self-Quiz/Discussion:

Take a look at one of the surveys found at the following poll reporting sites on a topic which interests you. Critique one of these surveys, using what you have learned about creating surveys so far.

http://www.pewinternet.org/ http://pewresearch.org/ http://www.gallup.com/Home.aspx http://www.kff.org/

One of the things you might have critiqued in the previous self-quiz/discussion may have had less to do with the actual survey itself, but rather with how the researchers got their participants or sample. How participants are recruited is just as important to doing a good study as how valid and reliable a survey is.

Imagine that in the article you chose for the last "self-quiz/discussion" you read the following quote from the Pew Research Center's Internet and American Life Project: "One in three teens sends more than 100 text messages a day, or 3000 texts a month" (Lenhart, 2010, para.5). How would you know whether you could trust this finding to be true? Would you compare it to what you know about texting from your own and your friends' experiences? Would you want to know what types of questions people were asked to determine this statistic, or whether the survey the statistic is based on is valid and reliable? Would you want to know what type of people were surveyed for the study? As a critical consumer of research, you should ask all of these types of questions, rather than just accepting such a statement as undisputable fact. For example, if only people shopping at an Apple Store were surveyed, the results might be skewed high.

In particular, related to the topic of this section, you should ask about the sampling method the researchers did. Often, the researchers will provide information related to the sample, stating how many participants were surveyed (in this case 800 teens, aged 12-17, who were a nationally representative sample of the population) and how much the "margin of error" is (in this case +/- 3.8%). Why do they state such things? It is because they know the importance of a sample in making the case for their findings being legitimate and credible.  Margin of error  is how much we are confident that our findings represent the population at large. The larger the margin of error, the less likely it is that the poll or survey is accurate. Margin of error assumes a 95% confidence level that what we found from our study represents the population at large.

For more information on margin of error, see one of the following websites. Answers.com Margin of Error Stats.org Margin of Error Americanresearchgroup.com Margin of Error [this last site is a margin of error calculator, which shows that margin of error is directly tied to the size of your sample, in relationship to the size of the population, two concepts we will talk about in the next few paragraphs]

In particular, this section focused on sampling will talk about the following topics: (a) the difference between a population vs. a sample; (b) concepts of error and bias, or "it's all about significance"; (c) probability vs. non-probability sampling; and (d) sample size issues.

Population vs. Sample

When doing quantitative studies, such as the study of cell phone usage among teens, you are never able to survey the entire population of teenagers, so you survey a portion of the population. If you study every member of a population, then you are conducting a census such as the United States Government does every 10 years. When, however, this is not possible (because you do not have the money the U.S. government has!), you attempt to get as good a sample as possible.

Characteristics of a population are summarized in numerical form, and technically these numbers are called  parameters . However, numbers which summarize the characteristics of a sample are called  statistics .

Error and Bias

If a sample is not done well, then you may not have confidence in how the study's results can be generalized to the population from which the sample was taken. Your confidence level is often stated as the  margin of error  of the survey. As noted earlier, a study's margin of error refers to the degree to which a sample differs from the total population you are studying. In the Pew survey, they had a margin of error of +/- 3.8%. So, for example, when the Pew survey said 33% of teens send more than 100 texts a day, the margin of error means they were 95% sure that 29.2% - 36.8% of teens send this many texts a day.

Margin of error is tied to  sampling error , which is how much difference there is between your sample's results and what would have been obtained if you had surveyed the whole population. Sample error is linked to a very important concept for quantitative researchers, which is the notion of  significance . Here, significance does not refer to whether some finding is morally or practically significant, it refers to whether a finding is statistically significant, meaning the findings are not due to chance but actually represent something that is found in the population.  Statistical significance  is about how much you, as the researcher, are willing to risk saying you found something important and be wrong.

For the difference between statistical significance and practical significance, see the following YouTube video:  Statistical and Practical Significance .

Scientists set certain arbitrary standards based on the probability they could be wrong in reporting their findings. These are called  significance levels  and are commonly reported in the literature as  p <.05  or  p <.01  or some other probability (or  p ) level.

If an article says a statistical test reported that  p < .05 , it simply means that they are most likely correct in what they are saying, but there is a 5% chance they could be wrong and not find the same results in the population. If p < .01, then there would be only a 1% chance they were wrong and would not find the same results in the population. The lower the probability level, the more certain the results.

When researchers are wrong, or make that kind of decision error, it often implies that either (a) their sample was biased and was not representative of the true population in some way, or (b) that something they did in collecting the data biased the results. There are actually two kinds of sampling error talked about in quantitative research: Type I and Type II error.  Type 1 error  is what happens when you think you found something statistically significant and claim there is a significant difference or relationship, when there really is not in the actual population. So there is something about your sample that made you find something that is not in the actual population. (Type I error is the same as the probability level, or .05, if using the traditional p-level accepted by most researchers.)  Type II error  happens when you don't find a statistically significant difference or relationship, yet there actually is one in the population at large, so once again, your sample is not representative of the population.

For more information on these two types of error, check out the following websites. Hypothesis Testing: Type I Error, Type II Error Type I and Type II Errors - Making Mistakes in the Justice System

Researchers want to select a sample that is representative of the population in order to reduce the likelihood of having a sample that is biased. There are two types of bias particularly troublesome for researchers, in terms of sampling error. The first type is  selection bias , in which each person in the population does not have an equal chance to be chosen for the sample, which happens frequently in communication studies, because we often rely on convenience samples (whoever we can get to complete our surveys). The second type of bias is  response bias , in which those who volunteer for a study have different characteristics than those who did not volunteer for the study, another common challenge for communication researchers. Volunteers for a study may very well be different from persons who choose not to volunteer for a study, so that you have a biased sample by relying just on volunteers, which is not representative of the population from which you are trying to sample.

Probability vs. Non-Probability Sampling

One of the best ways to lower your sampling error and reduce the possibility of bias is to do probability or random sampling. This means that every person in the population has an equal chance of being selected to be in your sample. Another way of looking at this is to attempt to get a  representative  sample, so that the characteristics of your sample closely approximate those of the population. A sample needs to contain essentially the same variations that exist in the population, if possible, especially on the variables or elements that are most important to you (e.g., age, biological sex, race, level of education, socio-economic class).

There are many different ways to draw a probability/random sample from the population. Some of the most common are a  simple random sample , where you use a random numbers table or random number generator to select your sample from the population.

There are several examples of random number generators available online. See the following example of an online random number generator:  http://www.randomizer.org/ .

A  systematic random sample  takes every n-th number from the population, depending on how many people you would like to have in your sample. A  stratified random sample  does random sampling within groups, and a  multi-stage  or  cluster sample  is used when there are multiple groups within a large area and a large population, and the researcher does random sampling in stages.

If you are interested in understanding more about these types of probability/random samples, take a look at the following website: Probability Sampling .

However, many times communication researchers use whoever they can find to participate in their study, such as college students in their classes since these people are easily accessible. Many of the studies in interpersonal communication and relationship development, for example, used this type of sample. This is called a convenience sample. In doing so, they are using a non- probability or non-random sample. In these types of samples, each member of the population does not have an equal opportunity to be selected. For example, if you decide to ask your facebook friends to participate in an online survey you created about how college students in the U.S. use cell phones to text, you are using a non-random type of sample. You are unable to randomly sample the whole population in the U.S. of college students who text, so you attempt to find participants more conveniently. Some common non-random or non-probability samples are:

• accidental/convenience samples, such as the facebook example illustrates
• quota samples, in which you do convenience samples within subgroups of the population, such as biological sex, looking for a certain number of participants in each group being compared
• snowball or network sampling, where you ask current participants to send your survey onto their friends.

For more information on non-probability sampling, see the following website: Nonprobability Sampling .

Researchers, such as communication scholars, often use these types of samples because of the nature of their research. Most research designs used in communication are not true experiments, such as would be required in the medical field where they are trying to prove some cause-effect relationship to cure or alleviate symptoms of a disease. Most communication scholars recognize that human behavior in communication situations is much less predictable, so they do not adhere to the strictest possible worldview related to quantitative methods and are less concerned with having to use probability sampling.

They do recognize, however, that with either probability or non-probability sampling, there is still the possibility of bias and error, although much less with probability sampling. That is why all quantitative researchers, regardless of field, will report statistical significance levels if they are interested in generalizing from their sample to the population at large, to let the readers of their work know how confident they are in their results.

Size of Sample

The larger the sample, the more likely the sample is going to be representative of the population. If there is a lot of variability in the population (e.g., lots of different ethnic groups in the population), a researcher will need a larger sample. If you are interested in detecting small possible differences (e.g., in a close political race), you need a larger sample. However, the bigger your population, the less you have to increase the size of your sample in order to have an adequate sample, as is illustrated by an example sample size calculator such as can be found at  http://www.raosoft.com/samplesize.html .

Using the example sample size calculator, see how you might determine how large of a sample you might need in order to study how college students in the U.S. use texting on their cell phones. You would have to first determine approximately how many college students are in the U.S. According to ANEKI, there are a little over 14,000,000 college students in the U.S. ( Countries with the Most University Students ). When inputting that figure into the sample size calculator below (using no commas for the population size), you would need a sample size of approximately 385 students. If the population size was 20,000, you would need a sample of 377 students. If the population was only 2,000, you would need a sample of 323. For a population of 500, you would need a sample of 218.

It is not enough, however, to just have an adequate or large sample. If there is bias in the sampling, you can have a very bad large sample, one that also does not represent the population at large. So, having an unbiased sample is even more important than having a large sample.

So, what do you do, if you cannot reasonably conduct a probability or random sample? You run statistics which report significance levels, and you report the limitations of your sample in the discussion section of your paper/article.

Pilot Testing Methods

Now that we have talked about the different elements of your study design, you should try out your methods by doing a pilot test of some kind. This means that you try out your procedures with someone to try to catch any mistakes in your design before you start collecting data from actual participants in your study. This will save you time and money in the long run, along with unneeded angst over mistakes you made in your design during data collection. There are several ways you might do this.

You might ask an expert who knows about this topic (such as a faculty member) to try out your experiment or survey and provide feedback on what they think of your design. You might ask some participants who are like your potential sample to take your survey or be a part of your pilot test; then you could ask them which parts were confusing or needed revising. You might have potential participants explain to you what they think your questions mean, to see if they are interpreting them like you intended, or if you need to make some questions clearer.

The main thing is that you do not just assume your methods will work or are the best type of methods to use until you try them out with someone. As you write up your study, in your methods section of your paper, you can then talk about what you did to change your study based on the pilot study you did.

Institutional Review Board (IRB) Approval

The last step of your planning takes place when you take the necessary steps to get your study approved by your institution's review board. As you read in chapter 3, this step is important if you are planning on using the data or results from your study beyond just the requirements for your class project. See chapter 3 for more information on the procedures involved in this step.

Conclusion: Study Design Planning

Once you have decided what topic you want to study, you plan your study. Part 1 of this chapter has covered the following steps you need to follow in this planning process:

• decide what type of study you will do (i.e., experimental, quasi-experimental, non- experimental);
• decide on what data collection method you will use (i.e., survey, observation, or already existing data);
• operationalize your variables into measureable concepts;
• determine what type of sample you will use (probability or non-probability);
• pilot test your methods; and
• get IRB approval.

At that point, you are ready to commence collecting your data, which is the topic of the next section in this chapter.

Have a language expert improve your writing

Run a free plagiarism check in 10 minutes, automatically generate references for free.

• Knowledge Base
• Methodology
• What Is Quantitative Research? | Definition & Methods

What Is Quantitative Research? | Definition & Methods

Published on 4 April 2022 by Pritha Bhandari . Revised on 10 October 2022.

Quantitative research is the process of collecting and analysing numerical data. It can be used to find patterns and averages, make predictions, test causal relationships, and generalise results to wider populations.

Quantitative research is the opposite of qualitative research , which involves collecting and analysing non-numerical data (e.g. text, video, or audio).

Quantitative research is widely used in the natural and social sciences: biology, chemistry, psychology, economics, sociology, marketing, etc.

• What is the demographic makeup of Singapore in 2020?
• How has the average temperature changed globally over the last century?
• Does environmental pollution affect the prevalence of honey bees?
• Does working from home increase productivity for people with long commutes?

Table of contents

Quantitative research methods, quantitative data analysis, advantages of quantitative research, disadvantages of quantitative research, frequently asked questions about quantitative research.

You can use quantitative research methods for descriptive, correlational or experimental research.

• In descriptive research , you simply seek an overall summary of your study variables.
• In correlational research , you investigate relationships between your study variables.
• In experimental research , you systematically examine whether there is a cause-and-effect relationship between variables.

Correlational and experimental research can both be used to formally test hypotheses , or predictions, using statistics. The results may be generalised to broader populations based on the sampling method used.

To collect quantitative data, you will often need to use operational definitions that translate abstract concepts (e.g., mood) into observable and quantifiable measures (e.g., self-ratings of feelings and energy levels).

Prevent plagiarism, run a free check.

Once data is collected, you may need to process it before it can be analysed. For example, survey and test data may need to be transformed from words to numbers. Then, you can use statistical analysis to answer your research questions .

Descriptive statistics will give you a summary of your data and include measures of averages and variability. You can also use graphs, scatter plots and frequency tables to visualise your data and check for any trends or outliers.

Using inferential statistics , you can make predictions or generalisations based on your data. You can test your hypothesis or use your sample data to estimate the population parameter .

You can also assess the reliability and validity of your data collection methods to indicate how consistently and accurately your methods actually measured what you wanted them to.

Quantitative research is often used to standardise data collection and generalise findings . Strengths of this approach include:

• Replication

Repeating the study is possible because of standardised data collection protocols and tangible definitions of abstract concepts.

• Direct comparisons of results

The study can be reproduced in other cultural settings, times or with different groups of participants. Results can be compared statistically.

• Large samples

Data from large samples can be processed and analysed using reliable and consistent procedures through quantitative data analysis.

• Hypothesis testing

Using formalised and established hypothesis testing procedures means that you have to carefully consider and report your research variables, predictions, data collection and testing methods before coming to a conclusion.

Despite the benefits of quantitative research, it is sometimes inadequate in explaining complex research topics. Its limitations include:

• Superficiality

Using precise and restrictive operational definitions may inadequately represent complex concepts. For example, the concept of mood may be represented with just a number in quantitative research, but explained with elaboration in qualitative research.

• Narrow focus

Predetermined variables and measurement procedures can mean that you ignore other relevant observations.

• Structural bias

Despite standardised procedures, structural biases can still affect quantitative research. Missing data , imprecise measurements or inappropriate sampling methods are biases that can lead to the wrong conclusions.

• Lack of context

Quantitative research often uses unnatural settings like laboratories or fails to consider historical and cultural contexts that may affect data collection and results.

Quantitative research deals with numbers and statistics, while qualitative research deals with words and meanings.

Quantitative methods allow you to test a hypothesis by systematically collecting and analysing data, while qualitative methods allow you to explore ideas and experiences in depth.

In mixed methods research , you use both qualitative and quantitative data collection and analysis methods to answer your research question .

Data collection is the systematic process by which observations or measurements are gathered in research. It is used in many different contexts by academics, governments, businesses, and other organisations.

Operationalisation means turning abstract conceptual ideas into measurable observations.

For example, the concept of social anxiety isn’t directly observable, but it can be operationally defined in terms of self-rating scores, behavioural avoidance of crowded places, or physical anxiety symptoms in social situations.

Before collecting data , it’s important to consider how you will operationalise the variables that you want to measure.

Reliability and validity are both about how well a method measures something:

• Reliability refers to the  consistency of a measure (whether the results can be reproduced under the same conditions).
• Validity   refers to the  accuracy of a measure (whether the results really do represent what they are supposed to measure).

If you are doing experimental research , you also have to consider the internal and external validity of your experiment.

Hypothesis testing is a formal procedure for investigating our ideas about the world using statistics. It is used by scientists to test specific predictions, called hypotheses , by calculating how likely it is that a pattern or relationship between variables could have arisen by chance.

Cite this Scribbr article

If you want to cite this source, you can copy and paste the citation or click the ‘Cite this Scribbr article’ button to automatically add the citation to our free Reference Generator.

Bhandari, P. (2022, October 10). What Is Quantitative Research? | Definition & Methods. Scribbr. Retrieved 9 September 2024, from https://www.scribbr.co.uk/research-methods/introduction-to-quantitative-research/

Is this article helpful?

Pritha Bhandari

Quantitative Data Analysis 101

The lingo, methods and techniques, explained simply.

By: Derek Jansen (MBA)  and Kerryn Warren (PhD) | December 2020

Quantitative data analysis is one of those things that often strikes fear in students. It’s totally understandable – quantitative analysis is a complex topic, full of daunting lingo , like medians, modes, correlation and regression. Suddenly we’re all wishing we’d paid a little more attention in math class…

The good news is that while quantitative data analysis is a mammoth topic, gaining a working understanding of the basics isn’t that hard , even for those of us who avoid numbers and math . In this post, we’ll break quantitative analysis down into simple , bite-sized chunks so you can approach your research with confidence.

Overview: Quantitative Data Analysis 101

• What (exactly) is quantitative data analysis?
• When to use quantitative analysis
• How quantitative analysis works

The two “branches” of quantitative analysis

• Descriptive statistics 101
• Inferential statistics 101
• How to choose the right quantitative methods
• Recap & summary

What is quantitative data analysis?

Despite being a mouthful, quantitative data analysis simply means analysing data that is numbers-based – or data that can be easily “converted” into numbers without losing any meaning.

For example, category-based variables like gender, ethnicity, or native language could all be “converted” into numbers without losing meaning – for example, English could equal 1, French 2, etc.

This contrasts against qualitative data analysis, where the focus is on words, phrases and expressions that can’t be reduced to numbers. If you’re interested in learning about qualitative analysis, check out our post and video here .

What is quantitative analysis used for?

Quantitative analysis is generally used for three purposes.

• Firstly, it’s used to measure differences between groups . For example, the popularity of different clothing colours or brands.
• Secondly, it’s used to assess relationships between variables . For example, the relationship between weather temperature and voter turnout.
• And third, it’s used to test hypotheses in a scientifically rigorous way. For example, a hypothesis about the impact of a certain vaccine.

Again, this contrasts with qualitative analysis , which can be used to analyse people’s perceptions and feelings about an event or situation. In other words, things that can’t be reduced to numbers.

How does quantitative analysis work?

Well, since quantitative data analysis is all about analysing numbers , it’s no surprise that it involves statistics . Statistical analysis methods form the engine that powers quantitative analysis, and these methods can vary from pretty basic calculations (for example, averages and medians) to more sophisticated analyses (for example, correlations and regressions).

Sounds like gibberish? Don’t worry. We’ll explain all of that in this post. Importantly, you don’t need to be a statistician or math wiz to pull off a good quantitative analysis. We’ll break down all the technical mumbo jumbo in this post.

Need a helping hand?

As I mentioned, quantitative analysis is powered by statistical analysis methods . There are two main “branches” of statistical methods that are used – descriptive statistics and inferential statistics . In your research, you might only use descriptive statistics, or you might use a mix of both , depending on what you’re trying to figure out. In other words, depending on your research questions, aims and objectives . I’ll explain how to choose your methods later.

So, what are descriptive and inferential statistics?

Well, before I can explain that, we need to take a quick detour to explain some lingo. To understand the difference between these two branches of statistics, you need to understand two important words. These words are population and sample .

First up, population . In statistics, the population is the entire group of people (or animals or organisations or whatever) that you’re interested in researching. For example, if you were interested in researching Tesla owners in the US, then the population would be all Tesla owners in the US.

However, it’s extremely unlikely that you’re going to be able to interview or survey every single Tesla owner in the US. Realistically, you’ll likely only get access to a few hundred, or maybe a few thousand owners using an online survey. This smaller group of accessible people whose data you actually collect is called your sample .

So, to recap – the population is the entire group of people you’re interested in, and the sample is the subset of the population that you can actually get access to. In other words, the population is the full chocolate cake , whereas the sample is a slice of that cake.

So, why is this sample-population thing important?

Well, descriptive statistics focus on describing the sample , while inferential statistics aim to make predictions about the population, based on the findings within the sample. In other words, we use one group of statistical methods – descriptive statistics – to investigate the slice of cake, and another group of methods – inferential statistics – to draw conclusions about the entire cake. There I go with the cake analogy again…

With that out the way, let’s take a closer look at each of these branches in more detail.

Branch 1: Descriptive Statistics

Descriptive statistics serve a simple but critically important role in your research – to describe your data set – hence the name. In other words, they help you understand the details of your sample . Unlike inferential statistics (which we’ll get to soon), descriptive statistics don’t aim to make inferences or predictions about the entire population – they’re purely interested in the details of your specific sample .

When you’re writing up your analysis, descriptive statistics are the first set of stats you’ll cover, before moving on to inferential statistics. But, that said, depending on your research objectives and research questions , they may be the only type of statistics you use. We’ll explore that a little later.

So, what kind of statistics are usually covered in this section?

Some common statistical tests used in this branch include the following:

• Mean – this is simply the mathematical average of a range of numbers.
• Median – this is the midpoint in a range of numbers when the numbers are arranged in numerical order. If the data set makes up an odd number, then the median is the number right in the middle of the set. If the data set makes up an even number, then the median is the midpoint between the two middle numbers.
• Mode – this is simply the most commonly occurring number in the data set.
• In cases where most of the numbers are quite close to the average, the standard deviation will be relatively low.
• Conversely, in cases where the numbers are scattered all over the place, the standard deviation will be relatively high.
• Skewness . As the name suggests, skewness indicates how symmetrical a range of numbers is. In other words, do they tend to cluster into a smooth bell curve shape in the middle of the graph, or do they skew to the left or right?

Feeling a bit confused? Let’s look at a practical example using a small data set.

On the left-hand side is the data set. This details the bodyweight of a sample of 10 people. On the right-hand side, we have the descriptive statistics. Let’s take a look at each of them.

First, we can see that the mean weight is 72.4 kilograms. In other words, the average weight across the sample is 72.4 kilograms. Straightforward.

Next, we can see that the median is very similar to the mean (the average). This suggests that this data set has a reasonably symmetrical distribution (in other words, a relatively smooth, centred distribution of weights, clustered towards the centre).

In terms of the mode , there is no mode in this data set. This is because each number is present only once and so there cannot be a “most common number”. If there were two people who were both 65 kilograms, for example, then the mode would be 65.

Next up is the standard deviation . 10.6 indicates that there’s quite a wide spread of numbers. We can see this quite easily by looking at the numbers themselves, which range from 55 to 90, which is quite a stretch from the mean of 72.4.

And lastly, the skewness of -0.2 tells us that the data is very slightly negatively skewed. This makes sense since the mean and the median are slightly different.

As you can see, these descriptive statistics give us some useful insight into the data set. Of course, this is a very small data set (only 10 records), so we can’t read into these statistics too much. Also, keep in mind that this is not a list of all possible descriptive statistics – just the most common ones.

But why do all of these numbers matter?

While these descriptive statistics are all fairly basic, they’re important for a few reasons:

• Firstly, they help you get both a macro and micro-level view of your data. In other words, they help you understand both the big picture and the finer details.
• Secondly, they help you spot potential errors in the data – for example, if an average is way higher than you’d expect, or responses to a question are highly varied, this can act as a warning sign that you need to double-check the data.
• And lastly, these descriptive statistics help inform which inferential statistical techniques you can use, as those techniques depend on the skewness (in other words, the symmetry and normality) of the data.

Simply put, descriptive statistics are really important , even though the statistical techniques used are fairly basic. All too often at Grad Coach, we see students skimming over the descriptives in their eagerness to get to the more exciting inferential methods, and then landing up with some very flawed results.

Don’t be a sucker – give your descriptive statistics the love and attention they deserve!

Branch 2: Inferential Statistics

As I mentioned, while descriptive statistics are all about the details of your specific data set – your sample – inferential statistics aim to make inferences about the population . In other words, you’ll use inferential statistics to make predictions about what you’d expect to find in the full population.

What kind of predictions, you ask? Well, there are two common types of predictions that researchers try to make using inferential stats:

• Firstly, predictions about differences between groups – for example, height differences between children grouped by their favourite meal or gender.
• And secondly, relationships between variables – for example, the relationship between body weight and the number of hours a week a person does yoga.

In other words, inferential statistics (when done correctly), allow you to connect the dots and make predictions about what you expect to see in the real world population, based on what you observe in your sample data. For this reason, inferential statistics are used for hypothesis testing – in other words, to test hypotheses that predict changes or differences.

Of course, when you’re working with inferential statistics, the composition of your sample is really important. In other words, if your sample doesn’t accurately represent the population you’re researching, then your findings won’t necessarily be very useful.

For example, if your population of interest is a mix of 50% male and 50% female , but your sample is 80% male , you can’t make inferences about the population based on your sample, since it’s not representative. This area of statistics is called sampling, but we won’t go down that rabbit hole here (it’s a deep one!) – we’ll save that for another post .

What statistics are usually used in this branch?

There are many, many different statistical analysis methods within the inferential branch and it’d be impossible for us to discuss them all here. So we’ll just take a look at some of the most common inferential statistical methods so that you have a solid starting point.

First up are T-Tests . T-tests compare the means (the averages) of two groups of data to assess whether they’re statistically significantly different. In other words, do they have significantly different means, standard deviations and skewness.

This type of testing is very useful for understanding just how similar or different two groups of data are. For example, you might want to compare the mean blood pressure between two groups of people – one that has taken a new medication and one that hasn’t – to assess whether they are significantly different.

Kicking things up a level, we have ANOVA, which stands for “analysis of variance”. This test is similar to a T-test in that it compares the means of various groups, but ANOVA allows you to analyse multiple groups , not just two groups So it’s basically a t-test on steroids…

Next, we have correlation analysis . This type of analysis assesses the relationship between two variables. In other words, if one variable increases, does the other variable also increase, decrease or stay the same. For example, if the average temperature goes up, do average ice creams sales increase too? We’d expect some sort of relationship between these two variables intuitively , but correlation analysis allows us to measure that relationship scientifically .

Lastly, we have regression analysis – this is quite similar to correlation in that it assesses the relationship between variables, but it goes a step further to understand cause and effect between variables, not just whether they move together. In other words, does the one variable actually cause the other one to move, or do they just happen to move together naturally thanks to another force? Just because two variables correlate doesn’t necessarily mean that one causes the other.

Stats overload…

I hear you. To make this all a little more tangible, let’s take a look at an example of a correlation in action.

Here’s a scatter plot demonstrating the correlation (relationship) between weight and height. Intuitively, we’d expect there to be some relationship between these two variables, which is what we see in this scatter plot. In other words, the results tend to cluster together in a diagonal line from bottom left to top right.

As I mentioned, these are are just a handful of inferential techniques – there are many, many more. Importantly, each statistical method has its own assumptions and limitations .

For example, some methods only work with normally distributed (parametric) data, while other methods are designed specifically for non-parametric data. And that’s exactly why descriptive statistics are so important – they’re the first step to knowing which inferential techniques you can and can’t use.

How to choose the right analysis method

To choose the right statistical methods, you need to think about two important factors :

• The type of quantitative data you have (specifically, level of measurement and the shape of the data). And,
• Your research questions and hypotheses

Let’s take a closer look at each of these.

Factor 1 – Data type

The first thing you need to consider is the type of data you’ve collected (or the type of data you will collect). By data types, I’m referring to the four levels of measurement – namely, nominal, ordinal, interval and ratio. If you’re not familiar with this lingo, check out the video below.

Why does this matter?

Well, because different statistical methods and techniques require different types of data. This is one of the “assumptions” I mentioned earlier – every method has its assumptions regarding the type of data.

For example, some techniques work with categorical data (for example, yes/no type questions, or gender or ethnicity), while others work with continuous numerical data (for example, age, weight or income) – and, of course, some work with multiple data types.

If you try to use a statistical method that doesn’t support the data type you have, your results will be largely meaningless . So, make sure that you have a clear understanding of what types of data you’ve collected (or will collect). Once you have this, you can then check which statistical methods would support your data types here .

If you haven’t collected your data yet, you can work in reverse and look at which statistical method would give you the most useful insights, and then design your data collection strategy to collect the correct data types.

Another important factor to consider is the shape of your data . Specifically, does it have a normal distribution (in other words, is it a bell-shaped curve, centred in the middle) or is it very skewed to the left or the right? Again, different statistical techniques work for different shapes of data – some are designed for symmetrical data while others are designed for skewed data.

This is another reminder of why descriptive statistics are so important – they tell you all about the shape of your data.

Factor 2: Your research questions

The next thing you need to consider is your specific research questions, as well as your hypotheses (if you have some). The nature of your research questions and research hypotheses will heavily influence which statistical methods and techniques you should use.

If you’re just interested in understanding the attributes of your sample (as opposed to the entire population), then descriptive statistics are probably all you need. For example, if you just want to assess the means (averages) and medians (centre points) of variables in a group of people.

On the other hand, if you aim to understand differences between groups or relationships between variables and to infer or predict outcomes in the population, then you’ll likely need both descriptive statistics and inferential statistics.

So, it’s really important to get very clear about your research aims and research questions, as well your hypotheses – before you start looking at which statistical techniques to use.

Never shoehorn a specific statistical technique into your research just because you like it or have some experience with it. Your choice of methods must align with all the factors we’ve covered here.

Time to recap…

You’re still with me? That’s impressive. We’ve covered a lot of ground here, so let’s recap on the key points:

• Quantitative data analysis is all about  analysing number-based data  (which includes categorical and numerical data) using various statistical techniques.
• The two main  branches  of statistics are  descriptive statistics  and  inferential statistics . Descriptives describe your sample, whereas inferentials make predictions about what you’ll find in the population.
• Common  descriptive statistical methods include  mean  (average),  median , standard  deviation  and  skewness .
• Common  inferential statistical methods include  t-tests ,  ANOVA ,  correlation  and  regression  analysis.
• To choose the right statistical methods and techniques, you need to consider the  type of data you’re working with , as well as your  research questions  and hypotheses.

77 Comments

Hi, I have read your article. Such a brilliant post you have created.

Thank you for the feedback. Good luck with your quantitative analysis.

Thank you so much.

Thank you so much. I learnt much well. I love your summaries of the concepts. I had love you to explain how to input data using SPSS

Very useful, I have got the concept

Amazing and simple way of breaking down quantitative methods.

This is beautiful….especially for non-statisticians. I have skimmed through but I wish to read again. and please include me in other articles of the same nature when you do post. I am interested. I am sure, I could easily learn from you and get off the fear that I have had in the past. Thank you sincerely.

Send me every new information you might have.

i need every new information

Thank you for the blog. It is quite informative. Dr Peter Nemaenzhe PhD

It is wonderful. l’ve understood some of the concepts in a more compréhensive manner

Your article is so good! However, I am still a bit lost. I am doing a secondary research on Gun control in the US and increase in crime rates and I am not sure which analysis method I should use?

Based on the given learning points, this is inferential analysis, thus, use ‘t-tests, ANOVA, correlation and regression analysis’

Well explained notes. Am an MPH student and currently working on my thesis proposal, this has really helped me understand some of the things I didn’t know.

I like your page..helpful

wonderful i got my concept crystal clear. thankyou!!

This is really helpful , thank you

Thank you so much this helped

Wonderfully explained

thank u so much, it was so informative

THANKYOU, this was very informative and very helpful

This is great GRADACOACH I am not a statistician but I require more of this in my thesis

Include me in your posts.

This is so great and fully useful. I would like to thank you again and again.

Glad to read this article. I’ve read lot of articles but this article is clear on all concepts. Thanks for sharing.

Thank you so much. This is a very good foundation and intro into quantitative data analysis. Appreciate!

You have a very impressive, simple but concise explanation of data analysis for Quantitative Research here. This is a God-send link for me to appreciate research more. Thank you so much!

Avery good presentation followed by the write up. yes you simplified statistics to make sense even to a layman like me. Thank so much keep it up. The presenter did ell too. i would like more of this for Qualitative and exhaust more of the test example like the Anova.

This is a very helpful article, couldn’t have been clearer. Thank you.

Awesome and phenomenal information.Well done

The video with the accompanying article is super helpful to demystify this topic. Very well done. Thank you so much.

thank you so much, your presentation helped me a lot

I don’t know how should I express that ur article is saviour for me 🥺😍

It is well defined information and thanks for sharing. It helps me a lot in understanding the statistical data.

I gain a lot and thanks for sharing brilliant ideas, so wish to be linked on your email update.

Very helpful and clear .Thank you Gradcoach.

Thank for sharing this article, well organized and information presented are very clear.

VERY INTERESTING AND SUPPORTIVE TO NEW RESEARCHERS LIKE ME. AT LEAST SOME BASICS ABOUT QUANTITATIVE.

An outstanding, well explained and helpful article. This will help me so much with my data analysis for my research project. Thank you!

wow this has just simplified everything i was scared of how i am gonna analyse my data but thanks to you i will be able to do so

simple and constant direction to research. thanks

This is helpful

Great writing!! Comprehensive and very helpful.

Do you provide any assistance for other steps of research methodology like making research problem testing hypothesis report and thesis writing?

Thank you so much for such useful article!

Amazing article. So nicely explained. Wow

Very insightfull. Thanks

I am doing a quality improvement project to determine if the implementation of a protocol will change prescribing habits. Would this be a t-test?

The is a very helpful blog, however, I’m still not sure how to analyze my data collected. I’m doing a research on “Free Education at the University of Guyana”

tnx. fruitful blog!

So I am writing exams and would like to know how do establish which method of data analysis to use from the below research questions: I am a bit lost as to how I determine the data analysis method from the research questions.

Do female employees report higher job satisfaction than male employees with similar job descriptions across the South African telecommunications sector? – I though that maybe Chi Square could be used here. – Is there a gender difference in talented employees’ actual turnover decisions across the South African telecommunications sector? T-tests or Correlation in this one. – Is there a gender difference in the cost of actual turnover decisions across the South African telecommunications sector? T-tests or Correlation in this one. – What practical recommendations can be made to the management of South African telecommunications companies on leveraging gender to mitigate employee turnover decisions?

Your assistance will be appreciated if I could get a response as early as possible tomorrow

This was quite helpful. Thank you so much.

wow I got a lot from this article, thank you very much, keep it up

Thanks for yhe guidance. Can you send me this guidance on my email? To enable offline reading?

Thank you very much, this service is very helpful.

Every novice researcher needs to read this article as it puts things so clear and easy to follow. Its been very helpful.

Wonderful!!!! you explained everything in a way that anyone can learn. Thank you!!

I really enjoyed reading though this. Very easy to follow. Thank you

Many thanks for your useful lecture, I would be really appreciated if you could possibly share with me the PPT of presentation related to Data type?

Thank you very much for sharing, I got much from this article

This is a very informative write-up. Kindly include me in your latest posts.

Very interesting mostly for social scientists

Thank you so much, very helpfull

You’re welcome 🙂

woow, its great, its very informative and well understood because of your way of writing like teaching in front of me in simple languages.

I have been struggling to understand a lot of these concepts. Thank you for the informative piece which is written with outstanding clarity.

very informative article. Easy to understand

Beautiful read, much needed.

Always greet intro and summary. I learn so much from GradCoach

Quite informative. Simple and clear summary.

I thoroughly enjoyed reading your informative and inspiring piece. Your profound insights into this topic truly provide a better understanding of its complexity. I agree with the points you raised, especially when you delved into the specifics of the article. In my opinion, that aspect is often overlooked and deserves further attention.

Absolutely!!! Thank you

Thank you very much for this post. It made me to understand how to do my data analysis.

its nice work and excellent job ,you have made my work easier

Wow! So explicit. Well done.

Submit a Comment Cancel reply

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

• Print Friendly

What is Quantitative Data? Your Guide to Data-Driven Success

Free Website Traffic Checker

Discover your competitors' strengths and leverage them to achieve your own success

In the world of market research , quantitative data is the lifeblood that fuels strategic decision-making, product innovation and competitive analysis .

This type of numerical data is a vital part of any market research professional’s toolkit because it provides measurable and objective evidence for the effectiveness of market and consumer behavioral insights.

Here, we’ll dive into the different types of quantitative data and provide a step-by-step guide on how to analyze quantitative data for the biggest impact on business strategy, optimization of campaigns, product placement and market entry decisions. All with a little help from Similarweb.

Let’s dive right in!

What is quantitative data?

Simply put, quantitative data is strictly numerical in nature. It’s any metric that can be counted, measured or quantified, like length in inches, distance in miles or time in seconds, minutes, hours or days.

Basically, it’s the type of data that answers questions like ‘how many?’, ‘how much?’ or ‘how big or small?’.

If you’re a market research professional, we’re talking statistics like market share percentage, web traffic visits , product views and ROI – all the crucial data you need to accurately gauge market potential .

Quantitative vs. qualitative data: what’s the difference?

If quantitative data is concerned with numbers, qualitative data deals with more descriptive or categorical information that can’t be as easily measured.

Quantitative answers ‘ how much ’ but qualitative explains ‘why’ or ‘how’ . This can be simple information like gender, eye color, types of cars or a description of the weather, i.e. very cold or rainy.

In business, qualitative data is information collected from things like research, open-ended surveys or questionnaires, interviews, focus groups, panels and case studies . Anything that delves into the underlying reasons, motivations and opinions that lie behind quantitative data.

Together, quantitative and qualitative data paint a reliable and robust picture. Quantitative data offers the assurance of fact and evidence, while qualitative data gives essential context and depth, and is able to capture more complex insight.

This match made in ‘data heaven’ leads to the best possible foundation for informed, data-driven decision making across the entire business.

What are the advantages and disadvantages of quantitative data?

Advantages of quantitative data:

✅ Accuracy and precision

Quantitative data is numerical, which allows for precise measurements and accuracy in the results. This precision is crucial for statistical analysis and making data-driven decisions where exact figures are key

✅ Simplicity

Numerical data can often be easier to handle and interpret compared to more complex qualitative data. Graphs, charts and tables can be used to represent quantitative data simply and effectively, making it accessible to a wider audience

✅ Reliability and credibility

Quantitative data can be collected and analyzed using standardized methods which increase the reliability of the data. This standardization helps in replicating studies, ensuring that results are consistent over time and across different researchers or studies

✅ Ease of comparability

Since quantitative data is numerical, it can be easily compared across different groups, time periods or other variables. This comparability is essential for trend analysis, forecasting, and competitive benchmarking/analysis

✅ Scalability

Quantitative research methods are generally scalable, meaning they can handle large sample sizes. This is particularly advantageous in studies where large data sets are required for generalizability of the findings

Disadvantages of quantitative data:

❌ Lack of context

What quantitative data has in precision, it lacks in broader context – or the “why” behind the data. While it shows the numbers and trends, it may not explain the underlying motives, emotions or experiences which are better captured by qualitative data

❌ Inflexibility

Once a quantitative data collection has begun, altering the process can be difficult or even impossible. This inflexibility can be a disadvantage if initial assumptions change or if unexpected factors arise

❌ Oversimplification

While the simplicity of quantitative data is certainly an advantage, it can also lead to oversimplification of complex issues. Reducing complex human behaviors or social phenomena to mere numbers can sometimes lead to the wrong conclusions or missed nuances

❌ Resource heavy

Quantitative research often requires significant resources in terms of time, money and expertise. Large-scale surveys and experiments necessitate comprehensive planning, robust data collection tools and sometimes sophisticated statistical analysis, making them very resource-intensive

❌ Surface-level insight

Quantitative data can provide broad overviews and identify trends but might not delve deep enough to extract truly useful insight. It tends to offer surface-level insights, which might be insufficient when detailed understanding or deep explorations of issues are required

Quantitative data examples

Quantitative data is an integral part of our day-to-day life, as well as being critical in a business sense. To get a clearer picture of what sort of information qualifies, let’s start with some more everyday examples of quantitative data before moving on to a few quantitative market research examples:

🌡️ Temperature: Most of us check the weather every day to decide what to wear and how to plan our activities; it’s also a critical metric for cooking and heating your home.

⚖️ Height and weight: Regular measurements can monitor growth in children or manage health and fitness in adults.

🕐 Time: We use time data to manage almost every part of our lives, from timing a morning commute or setting alarms for appointments, to making future plans.

⚡️ Speed: This helps in gauging how fast a vehicle travels, influencing travel time estimates and safety considerations.

📚 Test scores: Teachers and students use these to assess academic performance and areas of improvement.

❤️ Heart rate: Monitored during exercise or for health management, indicating physical exertion levels or potential medical conditions.

🥗 Calorie intake : Counting calories is a common method for managing diet and health

🚶 Number of steps: With fitness trackers, counting steps has become a popular way to gauge daily physical activity.

Ready for some market research-specific examples of quantitative data? 

This type of data is absolutely indispensable in market research as it provides a foundation to analyze the market, consumer behavior and business performance. Here’s how market research professionals often leverage quantitative data:

• Sales volume and revenue: These metrics help businesses understand market demand and the financial success of their products and services
• Market share: This is a good example for quantitative data that helps companies gauge their competitive edge and market presence
• Conversion rates: Useful for evaluating the effectiveness of promotional activities and customer service initiatives
• Advertising spend and ROI: Businesses assess the profitability and effectiveness of their marketing campaigns
• Engagement rates: These metrics show how engaging online content is and how effectively it converts viewers into customers
• Web traffic: Analyzed to determine the effectiveness of online presence and digital marketing strategies
• Marketing channel performance : Evaluating direct , organic search , email, social media, paid search and referral traffic are vital for understanding the most lucrative marketing channels to invest in

What are the different types of quantitative data?

1) Discrete data

These are numbers that can’t be broken down into smaller parts and only make sense as a whole when you list them. This could be the number of employees in a business or sales volume, as you can’t have 1.3 of a person or half a unit sold.

2) Continuous data

This is the type of data that can be measured both in full or broken down into smaller parts, making it continuous. Examples of continuous data include height or weight metrics as it is possible to have 0.5 kilograms of flour. In business sense, something like revenue or advertising spend is continuous as it can be any value, including decimals.

3) Interval data

This type of quantitative data measures the difference between points and doesn’t have a real starting point or value of zero. For example, temperature always exists, even at zero degrees – which is merely a point on the temperature scale. But it’s still useful to be able to discuss the difference between 30 and 40 degrees.

4) Ratio data

Unlike interval data, ratio data has a natural zero point, which means that zero means nothing is there. This allows for the calculation of ratios. Examples of ratio data could be time spent doing a task (where 0 hours means no time was spent at all) or conversion or engagement rates (where 0% engagement means no interaction.)

5) Ordinal data

Though this type of data is technically qualitative, ordinal data can often be seen as quantitative, especially when used in statistical models. For example, in categories such as a customer satisfaction scale from 1 to 10, where higher numbers indicate higher satisfaction.

What are the main collection methods of quantitative data?

Most types of research simply would not be possible without quantitative data, and there are many different ways of collecting this type of information, depending on the context. To start, here are some broad ways of collecting quantitative data:

• Experiments
• Observations
• Document and record analysis

In the realm of market research, quantitative data will often be gathered to shed light on market dynamics, trends or consumer behavior. Here are some specific examples of how market research professionals may collect quantitative data:

Market surveys and polls – Surveys and polls are designed to gauge consumer opinions and preferences, and can gather large volumes of data from targeted demographics that can be used to enhance product development and marketing strategies.

Digital analytics – With tools like Google Analytics and Similarweb, market researchers can analyze online behavior and track website interactions, marketing channel engagement and online purchasing patterns.

Customer databases and CRM systems – Transactional data gathered by customer relationship management (CRM) systems can be used to better understand things like purchase behaviors, customer lifecycle and audience loyalty trends.

A/B testing – This is an experimental approach used extensively in digital marketing to compare two versions of something, such as a landing page or email subject line, to determine which performs better in terms of user engagement and conversion rates.

Why is quantitative data so important in market research?

It’s hard to imagine a world without quantitative data. It would likely be very tricky to do your job, depending on what industry you work in.

Indeed, quantitative data is often indispensable to businesses across a wide range of industries as it provides a solid foundation for analyzing trends, measuring the effectiveness of different strategies and predicting future outcomes. But that’s just the tip of the iceberg. Here’s why quantitative data is so critical, particularly within the realm of market research:

Data-driven decision making

Quantitative data takes away a lot of the guesswork and subjectivity when it comes to making important decisions. With numbers and statistics, businesses can move beyond conjecture and personal bias to make more objective, data-backed decisions. In market research, this is particularly important when deciding whether to enter a particular market or expand within an existing one.

This is where Similarweb steps in 👋

Similarweb’s platform offers powerful market research tools that streamline the gathering and analyzing of quantitative research , particularly useful when evaluating a potential new market or expanding within a current one.

Market research professionals need look no further than Similarweb’s Market Analysis feature, which provides detailed insights into how challenging it may be to penetrate a particular market.

It does this by analyzing quantitative data surrounding competitor density, market saturation, and customer loyalty to get a robust picture of the competitive landscape .

As an example, here’s a snapshot of the market difficulty for the Consumer Electronics industry, using Market Analysis:

Here, we can see that based on a variety of analyzed quantitative data, market difficulty is ‘medium’, meaning it would be moderately challenging for new entrants to gain a foothold or existing players to increase market share , and would require time and investment.

You may think this means that an electronics company can simply choose whether on not to launch a new product or grow their market share based on this medium difficulty.

However, the devil is often in the details. When you break down the metrics on display and investigate further, more nuanced insights emerge about how a company can succeed in the market:

Audience loyalty in the Electronics and Technology industry – measured by the percentage of exclusive website visits (meaning the customers did not look at more than one brand) – is fairly low at 22.14%. Here’s a further breakdown, highlighting the top players:

This suggests that customers that are interested in Consumer Electronics sites are not particularly loyal to a single brand and will switch easily, indicating a price-driven market.

Therefore, a new market entrant should focus on developing unique value propositions, loyalty programs, or more competitive pricing models in order to gain traction in this otherwise difficult market.

Consolidation

This engagement metric is concerned with the percentage of players that hold the most market share (measured in website visits). In this industry, the consolidation rate is high, with the top 1% of players getting a whopping 80.03% on website visits.

While this means the competitive landscape is dominated by a few large players (Apple, Samsung etc.,) smaller players may be able to edge their way in:

Indeed, with this information, new entrants can strategically focus on targeting niche segments within the wider industry or creating innovative strategies to set themselves apart from the usual suspects.

Average PPC Spend

The data suggests that, at a glance, there is a high average PPC spend within the Consumer Electronics industry, likely due to strong competition over high-value keywords and ad placements. This can outprice companies with a smaller budget or lead to wasted ad spend with little to no results.

Understanding the investment needed to compete on paid channels can encourage smaller companies to either target more cost-effective options, like more niche or long-tail keywords , or redirect spend to more lucrative marketing channels that will yield better results.

Brand strength

Interestingly, brand strength is measured as ‘medium’ at 59.11% for the Consumer Electronics industry, despite featuring household names like Apple and Samsung. Brand strength is calculated by the percentage of direct and branded traffic to the top websites in the industry:

This means it could be relatively tricky – but certainly not impossible – for new market entrants to build brand awareness .

With the understanding that strong brand recognition and marketing is effective in this industry, potential market entrants can focus significant effort on building a strong, yet unique, brand identity and decide on strategies that will help them cut through the noise, like influencer marketing and PR campaigns.

Understanding consumer behavior

Data analysis for quantitative data is like a compass for understanding what your customers are doing and what they want. Metrics like click-through rate , conversion rate , page visit duration , and bounce rate all tell a story about how engaged your customers are with your website and content. This is instrumental in refining marketing campaigns, improving product or service offerings and elevating the customer experience.

Want another shortcut to understanding consumer behavior and preferences? Similarweb delivers this (and more) with our Demand Analysis feature.

Demand Analysis offers a direct look into what consumers are searching for, the trends shaping their behaviors, and how they respond to various market stimuli.

By leveraging real-time and historical data on consumer search behavior, you can gain a detailed understanding of demand patterns and shifts in consumer interests.

Demand Analysis reveals trends through customized keyword lists. By leveraging these personalized insights, you can forecast demand within your category and track how it evolves over time. This enables you to identify—and potentially forecast—both significant macro trends and nuanced micro trends that are likely to influence your business.

Here’s how demand forecasting works using Similarweb:

Let’s find out how popular the topic ‘dresses’ is based on real-time consumer searches and clicks. Based on a customized keyword list, we can see that demand for this topic has grown by 9.09% over the last three months:

With total searches for dress-related keywords rising by almost 10% in the last 3 months, we can clearly see the demand trend is steadily rising – to be expected as we enter the warmer months. Here, there is also the option to change the time period of comparison, for example to see how demand has changed Year over Year.

Looking at a YoY view of keyword trends, this graph reveals further key consumer insights surrounding demand for dresses, such as:

• The lowest search volumes are seen in more generic keyword s like “dresses for women” and “women’s dresses,” which indicates that consumers are searching more specifically when looking online
• ‘Cocktail dresses’ has the highest search volume among the dress types, peaking at around 116K searches in Sept 2023 and then again in April 2024. However, there is a decrease of 8-30% during these peaks when compared with data from 2022
• The consistently high volume for dresses suggests strong, steady demand throughout the year , however the peak in September for ‘cocktail dresses’ and in November for ‘maxi dresses’ is not quite consistent with the expected seasonal trend, which could point to event-driven consumer demand or targeted marketing campaigns

Benchmarking performance/competitive analysis

Quantitative data analysis is also vital for comparing business performance against competitors, particularly industry leaders . By analyzing competitors’ data alongside their own, like product sales or views, marketing channel performance and engagement metrics , businesses and brands can benchmark their success and better gauge their position in the market. This also helps identify opportunities or areas of improvement.

When it comes to this kind of comparative quantitative data, Similarweb’s platform has it all.

Let’s compare the website performance of two leading click-and-mortar retailers – walmart.com and target.com – using our Website Analysis feature.

Before diving into the nitty gritty, Similarweb offers an overview or snapshot of each company’s key performance metrics, displayed side-by-side for easier comparison:

With this initial overview, market research professionals can quickly gauge where they stand against their competitors in terms of market share, total website visits, desktop/mobile device distribution and how they compare in the global, country and industry arena. 

Diving into the data further, Website Analysis offers a look into high-level traffic and engagement metrics:

Here, there is the option to compare the website traffic trend of each competitor analyzed over a specific period. Then, they can view other engagement trends concerning visit duration, pages per visit , page views , and bounce rate.

Alternatively, this data can be seen even more clearly under our specific Engagement segment:

Next up, the Marketing Channels overview gives a snapshot into the performance of each competitors’ marketing channels, so businesses can compare their most successful traffic sources:

Walmart is the clear winner in this example, taking the lead across every channel. Target may use this information to understand the most lucrative channels to invest in based on their competitors’ success.

And finally, get one last snapshot of quantitative data in the form of some juicy audience demographics for more targeted strategies:

Tracking market trends

Understanding (and anticipating) market trends is one of the most important parts of market research. Trendspotting is possible by tracking certain quantitative data, such as sales numbers, market share, customer demographics, and purchase patterns over time. These data points can help provide clear insight into how a market is evolving, and what might be on the horizon. This is especially useful when forecasting future trends or demand for products and services.

Elevating the customer experience

Last but certainly not least, quantitative data is very useful in getting an idea of how satisfied customers are with a product or service. Gathering feedback via market research surveys can be used to fine-tune product features, elevate customer service and enhance the user experience – sending customer satisfaction, loyalty, and sales through the roof.

That’s a wrap on quantitative data…

In market research, quantitative data is indispensable, fueling data-driven decisions, product innovation and competitive analysis. This type of data provides measurable, objective evidence crucial for assessing strategies, understanding consumer behaviors and predicting future trends.

Similarweb is a goldmine of quantitative data, showcasing the power of these metrics with its advanced analytical tools.

The platform’s Market Analysis feature, in particular, offers deep insights into market dynamics, empowering market research professionals to make data-driven decisions with more precision.

Whether exploring new markets or expanding existing ones, Similarweb provides the essential quantitative data needed to turn data into actionable insights and navigate the complexities of today’s dynamic landscape – with confidence.

Dive into a treasure trove of quantitative data

With the best analytics platform in the world.

Quantitative data refers to any data that can be quantified and expressed numerically. This includes measurements, counts or other data that can be represented by numbers.

Why is quantitative data important in market research?

Quantitative data is crucial in market research as it provides a solid foundation for making objective decisions. It helps in analyzing trends, measuring the effectiveness of different strategies and predicting future outcomes. With quantitative data, businesses can take out the guesswork, allowing for more precise planning and assessment.

What’s the difference between quantitative and qualitative data?

Quantitative data involves numerical measurements and provides insights in terms of numbers and stats, allowing for statistical analysis and more concrete conclusions. Qualitative data is more descriptive and observational, providing deeper insights into thoughts, opinions, and motivations.

Quantitative data is categorized into four main types. Discrete data consists of counts that cannot be meaningfully divided into smaller parts, such as the number of children in a family. Continuous data includes measurements that can be infinitely divided into finer increments, like weight.

Interval data involves measurements where the difference between values is meaningful but lacks a true zero point, such as temperature in Celsius. Lastly, ratio data is similar to interval data but includes a meaningful zero point, allowing for ratio calculations, examples include height, weight, and distance.

How can I find and analyze quantitative data using Similarweb?

Similarweb offers a variety of tools that help in discovering and analyzing quantitative data. Features like Market Analysis provide insights into market dynamics, including competitor density, market saturation and customer loyalty. To track consumer behavior, the Demand Analysis tool offers real-time data on search trends and keyword volumes, making it easier to gauge market demand and interest.

by Monique Ellis

Content Marketing Manager

Monique, with 7 years in data storytelling, enjoys crafting content and exploring new places. She’s also a fan of historical fiction.

Related Posts

Competitive Benchmarking: Crack the Code to Your Competitors’ Success

Importance of Market Research: 9 Reasons Why It’s Crucial for Your Business

Audience Segmentation: Definition, Importance & Types

Geographic Segmentation: Definition, Pros & Cons, Examples, and More

Demographic Segmentation: The Key To Transforming Your Marketing Strategy

Unlocking Consumer Behavior: What Makes Your Customers Tick?

Wondering what similarweb can do for your business.

Give it a try or talk to our insights team — don’t worry, it’s free!

Qualitative vs Quantitative Research Methods & Data Analysis

Saul McLeod, PhD

Editor-in-Chief for Simply Psychology

BSc (Hons) Psychology, MRes, PhD, University of Manchester

Saul McLeod, PhD., is a qualified psychology teacher with over 18 years of experience in further and higher education. He has been published in peer-reviewed journals, including the Journal of Clinical Psychology.

Learn about our Editorial Process

Olivia Guy-Evans, MSc

Associate Editor for Simply Psychology

BSc (Hons) Psychology, MSc Psychology of Education

Olivia Guy-Evans is a writer and associate editor for Simply Psychology. She has previously worked in healthcare and educational sectors.

The main difference between quantitative and qualitative research is the type of data they collect and analyze.

Quantitative data is information about quantities, and therefore numbers, and qualitative data is descriptive, and regards phenomenon which can be observed but not measured, such as language.

• Quantitative research collects numerical data and analyzes it using statistical methods. The aim is to produce objective, empirical data that can be measured and expressed numerically. Quantitative research is often used to test hypotheses, identify patterns, and make predictions.
• Qualitative research gathers non-numerical data (words, images, sounds) to explore subjective experiences and attitudes, often via observation and interviews. It aims to produce detailed descriptions and uncover new insights about the studied phenomenon.

On This Page:

What Is Qualitative Research?

Qualitative research is the process of collecting, analyzing, and interpreting non-numerical data, such as language. Qualitative research can be used to understand how an individual subjectively perceives and gives meaning to their social reality.

Qualitative data is non-numerical data, such as text, video, photographs, or audio recordings. This type of data can be collected using diary accounts or in-depth interviews and analyzed using grounded theory or thematic analysis.

Qualitative research is multimethod in focus, involving an interpretive, naturalistic approach to its subject matter. This means that qualitative researchers study things in their natural settings, attempting to make sense of, or interpret, phenomena in terms of the meanings people bring to them. Denzin and Lincoln (1994, p. 2)

Interest in qualitative data came about as the result of the dissatisfaction of some psychologists (e.g., Carl Rogers) with the scientific study of psychologists such as behaviorists (e.g., Skinner ).

Since psychologists study people, the traditional approach to science is not seen as an appropriate way of carrying out research since it fails to capture the totality of human experience and the essence of being human.  Exploring participants’ experiences is known as a phenomenological approach (re: Humanism ).

Qualitative research is primarily concerned with meaning, subjectivity, and lived experience. The goal is to understand the quality and texture of people’s experiences, how they make sense of them, and the implications for their lives.

Qualitative research aims to understand the social reality of individuals, groups, and cultures as nearly as possible as participants feel or live it. Thus, people and groups are studied in their natural setting.

Some examples of qualitative research questions are provided, such as what an experience feels like, how people talk about something, how they make sense of an experience, and how events unfold for people.

Research following a qualitative approach is exploratory and seeks to explain ‘how’ and ‘why’ a particular phenomenon, or behavior, operates as it does in a particular context. It can be used to generate hypotheses and theories from the data.

Qualitative Methods

There are different types of qualitative research methods, including diary accounts, in-depth interviews , documents, focus groups , case study research , and ethnography .

The results of qualitative methods provide a deep understanding of how people perceive their social realities and in consequence, how they act within the social world.

The researcher has several methods for collecting empirical materials, ranging from the interview to direct observation, to the analysis of artifacts, documents, and cultural records, to the use of visual materials or personal experience. Denzin and Lincoln (1994, p. 14)

Here are some examples of qualitative data:

Interview transcripts : Verbatim records of what participants said during an interview or focus group. They allow researchers to identify common themes and patterns, and draw conclusions based on the data. Interview transcripts can also be useful in providing direct quotes and examples to support research findings.

Observations : The researcher typically takes detailed notes on what they observe, including any contextual information, nonverbal cues, or other relevant details. The resulting observational data can be analyzed to gain insights into social phenomena, such as human behavior, social interactions, and cultural practices.

Unstructured interviews : generate qualitative data through the use of open questions.  This allows the respondent to talk in some depth, choosing their own words.  This helps the researcher develop a real sense of a person’s understanding of a situation.

Diaries or journals : Written accounts of personal experiences or reflections.

Notice that qualitative data could be much more than just words or text. Photographs, videos, sound recordings, and so on, can be considered qualitative data. Visual data can be used to understand behaviors, environments, and social interactions.

Qualitative Data Analysis

Qualitative research is endlessly creative and interpretive. The researcher does not just leave the field with mountains of empirical data and then easily write up his or her findings.

Qualitative interpretations are constructed, and various techniques can be used to make sense of the data, such as content analysis, grounded theory (Glaser & Strauss, 1967), thematic analysis (Braun & Clarke, 2006), or discourse analysis .

For example, thematic analysis is a qualitative approach that involves identifying implicit or explicit ideas within the data. Themes will often emerge once the data has been coded .

Key Features

• Events can be understood adequately only if they are seen in context. Therefore, a qualitative researcher immerses her/himself in the field, in natural surroundings. The contexts of inquiry are not contrived; they are natural. Nothing is predefined or taken for granted.
• Qualitative researchers want those who are studied to speak for themselves, to provide their perspectives in words and other actions. Therefore, qualitative research is an interactive process in which the persons studied teach the researcher about their lives.
• The qualitative researcher is an integral part of the data; without the active participation of the researcher, no data exists.
• The study’s design evolves during the research and can be adjusted or changed as it progresses. For the qualitative researcher, there is no single reality. It is subjective and exists only in reference to the observer.
• The theory is data-driven and emerges as part of the research process, evolving from the data as they are collected.

Limitations of Qualitative Research

• Because of the time and costs involved, qualitative designs do not generally draw samples from large-scale data sets.
• The problem of adequate validity or reliability is a major criticism. Because of the subjective nature of qualitative data and its origin in single contexts, it is difficult to apply conventional standards of reliability and validity. For example, because of the central role played by the researcher in the generation of data, it is not possible to replicate qualitative studies.
• Also, contexts, situations, events, conditions, and interactions cannot be replicated to any extent, nor can generalizations be made to a wider context than the one studied with confidence.
• The time required for data collection, analysis, and interpretation is lengthy. Analysis of qualitative data is difficult, and expert knowledge of an area is necessary to interpret qualitative data. Great care must be taken when doing so, for example, looking for mental illness symptoms.

Advantages of Qualitative Research

• Because of close researcher involvement, the researcher gains an insider’s view of the field. This allows the researcher to find issues that are often missed (such as subtleties and complexities) by the scientific, more positivistic inquiries.
• Qualitative descriptions can be important in suggesting possible relationships, causes, effects, and dynamic processes.
• Qualitative analysis allows for ambiguities/contradictions in the data, which reflect social reality (Denscombe, 2010).
• Qualitative research uses a descriptive, narrative style; this research might be of particular benefit to the practitioner as she or he could turn to qualitative reports to examine forms of knowledge that might otherwise be unavailable, thereby gaining new insight.

What Is Quantitative Research?

Quantitative research involves the process of objectively collecting and analyzing numerical data to describe, predict, or control variables of interest.

The goals of quantitative research are to test causal relationships between variables , make predictions, and generalize results to wider populations.

Quantitative researchers aim to establish general laws of behavior and phenomenon across different settings/contexts. Research is used to test a theory and ultimately support or reject it.

Quantitative Methods

Experiments typically yield quantitative data, as they are concerned with measuring things.  However, other research methods, such as controlled observations and questionnaires , can produce both quantitative information.

For example, a rating scale or closed questions on a questionnaire would generate quantitative data as these produce either numerical data or data that can be put into categories (e.g., “yes,” “no” answers).

Experimental methods limit how research participants react to and express appropriate social behavior.

Findings are, therefore, likely to be context-bound and simply a reflection of the assumptions that the researcher brings to the investigation.

There are numerous examples of quantitative data in psychological research, including mental health. Here are a few examples:

Another example is the Experience in Close Relationships Scale (ECR), a self-report questionnaire widely used to assess adult attachment styles .

The ECR provides quantitative data that can be used to assess attachment styles and predict relationship outcomes.

Neuroimaging data : Neuroimaging techniques, such as MRI and fMRI, provide quantitative data on brain structure and function.

This data can be analyzed to identify brain regions involved in specific mental processes or disorders.

For example, the Beck Depression Inventory (BDI) is a clinician-administered questionnaire widely used to assess the severity of depressive symptoms in individuals.

The BDI consists of 21 questions, each scored on a scale of 0 to 3, with higher scores indicating more severe depressive symptoms. 

Quantitative Data Analysis

Statistics help us turn quantitative data into useful information to help with decision-making. We can use statistics to summarize our data, describing patterns, relationships, and connections. Statistics can be descriptive or inferential.

Descriptive statistics help us to summarize our data. In contrast, inferential statistics are used to identify statistically significant differences between groups of data (such as intervention and control groups in a randomized control study).

• Quantitative researchers try to control extraneous variables by conducting their studies in the lab.
• The research aims for objectivity (i.e., without bias) and is separated from the data.
• The design of the study is determined before it begins.
• For the quantitative researcher, the reality is objective, exists separately from the researcher, and can be seen by anyone.
• Research is used to test a theory and ultimately support or reject it.

Limitations of Quantitative Research

• Context: Quantitative experiments do not take place in natural settings. In addition, they do not allow participants to explain their choices or the meaning of the questions they may have for those participants (Carr, 1994).
• Researcher expertise: Poor knowledge of the application of statistical analysis may negatively affect analysis and subsequent interpretation (Black, 1999).
• Variability of data quantity: Large sample sizes are needed for more accurate analysis. Small-scale quantitative studies may be less reliable because of the low quantity of data (Denscombe, 2010). This also affects the ability to generalize study findings to wider populations.
• Confirmation bias: The researcher might miss observing phenomena because of focus on theory or hypothesis testing rather than on the theory of hypothesis generation.

Advantages of Quantitative Research

• Scientific objectivity: Quantitative data can be interpreted with statistical analysis, and since statistics are based on the principles of mathematics, the quantitative approach is viewed as scientifically objective and rational (Carr, 1994; Denscombe, 2010).
• Useful for testing and validating already constructed theories.
• Rapid analysis: Sophisticated software removes much of the need for prolonged data analysis, especially with large volumes of data involved (Antonius, 2003).
• Replication: Quantitative data is based on measured values and can be checked by others because numerical data is less open to ambiguities of interpretation.
• Hypotheses can also be tested because of statistical analysis (Antonius, 2003).

Antonius, R. (2003). Interpreting quantitative data with SPSS . Sage.

Black, T. R. (1999). Doing quantitative research in the social sciences: An integrated approach to research design, measurement and statistics . Sage.

Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology . Qualitative Research in Psychology , 3, 77–101.

Carr, L. T. (1994). The strengths and weaknesses of quantitative and qualitative research : what method for nursing? Journal of advanced nursing, 20(4) , 716-721.

Denscombe, M. (2010). The Good Research Guide: for small-scale social research. McGraw Hill.

Denzin, N., & Lincoln. Y. (1994). Handbook of Qualitative Research. Thousand Oaks, CA, US: Sage Publications Inc.

Glaser, B. G., Strauss, A. L., & Strutzel, E. (1968). The discovery of grounded theory; strategies for qualitative research. Nursing research, 17(4) , 364.

Minichiello, V. (1990). In-Depth Interviewing: Researching People. Longman Cheshire.

Punch, K. (1998). Introduction to Social Research: Quantitative and Qualitative Approaches. London: Sage

Further Information

• Mixed methods research
• Designing qualitative research
• Methods of data collection and analysis
• Introduction to quantitative and qualitative research
• Checklists for improving rigour in qualitative research: a case of the tail wagging the dog?
• Qualitative research in health care: Analysing qualitative data
• Qualitative data analysis: the framework approach
• Using the framework method for the analysis of
• Qualitative data in multi-disciplinary health research
• Content Analysis
• Grounded Theory
• Thematic Analysis

Educational resources and simple solutions for your research journey

What is Quantitative Research? Definition, Methods, Types, and Examples

If you’re wondering what is quantitative research and whether this methodology works for your research study, you’re not alone. If you want a simple quantitative research definition , then it’s enough to say that this is a method undertaken by researchers based on their study requirements. However, to select the most appropriate research for their study type, researchers should know all the methods available. 

Selecting the right research method depends on a few important criteria, such as the research question, study type, time, costs, data availability, and availability of respondents. There are two main types of research methods— quantitative research  and qualitative research. The purpose of quantitative research is to validate or test a theory or hypothesis and that of qualitative research is to understand a subject or event or identify reasons for observed patterns.   

Quantitative research methods  are used to observe events that affect a particular group of individuals, which is the sample population. In this type of research, diverse numerical data are collected through various methods and then statistically analyzed to aggregate the data, compare them, or show relationships among the data. Quantitative research methods broadly include questionnaires, structured observations, and experiments.  

Here are two quantitative research examples:  

• Satisfaction surveys sent out by a company regarding their revamped customer service initiatives. Customers are asked to rate their experience on a rating scale of 1 (poor) to 5 (excellent).  
• A school has introduced a new after-school program for children, and a few months after commencement, the school sends out feedback questionnaires to the parents of the enrolled children. Such questionnaires usually include close-ended questions that require either definite answers or a Yes/No option. This helps in a quick, overall assessment of the program’s outreach and success.  

Table of Contents

What is quantitative research ? 1,2

The steps shown in the figure can be grouped into the following broad steps:  

• Theory : Define the problem area or area of interest and create a research question.  
• Hypothesis : Develop a hypothesis based on the research question. This hypothesis will be tested in the remaining steps.  
• Research design : In this step, the most appropriate quantitative research design will be selected, including deciding on the sample size, selecting respondents, identifying research sites, if any, etc.
• Data collection : This process could be extensive based on your research objective and sample size.  
• Data analysis : Statistical analysis is used to analyze the data collected. The results from the analysis help in either supporting or rejecting your hypothesis.  
• Present results : Based on the data analysis, conclusions are drawn, and results are presented as accurately as possible.  

Quantitative research characteristics 4

• Large sample size : This ensures reliability because this sample represents the target population or market. Due to the large sample size, the outcomes can be generalized to the entire population as well, making this one of the important characteristics of quantitative research .  
• Structured data and measurable variables: The data are numeric and can be analyzed easily. Quantitative research involves the use of measurable variables such as age, salary range, highest education, etc.  
• Easy-to-use data collection methods : The methods include experiments, controlled observations, and questionnaires and surveys with a rating scale or close-ended questions, which require simple and to-the-point answers; are not bound by geographical regions; and are easy to administer.  
• Data analysis : Structured and accurate statistical analysis methods using software applications such as Excel, SPSS, R. The analysis is fast, accurate, and less effort intensive.  
• Reliable : The respondents answer close-ended questions, their responses are direct without ambiguity and yield numeric outcomes, which are therefore highly reliable.  
• Reusable outcomes : This is one of the key characteristics – outcomes of one research can be used and replicated in other research as well and is not exclusive to only one study.  

Quantitative research methods 5

Quantitative research methods are classified into two types—primary and secondary.  

Primary quantitative research method:

In this type of quantitative research , data are directly collected by the researchers using the following methods.

– Survey research : Surveys are the easiest and most commonly used quantitative research method . They are of two types— cross-sectional and longitudinal.   

->Cross-sectional surveys are specifically conducted on a target population for a specified period, that is, these surveys have a specific starting and ending time and researchers study the events during this period to arrive at conclusions. The main purpose of these surveys is to describe and assess the characteristics of a population. There is one independent variable in this study, which is a common factor applicable to all participants in the population, for example, living in a specific city, diagnosed with a specific disease, of a certain age group, etc. An example of a cross-sectional survey is a study to understand why individuals residing in houses built before 1979 in the US are more susceptible to lead contamination.  

->Longitudinal surveys are conducted at different time durations. These surveys involve observing the interactions among different variables in the target population, exposing them to various causal factors, and understanding their effects across a longer period. These studies are helpful to analyze a problem in the long term. An example of a longitudinal study is the study of the relationship between smoking and lung cancer over a long period.  

– Descriptive research : Explains the current status of an identified and measurable variable. Unlike other types of quantitative research , a hypothesis is not needed at the beginning of the study and can be developed even after data collection. This type of quantitative research describes the characteristics of a problem and answers the what, when, where of a problem. However, it doesn’t answer the why of the problem and doesn’t explore cause-and-effect relationships between variables. Data from this research could be used as preliminary data for another study. Example: A researcher undertakes a study to examine the growth strategy of a company. This sample data can be used by other companies to determine their own growth strategy.  

– Correlational research : This quantitative research method is used to establish a relationship between two variables using statistical analysis and analyze how one affects the other. The research is non-experimental because the researcher doesn’t control or manipulate any of the variables. At least two separate sample groups are needed for this research. Example: Researchers studying a correlation between regular exercise and diabetes.  

– Causal-comparative research : This type of quantitative research examines the cause-effect relationships in retrospect between a dependent and independent variable and determines the causes of the already existing differences between groups of people. This is not a true experiment because it doesn’t assign participants to groups randomly. Example: To study the wage differences between men and women in the same role. For this, already existing wage information is analyzed to understand the relationship.  

– Experimental research : This quantitative research method uses true experiments or scientific methods for determining a cause-effect relation between variables. It involves testing a hypothesis through experiments, in which one or more independent variables are manipulated and then their effect on dependent variables are studied. Example: A researcher studies the importance of a drug in treating a disease by administering the drug in few patients and not administering in a few.  

The following data collection methods are commonly used in primary quantitative research :  

• Sampling : The most common type is probability sampling, in which a sample is chosen from a larger population using some form of random selection, that is, every member of the population has an equal chance of being selected. The different types of probability sampling are—simple random, systematic, stratified, and cluster sampling.  
• Interviews : These are commonly telephonic or face-to-face.  
• Observations : Structured observations are most commonly used in quantitative research . In this method, researchers make observations about specific behaviors of individuals in a structured setting.  
• Document review : Reviewing existing research or documents to collect evidence for supporting the quantitative research .  
• Surveys and questionnaires : Surveys can be administered both online and offline depending on the requirement and sample size.

The data collected can be analyzed in several ways in quantitative research , as listed below:  

• Cross-tabulation —Uses a tabular format to draw inferences among collected data  
• MaxDiff analysis —Gauges the preferences of the respondents  
• TURF analysis —Total Unduplicated Reach and Frequency Analysis; helps in determining the market strategy for a business  
• Gap analysis —Identify gaps in attaining the desired results  
• SWOT analysis —Helps identify strengths, weaknesses, opportunities, and threats of a product, service, or organization  
• Text analysis —Used for interpreting unstructured data  

Secondary quantitative research methods :

This method involves conducting research using already existing or secondary data. This method is less effort intensive and requires lesser time. However, researchers should verify the authenticity and recency of the sources being used and ensure their accuracy.  

The main sources of secondary data are: 

• The Internet  
• Government and non-government sources  
• Public libraries  
• Educational institutions  
• Commercial information sources such as newspapers, journals, radio, TV  

When to use quantitative research 6  

Here are some simple ways to decide when to use quantitative research . Use quantitative research to:  

• recommend a final course of action  
• find whether a consensus exists regarding a particular subject  
• generalize results to a larger population  
• determine a cause-and-effect relationship between variables  
• describe characteristics of specific groups of people  
• test hypotheses and examine specific relationships  
• identify and establish size of market segments  

A research case study to understand when to use quantitative research 7  

Context: A study was undertaken to evaluate a major innovation in a hospital’s design, in terms of workforce implications and impact on patient and staff experiences of all single-room hospital accommodations. The researchers undertook a mixed methods approach to answer their research questions. Here, we focus on the quantitative research aspect.  

Research questions : What are the advantages and disadvantages for the staff as a result of the hospital’s move to the new design with all single-room accommodations? Did the move affect staff experience and well-being and improve their ability to deliver high-quality care?  

Method: The researchers obtained quantitative data from three sources:  

• Staff activity (task time distribution): Each staff member was shadowed by a researcher who observed each task undertaken by the staff, and logged the time spent on each activity.  
• Staff travel distances : The staff were requested to wear pedometers, which recorded the distances covered.  
• Staff experience surveys : Staff were surveyed before and after the move to the new hospital design.  

Results of quantitative research : The following observations were made based on quantitative data analysis:  

• The move to the new design did not result in a significant change in the proportion of time spent on different activities.  
• Staff activity events observed per session were higher after the move, and direct care and professional communication events per hour decreased significantly, suggesting fewer interruptions and less fragmented care.  
• A significant increase in medication tasks among the recorded events suggests that medication administration was integrated into patient care activities.  
• Travel distances increased for all staff, with highest increases for staff in the older people’s ward and surgical wards.  
• Ratings for staff toilet facilities, locker facilities, and space at staff bases were higher but those for social interaction and natural light were lower.  

Advantages of quantitative research 1,2

When choosing the right research methodology, also consider the advantages of quantitative research and how it can impact your study.  

• Quantitative research methods are more scientific and rational. They use quantifiable data leading to objectivity in the results and avoid any chances of ambiguity.  
• This type of research uses numeric data so analysis is relatively easier .  
• In most cases, a hypothesis is already developed and quantitative research helps in testing and validatin g these constructed theories based on which researchers can make an informed decision about accepting or rejecting their theory.  
• The use of statistical analysis software ensures quick analysis of large volumes of data and is less effort intensive.  
• Higher levels of control can be applied to the research so the chances of bias can be reduced.  
• Quantitative research is based on measured value s, facts, and verifiable information so it can be easily checked or replicated by other researchers leading to continuity in scientific research.  

Disadvantages of quantitative research 1,2

Quantitative research may also be limiting; take a look at the disadvantages of quantitative research. 

• Experiments are conducted in controlled settings instead of natural settings and it is possible for researchers to either intentionally or unintentionally manipulate the experiment settings to suit the results they desire.  
• Participants must necessarily give objective answers (either one- or two-word, or yes or no answers) and the reasons for their selection or the context are not considered.   
• Inadequate knowledge of statistical analysis methods may affect the results and their interpretation.  
• Although statistical analysis indicates the trends or patterns among variables, the reasons for these observed patterns cannot be interpreted and the research may not give a complete picture.  
• Large sample sizes are needed for more accurate and generalizable analysis .  
• Quantitative research cannot be used to address complex issues.  

Frequently asked questions on  quantitative research    

Q:  What is the difference between quantitative research and qualitative research? 1  

A:  The following table lists the key differences between quantitative research and qualitative research, some of which may have been mentioned earlier in the article.  

Q:  What is the difference between reliability and validity? 8,9    

A:  The term reliability refers to the consistency of a research study. For instance, if a food-measuring weighing scale gives different readings every time the same quantity of food is measured then that weighing scale is not reliable. If the findings in a research study are consistent every time a measurement is made, then the study is considered reliable. However, it is usually unlikely to obtain the exact same results every time because some contributing variables may change. In such cases, a correlation coefficient is used to assess the degree of reliability. A strong positive correlation between the results indicates reliability.  

Validity can be defined as the degree to which a tool actually measures what it claims to measure. It helps confirm the credibility of your research and suggests that the results may be generalizable. In other words, it measures the accuracy of the research.  

The following table gives the key differences between reliability and validity.  

Q:  What is mixed methods research? 10

A:  A mixed methods approach combines the characteristics of both quantitative research and qualitative research in the same study. This method allows researchers to validate their findings, verify if the results observed using both methods are complementary, and explain any unexpected results obtained from one method by using the other method. A mixed methods research design is useful in case of research questions that cannot be answered by either quantitative research or qualitative research alone. However, this method could be more effort- and cost-intensive because of the requirement of more resources. The figure 3 shows some basic mixed methods research designs that could be used.  

Thus, quantitative research is the appropriate method for testing your hypotheses and can be used either alone or in combination with qualitative research per your study requirements. We hope this article has provided an insight into the various facets of quantitative research , including its different characteristics, advantages, and disadvantages, and a few tips to quickly understand when to use this research method.  

References  

• Qualitative vs quantitative research: Differences, examples, & methods. Simply Psychology. Accessed Feb 28, 2023. https://simplypsychology.org/qualitative-quantitative.html#Quantitative-Research  
• Your ultimate guide to quantitative research. Qualtrics. Accessed February 28, 2023. https://www.qualtrics.com/uk/experience-management/research/quantitative-research/  
• The steps of quantitative research. Revise Sociology. Accessed March 1, 2023. https://revisesociology.com/2017/11/26/the-steps-of-quantitative-research/  
• What are the characteristics of quantitative research? Marketing91. Accessed March 1, 2023. https://www.marketing91.com/characteristics-of-quantitative-research/  
• Quantitative research: Types, characteristics, methods, & examples. ProProfs Survey Maker. Accessed February 28, 2023. https://www.proprofssurvey.com/blog/quantitative-research/#Characteristics_of_Quantitative_Research  
• Qualitative research isn’t as scientific as quantitative methods. Kmusial blog. Accessed March 5, 2023. https://kmusial.wordpress.com/2011/11/25/qualitative-research-isnt-as-scientific-as-quantitative-methods/  
• Maben J, Griffiths P, Penfold C, et al. Evaluating a major innovation in hospital design: workforce implications and impact on patient and staff experiences of all single room hospital accommodation. Southampton (UK): NIHR Journals Library; 2015 Feb. (Health Services and Delivery Research, No. 3.3.) Chapter 5, Case study quantitative data findings. Accessed March 6, 2023. https://www.ncbi.nlm.nih.gov/books/NBK274429/  
• McLeod, S. A. (2007).  What is reliability?  Simply Psychology. www.simplypsychology.org/reliability.html  
• Reliability vs validity: Differences & examples. Accessed March 5, 2023. https://statisticsbyjim.com/basics/reliability-vs-validity/  
• Mixed methods research. Community Engagement Program. Harvard Catalyst. Accessed February 28, 2023. https://catalyst.harvard.edu/community-engagement/mmr  

Editage All Access is a subscription-based platform that unifies the best AI tools and services designed to speed up, simplify, and streamline every step of a researcher’s journey. The Editage All Access Pack is a one-of-a-kind subscription that unlocks full access to an AI writing assistant, literature recommender, journal finder, scientific illustration tool, and exclusive discounts on professional publication services from Editage.  

Based on 22+ years of experience in academia, Editage All Access empowers researchers to put their best research forward and move closer to success. Explore our top AI Tools pack, AI Tools + Publication Services pack, or Build Your Own Plan. Find everything a researcher needs to succeed, all in one place –  Get All Access now starting at just $14 a month !    

Related Posts

Join Us for Peer Review Week 2024

How Editage All Access is Boosting Productivity for Academics in India

Quantitative Research

• Reference work entry
• First Online: 13 January 2019
• Cite this reference work entry

• Leigh A. Wilson 2 , 3  

5280 Accesses

4 Citations

Quantitative research methods are concerned with the planning, design, and implementation of strategies to collect and analyze data. Descartes, the seventeenth-century philosopher, suggested that how the results are achieved is often more important than the results themselves, as the journey taken along the research path is a journey of discovery. High-quality quantitative research is characterized by the attention given to the methods and the reliability of the tools used to collect the data. The ability to critique research in a systematic way is an essential component of a health professional’s role in order to deliver high quality, evidence-based healthcare. This chapter is intended to provide a simple overview of the way new researchers and health practitioners can understand and employ quantitative methods. The chapter offers practical, realistic guidance in a learner-friendly way and uses a logical sequence to understand the process of hypothesis development, study design, data collection and handling, and finally data analysis and interpretation.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Subscribe and save.

• Get 10 units per month
• Download Article/Chapter or eBook
• 1 Unit = 1 Article or 1 Chapter
• Cancel anytime
• Available as PDF
• Read on any device
• Instant download
• Own it forever
• Available as EPUB and PDF
• Durable hardcover edition
• Dispatched in 3 to 5 business days
• Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Similar content being viewed by others

Writing Quantitative Research Studies

Qualitative Research Methods

Babbie ER. The practice of social research. 14th ed. Belmont: Wadsworth Cengage; 2016.

Google Scholar  

Descartes. Cited in Halverston, W. (1976). In: A concise introduction to philosophy, 3rd ed. New York: Random House; 1637.

Doll R, Hill AB. The mortality of doctors in relation to their smoking habits. BMJ. 1954;328(7455):1529–33. https://doi.org/10.1136/bmj.328.7455.1529 .

Article   Google Scholar  

Liamputtong P. Research methods in health: foundations for evidence-based practice. 3rd ed. Melbourne: Oxford University Press; 2017.

McNabb DE. Research methods in public administration and nonprofit management: quantitative and qualitative approaches. 2nd ed. New York: Armonk; 2007.

Merriam-Webster. Dictionary. http://www.merriam-webster.com . Accessed 20th December 2017.

Olesen Larsen P, von Ins M. The rate of growth in scientific publication and the decline in coverage provided by Science Citation Index. Scientometrics. 2010;84(3):575–603.

Pannucci CJ, Wilkins EG. Identifying and avoiding bias in research. Plast Reconstr Surg. 2010;126(2):619–25. https://doi.org/10.1097/PRS.0b013e3181de24bc .

Petrie A, Sabin C. Medical statistics at a glance. 2nd ed. London: Blackwell Publishing; 2005.

Portney LG, Watkins MP. Foundations of clinical research: applications to practice. 3rd ed. New Jersey: Pearson Publishing; 2009.

Sheehan J. Aspects of research methodology. Nurse Educ Today. 1986;6:193–203.

Wilson LA, Black DA. Health, science research and research methods. Sydney: McGraw Hill; 2013.

Download references

Author information

Authors and affiliations.

School of Science and Health, Western Sydney University, Penrith, NSW, Australia

Leigh A. Wilson

Faculty of Health Science, Discipline of Behavioural and Social Sciences in Health, University of Sydney, Lidcombe, NSW, Australia

You can also search for this author in PubMed   Google Scholar

Corresponding author

Correspondence to Leigh A. Wilson .

Editor information

Editors and affiliations.

Pranee Liamputtong

Rights and permissions

Reprints and permissions

Copyright information

© 2019 Springer Nature Singapore Pte Ltd.

About this entry

Cite this entry.

Wilson, L.A. (2019). Quantitative Research. In: Liamputtong, P. (eds) Handbook of Research Methods in Health Social Sciences. Springer, Singapore. https://doi.org/10.1007/978-981-10-5251-4_54

Download citation

DOI : https://doi.org/10.1007/978-981-10-5251-4_54

Published : 13 January 2019

Publisher Name : Springer, Singapore

Print ISBN : 978-981-10-5250-7

Online ISBN : 978-981-10-5251-4

eBook Packages : Social Sciences Reference Module Humanities and Social Sciences Reference Module Business, Economics and Social Sciences

Share this entry

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Publish with us

Policies and ethics

• Find a journal
• Track your research

Are you an agency specialized in UX, digital marketing, or growth? Join our Partner Program

Learn / Guides / Quantitative data analysis guide

Back to guides

8 quantitative data analysis methods to turn numbers into insights

Setting up a few new customer surveys or creating a fresh Google Analytics dashboard feels exciting…until the numbers start rolling in. You want to turn responses into a plan to present to your team and leaders—but which quantitative data analysis method do you use to make sense of the facts and figures?

Last updated

Reading time.

This guide lists eight quantitative research data analysis techniques to help you turn numeric feedback into actionable insights to share with your team and make customer-centric decisions. 

To pick the right technique that helps you bridge the gap between data and decision-making, you first need to collect quantitative data from sources like:

Google Analytics  

Survey results

On-page feedback scores

Fuel your quantitative analysis with real-time data

Use Hotjar’s tools to collect quantitative data that helps you stay close to customers.

Then, choose an analysis method based on the type of data and how you want to use it.

Descriptive data analysis summarizes results—like measuring website traffic—that help you learn about a problem or opportunity. The descriptive analysis methods we’ll review are:

Multiple choice response rates

Response volume over time

Net Promoter Score®

Inferential data analyzes the relationship between data—like which customer segment has the highest average order value—to help you make hypotheses about product decisions. Inferential analysis methods include:

Cross-tabulation

Weighted customer feedback

You don’t need to worry too much about these specific terms since each quantitative data analysis method listed below explains when and how to use them. Let’s dive in!

1. Compare multiple-choice response rates 

The simplest way to analyze survey data is by comparing the percentage of your users who chose each response, which summarizes opinions within your audience. 

To do this, divide the number of people who chose a specific response by the total respondents for your multiple-choice survey. Imagine 100 customers respond to a survey about what product category they want to see. If 25 people said ‘snacks’, 25% of your audience favors that category, so you know that adding a snacks category to your list of filters or drop-down menu will make the purchasing process easier for them.

💡Pro tip: ask open-ended survey questions to dig deeper into customer motivations.

A multiple-choice survey measures your audience’s opinions, but numbers don’t tell you why they think the way they do—you need to combine quantitative and qualitative data to learn that. 

One research method to learn about customer motivations is through an open-ended survey question. Giving customers space to express their thoughts in their own words—unrestricted by your pre-written multiple-choice questions—prevents you from making assumptions.

Hotjar’s open-ended surveys have a text box for customers to type a response

2. Cross-tabulate to compare responses between groups

To understand how responses and behavior vary within your audience, compare your quantitative data by group. Use raw numbers, like the number of website visitors, or percentages, like questionnaire responses, across categories like traffic sources or customer segments.

Let’s say you ask your audience what their most-used feature is because you want to know what to highlight on your pricing page. Comparing the most common response for free trial users vs. established customers lets you strategically introduce features at the right point in the customer journey . 

💡Pro tip: get some face-to-face time to discover nuances in customer feedback.

Rather than treating your customers as a monolith, use Hotjar to conduct interviews to learn about individuals and subgroups. If you aren’t sure what to ask, start with your quantitative data results. If you notice competing trends between customer segments, have a few conversations with individuals from each group to dig into their unique motivations.

Hotjar Engage lets you identify specific customer segments you want to talk to

Mode is the most common answer in a data set, which means you use it to discover the most popular response for questions with numeric answer options. Mode and median (that's next on the list) are useful to compare to the average in case responses on extreme ends of the scale (outliers) skew the outcome.

Let’s say you want to know how most customers feel about your website, so you use an on-page feedback widget to collect ratings on a scale of one to five.

If the mode, or most common response, is a three, you can assume most people feel somewhat positive. But suppose the second-most common response is a one (which would bring the average down). In that case, you need to investigate why so many customers are unhappy. 

💡Pro tip: watch recordings to understand how customers interact with your website.

So you used on-page feedback to learn how customers feel about your website, and the mode was two out of five. Ouch. Use Hotjar Recordings to see how customers move around on and interact with your pages to find the source of frustration.

Hotjar Recordings lets you watch individual visitors interact with your site, like how they scroll, hover, and click

Median reveals the middle of the road of your quantitative data by lining up all numeric values in ascending order and then looking at the data point in the middle. Use the median method when you notice a few outliers that bring the average up or down and compare the analysis outcomes.

For example, if your price sensitivity survey has outlandish responses and you want to identify a reasonable middle ground of what customers are willing to pay—calculate the median.

💡Pro-tip: review and clean your data before analysis. 

Take a few minutes to familiarize yourself with quantitative data results before you push them through analysis methods. Inaccurate or missing information can complicate your calculations, and it’s less frustrating to resolve issues at the start instead of problem-solving later. 

Here are a few data-cleaning tips to keep in mind:

Remove or separate irrelevant data, like responses from a customer segment or time frame you aren’t reviewing right now 

Standardize data from multiple sources, like a survey that let customers indicate they use your product ‘daily’ vs. on-page feedback that used the phrasing ‘more than once a week’

Acknowledge missing data, like some customers not answering every question. Just note that your totals between research questions might not match.

Ensure you have enough responses to have a statistically significant result

Decide if you want to keep or remove outlying data. For example, maybe there’s evidence to support a high-price tier, and you shouldn’t dismiss less price-sensitive respondents. Other times, you might want to get rid of obviously trolling responses.

5. Mean (AKA average)

Finding the average of a dataset is an essential quantitative data analysis method and an easy task. First, add all your quantitative data points, like numeric survey responses or daily sales revenue. Then, divide the sum of your data points by the number of responses to get a single number representing the entire dataset. 

Use the average of your quant data when you want a summary, like the average order value of your transactions between different sales pages. Then, use your average to benchmark performance, compare over time, or uncover winners across segments—like which sales page design produces the most value.

💡Pro tip: use heatmaps to find attention-catching details numbers can’t give you.

Calculating the average of your quant data set reveals the outcome of customer interactions. However, you need qualitative data like a heatmap to learn about everything that led to that moment. A heatmap uses colors to illustrate where most customers look and click on a page to reveal what drives (or drops) momentum.

Hotjar Heatmaps uses color to visualize what most visitors see, ignore, and click on

6. Measure the volume of responses over time

Some quantitative data analysis methods are an ongoing project, like comparing top website referral sources by month to gauge the effectiveness of new channels. Analyzing the same metric at regular intervals lets you compare trends and changes. 

Look at quantitative survey results, website sessions, sales, cart abandons, or clicks regularly to spot trouble early or monitor the impact of a new initiative.

Here are a few areas you can measure over time (and how to use qualitative research methods listed above to add context to your results):

7. Net Promoter Score®

Net Promoter Score® ( NPS ®) is a popular customer loyalty and satisfaction measurement that also serves as a quantitative data analysis method. 

NPS surveys ask customers to rate how likely they are to recommend you on a scale of zero to ten. Calculate it by subtracting the percentage of customers who answer the NPS question with a six or lower (known as ‘detractors’) from those who respond with a nine or ten (known as ‘promoters’). Your NPS score will fall between -100 and 100, and you want a positive number indicating more promoters than detractors. 

💡Pro tip : like other quantitative data analysis methods, you can review NPS scores over time as a satisfaction benchmark. You can also use it to understand which customer segment is most satisfied or which customers may be willing to share their stories for promotional materials.

Review NPS score trends with Hotjar to spot any sudden spikes and benchmark performance over time

8. Weight customer feedback 

So far, the quantitative data analysis methods on this list have leveraged numeric data only. However, there are ways to turn qualitative data into quantifiable feedback and to mix and match data sources. For example, you might need to analyze user feedback from multiple surveys.

To leverage multiple data points, create a prioritization matrix that assigns ‘weight’ to customer feedback data and company priorities and then multiply them to reveal the highest-scoring option. 

Let’s say you identify the top four responses to your churn survey . Rate the most common issue as a four and work down the list until one—these are your customer priorities. Then, rate the ease of fixing each problem with a maximum score of four for the easy wins down to one for difficult tasks—these are your company priorities. Finally, multiply the score of each customer priority with its coordinating company priority scores and lead with the highest scoring idea. 

💡Pro-tip: use a product prioritization framework to make decisions.

Try a product prioritization framework when the pressure is on to make high-impact decisions with limited time and budget. These repeatable decision-making tools take the guesswork out of balancing goals, customer priorities, and team resources. Four popular frameworks are:

RICE: weighs four factors—reach, impact, confidence, and effort—to weigh initiatives differently

MoSCoW: considers stakeholder opinions on 'must-have', 'should-have', 'could-have', and 'won't-have' criteria

Kano: ranks ideas based on how likely they are to satisfy customer needs

Cost of delay analysis: determines potential revenue loss by not working on a product or initiative

Share what you learn with data visuals

Data visualization through charts and graphs gives you a new perspective on your results. Plus, removing the clutter of the analysis process helps you and stakeholders focus on the insight over the method.

Data visualization helps you:

Get buy-in with impactful charts that summarize your results

Increase customer empathy and awareness across your company with digestible insights

Use these four data visualization types to illustrate what you learned from your quantitative data analysis: 

Bar charts reveal response distribution across multiple options

Line graphs compare data points over time

Scatter plots showcase how two variables interact

Matrices contrast data between categories like customer segments, product types, or traffic source

Use a variety of customer feedback types to get the whole picture

Quantitative data analysis pulls the story out of raw numbers—but you shouldn’t take a single result from your data collection and run with it. Instead, combine numbers-based quantitative data with descriptive qualitative research to learn the what, why, and how of customer experiences. 

Looking at an opportunity from multiple angles helps you make more customer-centric decisions with less guesswork.

Stay close to customers with Hotjar

Hotjar’s tools offer quantitative and qualitative insights you can use to make customer-centric decisions, get buy-in, and highlight your team’s impact.

Frequently asked questions about quantitative data analysis

What is quantitative data.

Quantitative data is numeric feedback and information that you can count and measure. For example, you can calculate multiple-choice response rates, but you can’t tally a customer’s open-ended product feedback response. You have to use qualitative data analysis methods for non-numeric feedback.

What are quantitative data analysis methods?

Quantitative data analysis either summarizes or finds connections between numerical data feedback. Here are eight ways to analyze your online business’s quantitative data:

Compare multiple-choice response rates

Cross-tabulate to compare responses between groups

Measure the volume of response over time

Net Promoter Score

Weight customer feedback

How do you visualize quantitative data?

Data visualization makes it easier to spot trends and share your analysis with stakeholders. Bar charts, line graphs, scatter plots, and matrices are ways to visualize quantitative data.

What are the two types of statistical analysis for online businesses?

Quantitative data analysis is broken down into two analysis technique types:

Descriptive statistics summarize your collected data, like the number of website visitors this month

Inferential statistics compare relationships between multiple types of quantitative data, like survey responses between different customer segments

Quantitative data analysis process

Previous chapter

Quantitative data analysis software

Next chapter

Have a language expert improve your writing

Run a free plagiarism check in 10 minutes, generate accurate citations for free.

• Knowledge Base

Methodology

Research Methods | Definitions, Types, Examples

Research methods are specific procedures for collecting and analyzing data. Developing your research methods is an integral part of your research design . When planning your methods, there are two key decisions you will make.

First, decide how you will collect data . Your methods depend on what type of data you need to answer your research question :

• Qualitative vs. quantitative : Will your data take the form of words or numbers?
• Primary vs. secondary : Will you collect original data yourself, or will you use data that has already been collected by someone else?
• Descriptive vs. experimental : Will you take measurements of something as it is, or will you perform an experiment?

Second, decide how you will analyze the data .

• For quantitative data, you can use statistical analysis methods to test relationships between variables.
• For qualitative data, you can use methods such as thematic analysis to interpret patterns and meanings in the data.

Table of contents

Methods for collecting data, examples of data collection methods, methods for analyzing data, examples of data analysis methods, other interesting articles, frequently asked questions about research methods.

Data is the information that you collect for the purposes of answering your research question . The type of data you need depends on the aims of your research.

Qualitative vs. quantitative data

Your choice of qualitative or quantitative data collection depends on the type of knowledge you want to develop.

For questions about ideas, experiences and meanings, or to study something that can’t be described numerically, collect qualitative data .

If you want to develop a more mechanistic understanding of a topic, or your research involves hypothesis testing , collect quantitative data .

You can also take a mixed methods approach , where you use both qualitative and quantitative research methods.

Primary vs. secondary research

Primary research is any original data that you collect yourself for the purposes of answering your research question (e.g. through surveys , observations and experiments ). Secondary research is data that has already been collected by other researchers (e.g. in a government census or previous scientific studies).

If you are exploring a novel research question, you’ll probably need to collect primary data . But if you want to synthesize existing knowledge, analyze historical trends, or identify patterns on a large scale, secondary data might be a better choice.

Descriptive vs. experimental data

In descriptive research , you collect data about your study subject without intervening. The validity of your research will depend on your sampling method .

In experimental research , you systematically intervene in a process and measure the outcome. The validity of your research will depend on your experimental design .

To conduct an experiment, you need to be able to vary your independent variable , precisely measure your dependent variable, and control for confounding variables . If it’s practically and ethically possible, this method is the best choice for answering questions about cause and effect.

Prevent plagiarism. Run a free check.

Your data analysis methods will depend on the type of data you collect and how you prepare it for analysis.

Data can often be analyzed both quantitatively and qualitatively. For example, survey responses could be analyzed qualitatively by studying the meanings of responses or quantitatively by studying the frequencies of responses.

Qualitative analysis methods

Qualitative analysis is used to understand words, ideas, and experiences. You can use it to interpret data that was collected:

• From open-ended surveys and interviews , literature reviews , case studies , ethnographies , and other sources that use text rather than numbers.
• Using non-probability sampling methods .

Qualitative analysis tends to be quite flexible and relies on the researcher’s judgement, so you have to reflect carefully on your choices and assumptions and be careful to avoid research bias .

Quantitative analysis methods

Quantitative analysis uses numbers and statistics to understand frequencies, averages and correlations (in descriptive studies) or cause-and-effect relationships (in experiments).

You can use quantitative analysis to interpret data that was collected either:

• During an experiment .
• Using probability sampling methods .

Because the data is collected and analyzed in a statistically valid way, the results of quantitative analysis can be easily standardized and shared among researchers.

Receive feedback on language, structure, and formatting

Professional editors proofread and edit your paper by focusing on:

• Academic style
• Vague sentences
• Style consistency

See an example

If you want to know more about statistics , methodology , or research bias , make sure to check out some of our other articles with explanations and examples.

• Chi square test of independence
• Statistical power
• Descriptive statistics
• Degrees of freedom
• Pearson correlation
• Null hypothesis
• Double-blind study
• Case-control study
• Research ethics
• Data collection
• Hypothesis testing
• Structured interviews

Research bias

• Hawthorne effect
• Unconscious bias
• Recall bias
• Halo effect
• Self-serving bias
• Information bias

Quantitative research deals with numbers and statistics, while qualitative research deals with words and meanings.

Quantitative methods allow you to systematically measure variables and test hypotheses . Qualitative methods allow you to explore concepts and experiences in more detail.

In mixed methods research , you use both qualitative and quantitative data collection and analysis methods to answer your research question .

A sample is a subset of individuals from a larger population . Sampling means selecting the group that you will actually collect data from in your research. For example, if you are researching the opinions of students in your university, you could survey a sample of 100 students.

In statistics, sampling allows you to test a hypothesis about the characteristics of a population.

The research methods you use depend on the type of data you need to answer your research question .

• If you want to measure something or test a hypothesis , use quantitative methods . If you want to explore ideas, thoughts and meanings, use qualitative methods .
• If you want to analyze a large amount of readily-available data, use secondary data. If you want data specific to your purposes with control over how it is generated, collect primary data.
• If you want to establish cause-and-effect relationships between variables , use experimental methods. If you want to understand the characteristics of a research subject, use descriptive methods.

Methodology refers to the overarching strategy and rationale of your research project . It involves studying the methods used in your field and the theories or principles behind them, in order to develop an approach that matches your objectives.

Methods are the specific tools and procedures you use to collect and analyze data (for example, experiments, surveys , and statistical tests ).

In shorter scientific papers, where the aim is to report the findings of a specific study, you might simply describe what you did in a methods section .

In a longer or more complex research project, such as a thesis or dissertation , you will probably include a methodology section , where you explain your approach to answering the research questions and cite relevant sources to support your choice of methods.

Is this article helpful?

Other students also liked, writing strong research questions | criteria & examples.

• What Is a Research Design | Types, Guide & Examples
• Data Collection | Definition, Methods & Examples

More interesting articles

• Between-Subjects Design | Examples, Pros, & Cons
• Cluster Sampling | A Simple Step-by-Step Guide with Examples
• Confounding Variables | Definition, Examples & Controls
• Construct Validity | Definition, Types, & Examples
• Content Analysis | Guide, Methods & Examples
• Control Groups and Treatment Groups | Uses & Examples
• Control Variables | What Are They & Why Do They Matter?
• Correlation vs. Causation | Difference, Designs & Examples
• Correlational Research | When & How to Use
• Critical Discourse Analysis | Definition, Guide & Examples
• Cross-Sectional Study | Definition, Uses & Examples
• Descriptive Research | Definition, Types, Methods & Examples
• Ethical Considerations in Research | Types & Examples
• Explanatory and Response Variables | Definitions & Examples
• Explanatory Research | Definition, Guide, & Examples
• Exploratory Research | Definition, Guide, & Examples
• External Validity | Definition, Types, Threats & Examples
• Extraneous Variables | Examples, Types & Controls
• Guide to Experimental Design | Overview, Steps, & Examples
• How Do You Incorporate an Interview into a Dissertation? | Tips
• How to Do Thematic Analysis | Step-by-Step Guide & Examples
• How to Write a Literature Review | Guide, Examples, & Templates
• How to Write a Strong Hypothesis | Steps & Examples
• Inclusion and Exclusion Criteria | Examples & Definition
• Independent vs. Dependent Variables | Definition & Examples
• Inductive Reasoning | Types, Examples, Explanation
• Inductive vs. Deductive Research Approach | Steps & Examples
• Internal Validity in Research | Definition, Threats, & Examples
• Internal vs. External Validity | Understanding Differences & Threats
• Longitudinal Study | Definition, Approaches & Examples
• Mediator vs. Moderator Variables | Differences & Examples
• Mixed Methods Research | Definition, Guide & Examples
• Multistage Sampling | Introductory Guide & Examples
• Naturalistic Observation | Definition, Guide & Examples
• Operationalization | A Guide with Examples, Pros & Cons
• Population vs. Sample | Definitions, Differences & Examples
• Primary Research | Definition, Types, & Examples
• Qualitative vs. Quantitative Research | Differences, Examples & Methods
• Quasi-Experimental Design | Definition, Types & Examples
• Questionnaire Design | Methods, Question Types & Examples
• Random Assignment in Experiments | Introduction & Examples
• Random vs. Systematic Error | Definition & Examples
• Reliability vs. Validity in Research | Difference, Types and Examples
• Reproducibility vs Replicability | Difference & Examples
• Reproducibility vs. Replicability | Difference & Examples
• Sampling Methods | Types, Techniques & Examples
• Semi-Structured Interview | Definition, Guide & Examples
• Simple Random Sampling | Definition, Steps & Examples
• Single, Double, & Triple Blind Study | Definition & Examples
• Stratified Sampling | Definition, Guide & Examples
• Structured Interview | Definition, Guide & Examples
• Survey Research | Definition, Examples & Methods
• Systematic Review | Definition, Example, & Guide
• Systematic Sampling | A Step-by-Step Guide with Examples
• Textual Analysis | Guide, 3 Approaches & Examples
• The 4 Types of Reliability in Research | Definitions & Examples
• The 4 Types of Validity in Research | Definitions & Examples
• Transcribing an Interview | 5 Steps & Transcription Software
• Triangulation in Research | Guide, Types, Examples
• Types of Interviews in Research | Guide & Examples
• Types of Research Designs Compared | Guide & Examples
• Types of Variables in Research & Statistics | Examples
• Unstructured Interview | Definition, Guide & Examples
• What Is a Case Study? | Definition, Examples & Methods
• What Is a Case-Control Study? | Definition & Examples
• What Is a Cohort Study? | Definition & Examples
• What Is a Conceptual Framework? | Tips & Examples
• What Is a Controlled Experiment? | Definitions & Examples
• What Is a Double-Barreled Question?
• What Is a Focus Group? | Step-by-Step Guide & Examples
• What Is a Likert Scale? | Guide & Examples
• What Is a Prospective Cohort Study? | Definition & Examples
• What Is a Retrospective Cohort Study? | Definition & Examples
• What Is Action Research? | Definition & Examples
• What Is an Observational Study? | Guide & Examples
• What Is Concurrent Validity? | Definition & Examples
• What Is Content Validity? | Definition & Examples
• What Is Convenience Sampling? | Definition & Examples
• What Is Convergent Validity? | Definition & Examples
• What Is Criterion Validity? | Definition & Examples
• What Is Data Cleansing? | Definition, Guide & Examples
• What Is Deductive Reasoning? | Explanation & Examples
• What Is Discriminant Validity? | Definition & Example
• What Is Ecological Validity? | Definition & Examples
• What Is Ethnography? | Definition, Guide & Examples
• What Is Face Validity? | Guide, Definition & Examples
• What Is Non-Probability Sampling? | Types & Examples
• What Is Participant Observation? | Definition & Examples
• What Is Peer Review? | Types & Examples
• What Is Predictive Validity? | Examples & Definition
• What Is Probability Sampling? | Types & Examples
• What Is Purposive Sampling? | Definition & Examples
• What Is Qualitative Observation? | Definition & Examples
• What Is Qualitative Research? | Methods & Examples
• What Is Quantitative Observation? | Definition & Examples
• What Is Quantitative Research? | Definition, Uses & Methods

What is your plagiarism score?

An official website of the United States government

The .gov means it’s official. Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

The site is secure. The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

• Publications
• Account settings

Preview improvements coming to the PMC website in October 2024. Learn More or Try it out now .

• Advanced Search
• Journal List
• J Korean Med Sci
• v.37(16); 2022 Apr 25

A Practical Guide to Writing Quantitative and Qualitative Research Questions and Hypotheses in Scholarly Articles

Edward barroga.

1 Department of General Education, Graduate School of Nursing Science, St. Luke’s International University, Tokyo, Japan.

Glafera Janet Matanguihan

2 Department of Biological Sciences, Messiah University, Mechanicsburg, PA, USA.

The development of research questions and the subsequent hypotheses are prerequisites to defining the main research purpose and specific objectives of a study. Consequently, these objectives determine the study design and research outcome. The development of research questions is a process based on knowledge of current trends, cutting-edge studies, and technological advances in the research field. Excellent research questions are focused and require a comprehensive literature search and in-depth understanding of the problem being investigated. Initially, research questions may be written as descriptive questions which could be developed into inferential questions. These questions must be specific and concise to provide a clear foundation for developing hypotheses. Hypotheses are more formal predictions about the research outcomes. These specify the possible results that may or may not be expected regarding the relationship between groups. Thus, research questions and hypotheses clarify the main purpose and specific objectives of the study, which in turn dictate the design of the study, its direction, and outcome. Studies developed from good research questions and hypotheses will have trustworthy outcomes with wide-ranging social and health implications.

INTRODUCTION

Scientific research is usually initiated by posing evidenced-based research questions which are then explicitly restated as hypotheses. 1 , 2 The hypotheses provide directions to guide the study, solutions, explanations, and expected results. 3 , 4 Both research questions and hypotheses are essentially formulated based on conventional theories and real-world processes, which allow the inception of novel studies and the ethical testing of ideas. 5 , 6

It is crucial to have knowledge of both quantitative and qualitative research 2 as both types of research involve writing research questions and hypotheses. 7 However, these crucial elements of research are sometimes overlooked; if not overlooked, then framed without the forethought and meticulous attention it needs. Planning and careful consideration are needed when developing quantitative or qualitative research, particularly when conceptualizing research questions and hypotheses. 4

There is a continuing need to support researchers in the creation of innovative research questions and hypotheses, as well as for journal articles that carefully review these elements. 1 When research questions and hypotheses are not carefully thought of, unethical studies and poor outcomes usually ensue. Carefully formulated research questions and hypotheses define well-founded objectives, which in turn determine the appropriate design, course, and outcome of the study. This article then aims to discuss in detail the various aspects of crafting research questions and hypotheses, with the goal of guiding researchers as they develop their own. Examples from the authors and peer-reviewed scientific articles in the healthcare field are provided to illustrate key points.

DEFINITIONS AND RELATIONSHIP OF RESEARCH QUESTIONS AND HYPOTHESES

A research question is what a study aims to answer after data analysis and interpretation. The answer is written in length in the discussion section of the paper. Thus, the research question gives a preview of the different parts and variables of the study meant to address the problem posed in the research question. 1 An excellent research question clarifies the research writing while facilitating understanding of the research topic, objective, scope, and limitations of the study. 5

On the other hand, a research hypothesis is an educated statement of an expected outcome. This statement is based on background research and current knowledge. 8 , 9 The research hypothesis makes a specific prediction about a new phenomenon 10 or a formal statement on the expected relationship between an independent variable and a dependent variable. 3 , 11 It provides a tentative answer to the research question to be tested or explored. 4

Hypotheses employ reasoning to predict a theory-based outcome. 10 These can also be developed from theories by focusing on components of theories that have not yet been observed. 10 The validity of hypotheses is often based on the testability of the prediction made in a reproducible experiment. 8

Conversely, hypotheses can also be rephrased as research questions. Several hypotheses based on existing theories and knowledge may be needed to answer a research question. Developing ethical research questions and hypotheses creates a research design that has logical relationships among variables. These relationships serve as a solid foundation for the conduct of the study. 4 , 11 Haphazardly constructed research questions can result in poorly formulated hypotheses and improper study designs, leading to unreliable results. Thus, the formulations of relevant research questions and verifiable hypotheses are crucial when beginning research. 12

CHARACTERISTICS OF GOOD RESEARCH QUESTIONS AND HYPOTHESES

Excellent research questions are specific and focused. These integrate collective data and observations to confirm or refute the subsequent hypotheses. Well-constructed hypotheses are based on previous reports and verify the research context. These are realistic, in-depth, sufficiently complex, and reproducible. More importantly, these hypotheses can be addressed and tested. 13

There are several characteristics of well-developed hypotheses. Good hypotheses are 1) empirically testable 7 , 10 , 11 , 13 ; 2) backed by preliminary evidence 9 ; 3) testable by ethical research 7 , 9 ; 4) based on original ideas 9 ; 5) have evidenced-based logical reasoning 10 ; and 6) can be predicted. 11 Good hypotheses can infer ethical and positive implications, indicating the presence of a relationship or effect relevant to the research theme. 7 , 11 These are initially developed from a general theory and branch into specific hypotheses by deductive reasoning. In the absence of a theory to base the hypotheses, inductive reasoning based on specific observations or findings form more general hypotheses. 10

TYPES OF RESEARCH QUESTIONS AND HYPOTHESES

Research questions and hypotheses are developed according to the type of research, which can be broadly classified into quantitative and qualitative research. We provide a summary of the types of research questions and hypotheses under quantitative and qualitative research categories in Table 1 .

Research questions in quantitative research

In quantitative research, research questions inquire about the relationships among variables being investigated and are usually framed at the start of the study. These are precise and typically linked to the subject population, dependent and independent variables, and research design. 1 Research questions may also attempt to describe the behavior of a population in relation to one or more variables, or describe the characteristics of variables to be measured ( descriptive research questions ). 1 , 5 , 14 These questions may also aim to discover differences between groups within the context of an outcome variable ( comparative research questions ), 1 , 5 , 14 or elucidate trends and interactions among variables ( relationship research questions ). 1 , 5 We provide examples of descriptive, comparative, and relationship research questions in quantitative research in Table 2 .

Hypotheses in quantitative research

In quantitative research, hypotheses predict the expected relationships among variables. 15 Relationships among variables that can be predicted include 1) between a single dependent variable and a single independent variable ( simple hypothesis ) or 2) between two or more independent and dependent variables ( complex hypothesis ). 4 , 11 Hypotheses may also specify the expected direction to be followed and imply an intellectual commitment to a particular outcome ( directional hypothesis ) 4 . On the other hand, hypotheses may not predict the exact direction and are used in the absence of a theory, or when findings contradict previous studies ( non-directional hypothesis ). 4 In addition, hypotheses can 1) define interdependency between variables ( associative hypothesis ), 4 2) propose an effect on the dependent variable from manipulation of the independent variable ( causal hypothesis ), 4 3) state a negative relationship between two variables ( null hypothesis ), 4 , 11 , 15 4) replace the working hypothesis if rejected ( alternative hypothesis ), 15 explain the relationship of phenomena to possibly generate a theory ( working hypothesis ), 11 5) involve quantifiable variables that can be tested statistically ( statistical hypothesis ), 11 6) or express a relationship whose interlinks can be verified logically ( logical hypothesis ). 11 We provide examples of simple, complex, directional, non-directional, associative, causal, null, alternative, working, statistical, and logical hypotheses in quantitative research, as well as the definition of quantitative hypothesis-testing research in Table 3 .

Research questions in qualitative research

Unlike research questions in quantitative research, research questions in qualitative research are usually continuously reviewed and reformulated. The central question and associated subquestions are stated more than the hypotheses. 15 The central question broadly explores a complex set of factors surrounding the central phenomenon, aiming to present the varied perspectives of participants. 15

There are varied goals for which qualitative research questions are developed. These questions can function in several ways, such as to 1) identify and describe existing conditions ( contextual research question s); 2) describe a phenomenon ( descriptive research questions ); 3) assess the effectiveness of existing methods, protocols, theories, or procedures ( evaluation research questions ); 4) examine a phenomenon or analyze the reasons or relationships between subjects or phenomena ( explanatory research questions ); or 5) focus on unknown aspects of a particular topic ( exploratory research questions ). 5 In addition, some qualitative research questions provide new ideas for the development of theories and actions ( generative research questions ) or advance specific ideologies of a position ( ideological research questions ). 1 Other qualitative research questions may build on a body of existing literature and become working guidelines ( ethnographic research questions ). Research questions may also be broadly stated without specific reference to the existing literature or a typology of questions ( phenomenological research questions ), may be directed towards generating a theory of some process ( grounded theory questions ), or may address a description of the case and the emerging themes ( qualitative case study questions ). 15 We provide examples of contextual, descriptive, evaluation, explanatory, exploratory, generative, ideological, ethnographic, phenomenological, grounded theory, and qualitative case study research questions in qualitative research in Table 4 , and the definition of qualitative hypothesis-generating research in Table 5 .

Qualitative studies usually pose at least one central research question and several subquestions starting with How or What . These research questions use exploratory verbs such as explore or describe . These also focus on one central phenomenon of interest, and may mention the participants and research site. 15

Hypotheses in qualitative research

Hypotheses in qualitative research are stated in the form of a clear statement concerning the problem to be investigated. Unlike in quantitative research where hypotheses are usually developed to be tested, qualitative research can lead to both hypothesis-testing and hypothesis-generating outcomes. 2 When studies require both quantitative and qualitative research questions, this suggests an integrative process between both research methods wherein a single mixed-methods research question can be developed. 1

FRAMEWORKS FOR DEVELOPING RESEARCH QUESTIONS AND HYPOTHESES

Research questions followed by hypotheses should be developed before the start of the study. 1 , 12 , 14 It is crucial to develop feasible research questions on a topic that is interesting to both the researcher and the scientific community. This can be achieved by a meticulous review of previous and current studies to establish a novel topic. Specific areas are subsequently focused on to generate ethical research questions. The relevance of the research questions is evaluated in terms of clarity of the resulting data, specificity of the methodology, objectivity of the outcome, depth of the research, and impact of the study. 1 , 5 These aspects constitute the FINER criteria (i.e., Feasible, Interesting, Novel, Ethical, and Relevant). 1 Clarity and effectiveness are achieved if research questions meet the FINER criteria. In addition to the FINER criteria, Ratan et al. described focus, complexity, novelty, feasibility, and measurability for evaluating the effectiveness of research questions. 14

The PICOT and PEO frameworks are also used when developing research questions. 1 The following elements are addressed in these frameworks, PICOT: P-population/patients/problem, I-intervention or indicator being studied, C-comparison group, O-outcome of interest, and T-timeframe of the study; PEO: P-population being studied, E-exposure to preexisting conditions, and O-outcome of interest. 1 Research questions are also considered good if these meet the “FINERMAPS” framework: Feasible, Interesting, Novel, Ethical, Relevant, Manageable, Appropriate, Potential value/publishable, and Systematic. 14

As we indicated earlier, research questions and hypotheses that are not carefully formulated result in unethical studies or poor outcomes. To illustrate this, we provide some examples of ambiguous research question and hypotheses that result in unclear and weak research objectives in quantitative research ( Table 6 ) 16 and qualitative research ( Table 7 ) 17 , and how to transform these ambiguous research question(s) and hypothesis(es) into clear and good statements.

a These statements were composed for comparison and illustrative purposes only.

b These statements are direct quotes from Higashihara and Horiuchi. 16

a This statement is a direct quote from Shimoda et al. 17

The other statements were composed for comparison and illustrative purposes only.

CONSTRUCTING RESEARCH QUESTIONS AND HYPOTHESES

To construct effective research questions and hypotheses, it is very important to 1) clarify the background and 2) identify the research problem at the outset of the research, within a specific timeframe. 9 Then, 3) review or conduct preliminary research to collect all available knowledge about the possible research questions by studying theories and previous studies. 18 Afterwards, 4) construct research questions to investigate the research problem. Identify variables to be accessed from the research questions 4 and make operational definitions of constructs from the research problem and questions. Thereafter, 5) construct specific deductive or inductive predictions in the form of hypotheses. 4 Finally, 6) state the study aims . This general flow for constructing effective research questions and hypotheses prior to conducting research is shown in Fig. 1 .

Research questions are used more frequently in qualitative research than objectives or hypotheses. 3 These questions seek to discover, understand, explore or describe experiences by asking “What” or “How.” The questions are open-ended to elicit a description rather than to relate variables or compare groups. The questions are continually reviewed, reformulated, and changed during the qualitative study. 3 Research questions are also used more frequently in survey projects than hypotheses in experiments in quantitative research to compare variables and their relationships.

Hypotheses are constructed based on the variables identified and as an if-then statement, following the template, ‘If a specific action is taken, then a certain outcome is expected.’ At this stage, some ideas regarding expectations from the research to be conducted must be drawn. 18 Then, the variables to be manipulated (independent) and influenced (dependent) are defined. 4 Thereafter, the hypothesis is stated and refined, and reproducible data tailored to the hypothesis are identified, collected, and analyzed. 4 The hypotheses must be testable and specific, 18 and should describe the variables and their relationships, the specific group being studied, and the predicted research outcome. 18 Hypotheses construction involves a testable proposition to be deduced from theory, and independent and dependent variables to be separated and measured separately. 3 Therefore, good hypotheses must be based on good research questions constructed at the start of a study or trial. 12

In summary, research questions are constructed after establishing the background of the study. Hypotheses are then developed based on the research questions. Thus, it is crucial to have excellent research questions to generate superior hypotheses. In turn, these would determine the research objectives and the design of the study, and ultimately, the outcome of the research. 12 Algorithms for building research questions and hypotheses are shown in Fig. 2 for quantitative research and in Fig. 3 for qualitative research.

EXAMPLES OF RESEARCH QUESTIONS FROM PUBLISHED ARTICLES

• EXAMPLE 1. Descriptive research question (quantitative research)
• - Presents research variables to be assessed (distinct phenotypes and subphenotypes)
• “BACKGROUND: Since COVID-19 was identified, its clinical and biological heterogeneity has been recognized. Identifying COVID-19 phenotypes might help guide basic, clinical, and translational research efforts.
• RESEARCH QUESTION: Does the clinical spectrum of patients with COVID-19 contain distinct phenotypes and subphenotypes? ” 19
• EXAMPLE 2. Relationship research question (quantitative research)
• - Shows interactions between dependent variable (static postural control) and independent variable (peripheral visual field loss)
• “Background: Integration of visual, vestibular, and proprioceptive sensations contributes to postural control. People with peripheral visual field loss have serious postural instability. However, the directional specificity of postural stability and sensory reweighting caused by gradual peripheral visual field loss remain unclear.
• Research question: What are the effects of peripheral visual field loss on static postural control ?” 20
• EXAMPLE 3. Comparative research question (quantitative research)
• - Clarifies the difference among groups with an outcome variable (patients enrolled in COMPERA with moderate PH or severe PH in COPD) and another group without the outcome variable (patients with idiopathic pulmonary arterial hypertension (IPAH))
• “BACKGROUND: Pulmonary hypertension (PH) in COPD is a poorly investigated clinical condition.
• RESEARCH QUESTION: Which factors determine the outcome of PH in COPD?
• STUDY DESIGN AND METHODS: We analyzed the characteristics and outcome of patients enrolled in the Comparative, Prospective Registry of Newly Initiated Therapies for Pulmonary Hypertension (COMPERA) with moderate or severe PH in COPD as defined during the 6th PH World Symposium who received medical therapy for PH and compared them with patients with idiopathic pulmonary arterial hypertension (IPAH) .” 21
• EXAMPLE 4. Exploratory research question (qualitative research)
• - Explores areas that have not been fully investigated (perspectives of families and children who receive care in clinic-based child obesity treatment) to have a deeper understanding of the research problem
• “Problem: Interventions for children with obesity lead to only modest improvements in BMI and long-term outcomes, and data are limited on the perspectives of families of children with obesity in clinic-based treatment. This scoping review seeks to answer the question: What is known about the perspectives of families and children who receive care in clinic-based child obesity treatment? This review aims to explore the scope of perspectives reported by families of children with obesity who have received individualized outpatient clinic-based obesity treatment.” 22
• EXAMPLE 5. Relationship research question (quantitative research)
• - Defines interactions between dependent variable (use of ankle strategies) and independent variable (changes in muscle tone)
• “Background: To maintain an upright standing posture against external disturbances, the human body mainly employs two types of postural control strategies: “ankle strategy” and “hip strategy.” While it has been reported that the magnitude of the disturbance alters the use of postural control strategies, it has not been elucidated how the level of muscle tone, one of the crucial parameters of bodily function, determines the use of each strategy. We have previously confirmed using forward dynamics simulations of human musculoskeletal models that an increased muscle tone promotes the use of ankle strategies. The objective of the present study was to experimentally evaluate a hypothesis: an increased muscle tone promotes the use of ankle strategies. Research question: Do changes in the muscle tone affect the use of ankle strategies ?” 23

EXAMPLES OF HYPOTHESES IN PUBLISHED ARTICLES

• EXAMPLE 1. Working hypothesis (quantitative research)
• - A hypothesis that is initially accepted for further research to produce a feasible theory
• “As fever may have benefit in shortening the duration of viral illness, it is plausible to hypothesize that the antipyretic efficacy of ibuprofen may be hindering the benefits of a fever response when taken during the early stages of COVID-19 illness .” 24
• “In conclusion, it is plausible to hypothesize that the antipyretic efficacy of ibuprofen may be hindering the benefits of a fever response . The difference in perceived safety of these agents in COVID-19 illness could be related to the more potent efficacy to reduce fever with ibuprofen compared to acetaminophen. Compelling data on the benefit of fever warrant further research and review to determine when to treat or withhold ibuprofen for early stage fever for COVID-19 and other related viral illnesses .” 24
• EXAMPLE 2. Exploratory hypothesis (qualitative research)
• - Explores particular areas deeper to clarify subjective experience and develop a formal hypothesis potentially testable in a future quantitative approach
• “We hypothesized that when thinking about a past experience of help-seeking, a self distancing prompt would cause increased help-seeking intentions and more favorable help-seeking outcome expectations .” 25
• “Conclusion
• Although a priori hypotheses were not supported, further research is warranted as results indicate the potential for using self-distancing approaches to increasing help-seeking among some people with depressive symptomatology.” 25
• EXAMPLE 3. Hypothesis-generating research to establish a framework for hypothesis testing (qualitative research)
• “We hypothesize that compassionate care is beneficial for patients (better outcomes), healthcare systems and payers (lower costs), and healthcare providers (lower burnout). ” 26
• Compassionomics is the branch of knowledge and scientific study of the effects of compassionate healthcare. Our main hypotheses are that compassionate healthcare is beneficial for (1) patients, by improving clinical outcomes, (2) healthcare systems and payers, by supporting financial sustainability, and (3) HCPs, by lowering burnout and promoting resilience and well-being. The purpose of this paper is to establish a scientific framework for testing the hypotheses above . If these hypotheses are confirmed through rigorous research, compassionomics will belong in the science of evidence-based medicine, with major implications for all healthcare domains.” 26
• EXAMPLE 4. Statistical hypothesis (quantitative research)
• - An assumption is made about the relationship among several population characteristics ( gender differences in sociodemographic and clinical characteristics of adults with ADHD ). Validity is tested by statistical experiment or analysis ( chi-square test, Students t-test, and logistic regression analysis)
• “Our research investigated gender differences in sociodemographic and clinical characteristics of adults with ADHD in a Japanese clinical sample. Due to unique Japanese cultural ideals and expectations of women's behavior that are in opposition to ADHD symptoms, we hypothesized that women with ADHD experience more difficulties and present more dysfunctions than men . We tested the following hypotheses: first, women with ADHD have more comorbidities than men with ADHD; second, women with ADHD experience more social hardships than men, such as having less full-time employment and being more likely to be divorced.” 27
• “Statistical Analysis
• ( text omitted ) Between-gender comparisons were made using the chi-squared test for categorical variables and Students t-test for continuous variables…( text omitted ). A logistic regression analysis was performed for employment status, marital status, and comorbidity to evaluate the independent effects of gender on these dependent variables.” 27

EXAMPLES OF HYPOTHESIS AS WRITTEN IN PUBLISHED ARTICLES IN RELATION TO OTHER PARTS

• EXAMPLE 1. Background, hypotheses, and aims are provided
• “Pregnant women need skilled care during pregnancy and childbirth, but that skilled care is often delayed in some countries …( text omitted ). The focused antenatal care (FANC) model of WHO recommends that nurses provide information or counseling to all pregnant women …( text omitted ). Job aids are visual support materials that provide the right kind of information using graphics and words in a simple and yet effective manner. When nurses are not highly trained or have many work details to attend to, these job aids can serve as a content reminder for the nurses and can be used for educating their patients (Jennings, Yebadokpo, Affo, & Agbogbe, 2010) ( text omitted ). Importantly, additional evidence is needed to confirm how job aids can further improve the quality of ANC counseling by health workers in maternal care …( text omitted )” 28
• “ This has led us to hypothesize that the quality of ANC counseling would be better if supported by job aids. Consequently, a better quality of ANC counseling is expected to produce higher levels of awareness concerning the danger signs of pregnancy and a more favorable impression of the caring behavior of nurses .” 28
• “This study aimed to examine the differences in the responses of pregnant women to a job aid-supported intervention during ANC visit in terms of 1) their understanding of the danger signs of pregnancy and 2) their impression of the caring behaviors of nurses to pregnant women in rural Tanzania.” 28
• EXAMPLE 2. Background, hypotheses, and aims are provided
• “We conducted a two-arm randomized controlled trial (RCT) to evaluate and compare changes in salivary cortisol and oxytocin levels of first-time pregnant women between experimental and control groups. The women in the experimental group touched and held an infant for 30 min (experimental intervention protocol), whereas those in the control group watched a DVD movie of an infant (control intervention protocol). The primary outcome was salivary cortisol level and the secondary outcome was salivary oxytocin level.” 29
• “ We hypothesize that at 30 min after touching and holding an infant, the salivary cortisol level will significantly decrease and the salivary oxytocin level will increase in the experimental group compared with the control group .” 29
• EXAMPLE 3. Background, aim, and hypothesis are provided
• “In countries where the maternal mortality ratio remains high, antenatal education to increase Birth Preparedness and Complication Readiness (BPCR) is considered one of the top priorities [1]. BPCR includes birth plans during the antenatal period, such as the birthplace, birth attendant, transportation, health facility for complications, expenses, and birth materials, as well as family coordination to achieve such birth plans. In Tanzania, although increasing, only about half of all pregnant women attend an antenatal clinic more than four times [4]. Moreover, the information provided during antenatal care (ANC) is insufficient. In the resource-poor settings, antenatal group education is a potential approach because of the limited time for individual counseling at antenatal clinics.” 30
• “This study aimed to evaluate an antenatal group education program among pregnant women and their families with respect to birth-preparedness and maternal and infant outcomes in rural villages of Tanzania.” 30
• “ The study hypothesis was if Tanzanian pregnant women and their families received a family-oriented antenatal group education, they would (1) have a higher level of BPCR, (2) attend antenatal clinic four or more times, (3) give birth in a health facility, (4) have less complications of women at birth, and (5) have less complications and deaths of infants than those who did not receive the education .” 30

Research questions and hypotheses are crucial components to any type of research, whether quantitative or qualitative. These questions should be developed at the very beginning of the study. Excellent research questions lead to superior hypotheses, which, like a compass, set the direction of research, and can often determine the successful conduct of the study. Many research studies have floundered because the development of research questions and subsequent hypotheses was not given the thought and meticulous attention needed. The development of research questions and hypotheses is an iterative process based on extensive knowledge of the literature and insightful grasp of the knowledge gap. Focused, concise, and specific research questions provide a strong foundation for constructing hypotheses which serve as formal predictions about the research outcomes. Research questions and hypotheses are crucial elements of research that should not be overlooked. They should be carefully thought of and constructed when planning research. This avoids unethical studies and poor outcomes by defining well-founded objectives that determine the design, course, and outcome of the study.

Disclosure: The authors have no potential conflicts of interest to disclose.

Author Contributions:

• Conceptualization: Barroga E, Matanguihan GJ.
• Methodology: Barroga E, Matanguihan GJ.
• Writing - original draft: Barroga E, Matanguihan GJ.
• Writing - review & editing: Barroga E, Matanguihan GJ.

School for Cross-faculty Studies Liberal Arts

Ip309 quantitative methods: understanding relationships in data.

This module will not be running in the academic year 2022-23.

Principal aims.

As individuals and scholars, we are frequently confronted with the claim that A causes B, or the requirement to verify whether a relationship between A and B exists. While anecdotal accounts can help inform our opinion, it is dangerous to rely on one-off observations to verify more general relationships. Equally, even where we believe there may be a relationship, we can be misled by confounding influences which obscure or mislead us. This is where quantitative approaches can help us untangle the relationships we observe around us, and help us answer question of whether these relationships hold in the wider population. The skills acquired on this module will be invaluable for any student wishing to pursue research which involves large numbers of participants, or which involves the analysis of datasets from official sources.

This module uses an innovative Problem-Based Learning approach to teaching intermediate quantitative concepts which promotes self-directed and reflective learning. Through tackling multifaceted and complex social issues, students will begin to generate, appreciate and understand broader, underlying, conceptual problems around why quantitative approaches are relevant, and to uncover the appropriate methodologies. In addition to improved learning outcomes, this approach also aligns learning activities with the processes of independent research — effectively preparing students for independent project work or modules which encourage individual enquiry.

Through group discussion and research, students will begin building their knowledge and confidence in plotting and estimating bivariate relationships, uncover the core technical approaches we use for this, and the conditions under which these approaches are appropriate. They will build on existing knowledge of distributions to study the principles of hypothesis testing to understand how we can use results based on a sample to make inferences about the wider population. As the course develops, problems will move toward the requirement to understand more complex multivariate relationships, the importance of control variables in reducing 'noise' in our models, and finally extensions which allow us to use our frameworks to plot non-linear relationships.

The combination of PBL discussion classes, and practical workshops will build students' confidence at using statistical computer packages to put into practice the concepts they uncover through their research, and to take their first steps in statistically modelling the relationship between two or more variables. This module builds on the introductory understanding students acquired in IP110 Quantitative Methods for Undergraduate Research.

Principal Learning Outcomes

On completion of this course, students will be able to:

• Demonstrate an understanding and usefulness of the key concepts in describing relationships in data, the meaning and of descriptive statistics used to describe such relationships, and the generation and application of such statistics using real-world data.
• Use regression analysis to evaluate linear bi-variate relationships in real-world data, understand issues in data and its collection which impact on the analysis of relationships, and demonstrate an understanding of the conditions under which using this approach is appropriate and how we verify that these conditions are met.
• Demonstrate an understanding of how estimated relationships based upon sample data can be used to make inferences about relationships in the wider population, and the associated principles of distributions and hypothesis testing.
• Employ multivariate regression techniques to investigate real-world data to evaluate linear and non-linear relationships, and demonstrate understanding of the conditions under which such approaches are appropriate.
• Use statistical computer software packages to manage data and perform data analysis tasks.

This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.

The following outline represents the core knowledge and competency gain associated with the course activities. In order to facilitate the acquisition of knowledge and competency, the course is delivered via Problem-Based Learning which emphasizes student knowledge acquisition via efforts to understand the parameters of, and solutions to, complex real-world situations. Study will encourage engagement in contemporary challenges across themes such as education, deprivation, social statistics, climate and environment, and health and wellbeing.. The course will be based around four key conceptual problems around the use of quantitative research to elicit relationships:

• Why employ quantitative approaches to relationships, and why not? Which will allow students to develop knowledge and understanding around:
• Core statistical concepts used to describe relationships
• Differences between quantitative and qualitative approaches and their respective strengths
• Why correlation isn't causality
• How can we model the strength of a relationship? Which will allow students to develop knowledge and understanding around:
• Core principles of linear regression modelling
• Estimating straight line relationships using ordinary least squared (OLS) approaches
• The required assumptions of ordinary least squared modelling and what happens when we ignore them
• Using regression analysis of data samples to make inferences about the population
• How can we deal with complex multifaceted relationships? Which will allow students to develop knowledge and understanding around:
• Control variables, confounding influences, and the usefulness (and shortcomings) of multivariate modelling
• Estimating linear relationships using OLS when we have many variables
• The required assumptions of multivariate ordinary least squared modelling and what happens when we ignore them
• Using multivariate regression analysis of data samples to make inferences about the population
• What happens when we don't have a linear relationship? Which will allow students to develop knowledge and understanding around:
• The role of interactions in data
• Inclusion of data transformations in regression models and what they mean
• Interpreting binary variables in the context of statistical models

Indicative Bibliography

The case study structure of the course means that each problem will be associated with in-depth news articles, data, academic journal articles, and other source materials relating to a contemporary issue (possible themes include the study of issues and relationships in education, deprivation and social exclusion, social justice, climate and environment, and health and wellbeing).

It is essential to the course that students have access to one or more well-chosen technical references in order to assist in the technical side of their learning. Such technical sources might include (or be similar to):

Angrist, J.D, and Pischke, J.-S. Mostly Harmless Econometrics: An Empiricist's Companion . Princeton University Press, 2009

Gujarati, D. Econometrics by Example. 2 nd Edition. MacMillan Higher Education, 2014

Contextual sources will be confirmed based upon relevant and current topics used as examples, and may include both book chapters and academic journal articles

Subject-specific skills

• Skills in data analysis using a range of methods

Transferable skills

• Skills in using statistical computer software packages to manage data and perform data analysis tasks
• Problem solving
• Information technology
• Oral and written communication
• Digital literacy

Employability Skills

Through this module, you will develop different skills that are sought by employers which will support your professional development. We have highlighted this to enable you to identify and reflect on the skills you have acquired and apply them throughout your professional journey including during the recruitment process whether this is in a CV/application form or at an interview.

• Data analysis: Qualitative and quantitative analysis techniques and evaluation methods using tools such as Excel, STATA.
• Teamwork: Collaborating with peers and multiple partners on project briefs involving sharing ideas, knowledge and best practice.
• Time and self-management: Developed through planning and managing weekly tasks, working towards agreed group schedules, as well as on your own initiative without supervision.
• Research: Developed through carrying out research using samples from real-world data involving formulating research questions, conducting literature reviews, identifying appropriate measurement variables, and analysing and interpreting results. Additionally, writing and communicating the research in an appropriate manner.

  Please note: Module availability and staffing may change year on year depending on availability and other operational factors. The School for Cross-faculty Studies makes no guarantee that any modules will be offered in a particular year, or that they will necessarily be taught by the staff listed on these pages.

Quantitative Methodology: Measurement and Statistics, M.S.

Fall, Spring

Full-time Part-time

• September 27, 2024 (Spring 2025)
• December 3, 2024 (Fall 2025)

June 30, 2025

In-State - $12,540 Out-of-State - $26,490 More Info

This Quantitative Methodology: Measurement and Statistics, Master of Science (M.S.) program provides you with advanced training in quantitative research methods and statistical analysis. You will learn to design and conduct research studies, analyze data using sophisticated statistical techniques, and interpret and present research findings effectively. We emphasize both theoretical knowledge and practical skills, preparing you for careers in any industry. Whether pursuing further graduate studies or entering the workforce directly, you will be well-prepared to contribute to the advancement of knowledge in your chosen field.

Key Features

• Balanced Training : Gain comprehensive skills in quantitative methods suitable for various professional settings.
• Proximity to Washington, D.C. : Access diverse academic and professional opportunities in the nation's capital.
• Rigorous Core Curriculum : Master key concepts in applied measurement, statistical modeling, and evaluation methods.
• Flexibility : Choose from a range of elective courses to deepen your expertise in specific areas of interest.
• Demonstrate proficiency in applied measurement, statistical analysis, and research design.
• Apply quantitative methods to address complex research questions in diverse contexts.
• Evaluate and critique research literature and methodologies in the field of quantitative methodology.
• Communicate quantitative findings effectively to diverse audiences through written reports and presentations.

This program offers a wide range of career pathways, including:

• Research Associate
• Data Analyst
• Policy Analyst 
• Evaluation Specialist

Click on admissions button below to swap url

Admission Requirements           Guide to Applying

You are required to submit all required documents before submitting the application.

Program Specific Requirements

• Letters of Recommendation (3)
• Graduate Record Examination (GRE)
• Writing Sample (1)

Marieh Arnett, student, Quantitative Methodology: Measurement and Statistics

Courses in this program are carefully selected and highly customizable to give you the best possible experience. Your specific program of study will be structured to take into account your background and aspirations. Both thesis and non-thesis options are available. 

QMMS Graduate Student Handbook

There is a common core of courses comprised of:

• EDMS 623 Applied Measurement: Issues and Practices (3) 
• EDMS 646 General Linear Models I (3) 
• EDMS 647 Causal Inference and Evaluation Methods (3)
• EDMS 651 General Linear Models II (3) 
• EDMS 655 Introduction to Multilevel Modeling (3) 
• EDMS 657 Exploratory Latent and Composite Variable Methods (3) 
• EDMS 724 Modern Measurement Theory (3)

Additional elective coursework completes the program. A written comprehensive examination based on the first four courses of the core is required. The Graduate School allows transfer of up to six credits of appropriate prior graduate work. 

Sep 17 Graduate Fair Expo Sep 17, 2024 4:00 – 6:00 pm

This week: the arXiv Accessibility Forum

Help | Advanced Search

Computer Science > Human-Computer Interaction

Title: bridging quantitative and qualitative methods for visualization research: a data/semantics perspective in light of advanced ai.

Abstract: This paper revisits the role of quantitative and qualitative methods in visualization research in the context of advancements in artificial intelligence (AI). The focus is on how we can bridge between the different methods in an integrated process of analyzing user study data. To this end, a process model of - potentially iterated - semantic enrichment and transformation of data is proposed. This joint perspective of data and semantics facilitates the integration of quantitative and qualitative methods. The model is motivated by examples of own prior work, especially in the area of eye tracking user studies and coding data-rich observations. Finally, there is a discussion of open issues and research opportunities in the interplay between AI, human analyst, and qualitative and quantitative methods for visualization research.

Submission history

Access paper:.

• HTML (experimental)
• Other Formats

References & Citations

• Google Scholar
• Semantic Scholar

BibTeX formatted citation

Bibliographic and Citation Tools

Code, data and media associated with this article, recommenders and search tools.

• Institution

arXivLabs: experimental projects with community collaborators

arXivLabs is a framework that allows collaborators to develop and share new arXiv features directly on our website.

Both individuals and organizations that work with arXivLabs have embraced and accepted our values of openness, community, excellence, and user data privacy. arXiv is committed to these values and only works with partners that adhere to them.

Have an idea for a project that will add value for arXiv's community? Learn more about arXivLabs .

We Trust in Human Precision

20,000+ Professional Language Experts Ready to Help. Expertise in a variety of Niches.

API Solutions

• API Pricing
• Cost estimate
• Customer loyalty program
• Educational Discount
• Non-Profit Discount
• Green Initiative Discount1

Value-Driven Pricing

Unmatched expertise at affordable rates tailored for your needs. Our services empower you to boost your productivity.

• Special Discounts
• Enterprise transcription solutions
• Enterprise translation solutions
• Transcription/Caption API
• AI Transcription Proofreading API

Trusted by Global Leaders

GoTranscript is the chosen service for top media organizations, universities, and Fortune 50 companies.

GoTranscript

One of the Largest Online Transcription and Translation Agencies in the World. Founded in 2005.

Speaker 1: Hi, Dr. Eli Lee over here of DEDUCE. My training is as a quantitative psychologist and I've been working in the field for over 20 years. But over the last 15, I really dove into doing mixed methods research. We found out a long time ago that there really weren't any tools to help us do the kinds of work that we wanted to do when we were using methods from psychology, anthropology, sociology, marketing, research. So we came up with a tool. It's evolved over the last 10 years and now we're really happy to show you what DEDUCE can do for qualitative research and mixed methods research. So what are mixed methods? Well, most people are pretty familiar with quantitative research methods. Quantitative methods are great for learning about what kinds of things there are, what kinds of people are they, and how many. So we might ask questions about people's demographics, their gender, age, income level. We might get scores. We might have them rate on a 1 to 10 scale how important to you is education, religion, family. And we might have them fill out other kinds of scales like depression. How happy are you on a scale of 1 to 100 or a bunch of items that we fold together to make scale scores. And so what do we do with these things? We can analyze them as individual variables like age group, 1, 2, 3, how many, what percentage of our population sits in each of those categories. We can do bivariate relationships looking at age by sex, for example. So here's the age group here, but when we break it out by males and females, we see there's a different percentage in each of those groups. And we can do multivariate types of analysis as well. So here's an average rating of how important family is to you broken out by the age group and by sex. There's all kinds of great and powerful things that we can do with quantitative data analysis, and we're not here to talk about that. Qualitative methods seek to understand human behavior and the reasons for those behaviors. A lot of people are less familiar with qualitative research methods than they are with quantitative. But basically qualitative data and the methods that generate them are seeking answers for why people do the things that they do and how they do them. What motivates them? What feelings drive the kinds of decisions that people make? What values? What things about their cultural background are important in understanding why they act the way that they do? So as a simple illustration, let's say we're interested in understanding why people make certain decisions about hotels. We go out to the field and have people just tell us stories about their most recent hotel decision. Typical approach to these data from qualitative research perspective would be to go through those texts and look for the themes that people talk about in a consistent way. So let's say for example after we look at a whole bunch of these stories, we hear people talking about luxury, sophistication, and intimacy on a pretty regular basis. The next thing that we do is go through those stories looking for sections of text where people talk about one or more of these things. We can also apply a weighting system. Here we've got an example of a 1 to 10 weight scale based on how important it is. So let's say in this story here's a piece of text where they're talking about luxury and intimacy. So we'll say 1 and 3 are the codes and they really thought luxury was the most important factor. So we'll give that a weight of 10 and intimacy was moderately important, we'll give that a 7. So we continue going through those texts looking for all the sections where people talk about one or more of these texts. So here's another one. They're talking about sophistication. Sophistication they say, well you know people talk about that but it's really not that important to me. So we'll give that a weight of 2. Here's one more. They're talking about luxury and sophistication. Again sophistication is really low, luxury remains really high. But wouldn't it be cool if we could put all these methods together? Some famous researchers have talked about the fact that all research methods have flaws. So by mixing methods together we seek to capitalize on the strengths of each and avoid some of the weaknesses. Deduce is great just for qualitative data analysis but when people are trying to bring it all together in a true mixed method design that's where deduce really shines. That's why we built it and that's what it was designed to accomplish as efficiently as possible. These studies can be really complex and people are looking for answers as efficiently as they can. With today's technologies we were able to put together a tool that accomplishes all of this and gets you to your answers very quickly. So come check it out. Alright welcome to my computer. I'm going to just log in to deduce but remember as a web application anywhere I have a computer and internet access I can log in to my project. So here's our hotel project. Our resources are here. Here are the tags we've already created. Here's some excerpts that we've already created and tagged. Our descriptor data are over here. Here's the fields that we've defined and here are the data themselves. And right here on our dashboard we get a glimpse of the many data visualizations that deduce produces automatically. Most of them can be modified and all are dynamically linked to the qualitative data that they represent. So if we're interested in drilling down to those excerpts from the 50 plus age group that were tagged with cost, simply click on that bar, pulls those excerpts up and we can go ahead and exam them further. Also deduce is very transparent and allows you to move seamlessly throughout your database. So if we pull up excerpts that we're interested in and we want to drill in a little bit deeper simply clicking on that excerpt takes us to the excerpt itself in the context of its original source. So let's go back home. It's also important to point out that all the charts, graphs, list of excerpts, descriptor data can all be exported from deduce with a simple click to be popped right into presentations or imported into other software. So let me show you one of the other important set up activities, getting your documents or resources into deduce. I'm going to go ahead and just import a document, prompts me to find the resource on my computer. I'll go ahead and give it a title, submit that to the database. You can see that deduce supports images in virtually any language. So here's some example text from the hotel study. So I'm going to go ahead and just block a piece of text to create an excerpt. I'll right click, create excerpt. Now I can go ahead and attach tags to it. This person talks about sexiness factor but that's not particularly important for them. Also sophistication is reasonably important. We'll give that seven. Go ahead and create another excerpt here. Service is high on their list. Let's go ahead and create an excerpt there. Give service a ten. Another thing that we need to do when we put resources into a project is attach it to the appropriate individual so that it's linked to the descriptor data. Let's go ahead and attach that person here. Okay, so we can see that one descriptor has been attached now. Now the really fun part. Let's get over to the analysis center. There are a wide variety of charts, graphs, plots and tables in deduce. There's really too much to show in this brief introduction so let's go after answers to just a couple of questions. You see that there are lots of charts, tables and plots that are available in deduce. Let's go ahead and look at something based on our tagging activity. We'll look at tag co-occurrence for example. What we see here is code by code matrix. This shows where two tags have been used on the same excerpt. The numbers, the tagging activity and all the descriptor data expose the patterns in our data. The qualitative data that sits behind those images is what really gives us the richness in this mixed methods research. We see here that 13 times luxury and cost were used on the same excerpt. If it's meaningful to our research that people talk about cost and luxury at the same time, we might want to go and look at those excerpts. Here we can pull them up. We can explore them. Again we can jump back to the resource and export these as well. Let's go ahead and close that. In terms of exposing patterns, bubble plots are really illuminating. This plot gives us information about the average weights or importance or sentiments that were associated with our tagging activity. I'm going to go ahead and break things out by age group. Let's use the tags luxury, sophistication and intimacy. This plot actually gives us four dimensions to look at our data. The plots themselves can communicate a great deal, can be exported and popped into presentations. We can also learn a lot more about the pattern by drilling down into the excerpts themselves. This bubble here represents the age group 50 plus and this group was relatively low in the importance of luxury but relatively high in sophistication and intimacy in their hotel decisions. If we're putting together a marketing message, we want to come up with something that's really going to resonate with this particular subgroup. We go ahead and open up those excerpts and we can really get a feel for how people are talking about these things and understand the reasons for why they feel the particular characteristics are more or less important when they're making their decisions. There's so much more I'd love to show you about deduce but I think we're out of time. Thanks for checking in. We've got a number of other videos on our website that give you step-by-step instructions about how to set projects up and how to get the best out of deducing your work.

• Open access
• Published: 13 September 2024

Evaluating the implementation of the Pediatric Acute Care Education (PACE) program in northwestern Tanzania: a mixed-methods study guided by normalization process theory

• Joseph R. Mwanga 1 ,
• Adolfine Hokororo 1 , 2 ,
• Hanston Ndosi 1 ,
• Theopista Masenge 2 ,
• Florence S. Kalabamu 2 , 3 ,
• Daniel Tawfik 4 ,
• Rishi P. Mediratta 4 ,
• Boris Rozenfeld 5 ,
• Marc Berg 4 ,
• Zachary H. Smith 6 ,
• Neema Chami 1 , 2 ,
• Namala P. Mkopi 2 , 7 ,
• Castory Mwanga 2 ,
• Enock Diocles 1 ,
• Ambrose Agweyu 8 &
• Peter A. Meaney 4  

BMC Health Services Research volume  24 , Article number:  1066 ( 2024 ) Cite this article

Metrics details

In low- and middle-income countries (LMICs), such as Tanzania, the competency of healthcare providers critically influences the quality of pediatric care. To address this issue, we introduced Pediatric Acute Care Education (PACE), an adaptive learning program to enhance provider competency in Tanzania’s guidelines for managing seriously ill children. Adaptive learning is a promising alternative to current in-service education, yet optimal implementation strategies in LMIC settings are unknown.

(1) To evaluate the initial PACE implementation in Mwanza, Tanzania, using the construct of normalization process theory (NPT); (2) To provide insights into its feasibility, acceptability, and scalability potential.

Mixed-methods study involving healthcare providers at three facilities. Quantitative data was collected using the Normalization MeAsure Development (NoMAD) questionnaire, while qualitative data was gathered through in-depth interviews (IDIs) and focus groups discussions (FGDs).

Eighty-two healthcare providers completed the NoMAD survey. Additionally, 24 senior providers participated in IDIs, and 79 junior providers participated in FGDs. Coherence and cognitive participation were high, demonstrating that PACE is well understood and resonates with existing healthcare goals. Providers expressed a willingness to integrate PACE into their practices, distinguishing it from existing educational methods. However, challenges related to resources and infrastructure, particularly those affecting collective action, were noted. Early indicators point toward the potential for long-term sustainability of the PACE, but assessment of reflexive monitoring was limited due to the study’s focus on PACE’s initial implementation.

This study offers vital insights into the feasibility and acceptability of implementing PACE in a Tanzanian context. While PACE aligns well with healthcare objectives, addressing resource and infrastructure challenges as well as conducting a longer-term study to assess reflexive monitoring is crucial for its successful implementation. Furthermore, the study underscores the value of the NPT as a framework for guiding implementation processes, with broader implications for implementation science and pediatric acute care in LMICs.

Peer Review reports

Contributions to the literature

Introduces PACE : This study uniquely evaluated the PACE program in a low-resource setting, offering initial evidence on its implementation and potential impact on pediatric care.

Utilizes the NPT framework : By employing a NPT framework, this research provides a novel methodological example of how to assess the incorporation of e-learning in LMIC clinical settings.

Informs Implementation Strategies : These findings contribute to the design of effective e-learning strategies for healthcare education in LMICs, suggesting practical steps for broader application.

Expands Local Capacity : Demonstrates how PACE can build local healthcare capacity, informing ongoing efforts to sustainably improve pediatric care through education in similar environments.

Context and importance of the study

Pediatric in-service education for healthcare providers in Low- and Middle-income countries (LMICs) often lacks reach, effectiveness, and sustainability, contributing to millions of child deaths annually [ 1 , 2 ]. Pneumonia, birth asphyxia, dehydration, malaria, malnutrition, and anemia cause over 4 million child deaths annually, with half occurring in sub-Saharan Africa and thousands in Tanzania [ 3 , 4 ]. The Tanzanian government aims to reduce neonatal mortality from 20/100,000 to the Sustainable Development Goals (SDGs) target of 12/100,000 by 2030 [ 5 ].

Brief review of the literature

Provider knowledge and skills competency are crucial for care quality in LMICs [ 2 , 6 ]. However, conventional in-service education methods are often inadequate and unsustainable [ 6 ]. These methods do not adapt to individual providers’ knowledge or schedules, target minimal competency, and lack long-term refresher learning, limiting their effectiveness [ 7 , 8 , 9 , 10 ].

Adaptive learning can address these limitations by customizing the timing and sequence of combined e-learning and in-person skills training, creating individualized pathways that reinforce learning and enhance skills competency. This approach helps mitigate manpower and resource shortages in LMICs and represents a strategic innovation in knowledge dissemination.

The World Health Organization (WHO) emphasizes the importance of e-learning solutions for healthcare workers globally [ 11 ]. Adaptive learning, with its capacity to adjust to individual needs, holds significant promise for enhancing training efficiency. However, formal studies on adaptive learning in LMIC contexts are scarce. Establishing best practices in e-learning and adaptive methodologies will enhance the dissemination of evidence-based interventions and improve clinical practice and patient outcomes.

To address current educational limitations for healthcare workers in LMICs, we developed the Pediatric Acute Care Education (PACE) program [ 12 , 13 ]. This adaptive e-learning program offers 340 learning objectives across 10 assignments, covering newborn and pediatric care guidelines for management of seriously ill children. The PACE program’s implementation strategy includes an adaptive e-learning platform optimized for mobile phones, a steering committee, a full-time PACE coordinator, and an escalating nudge strategy to encourage participation.

Study aims and objectives

The primary aim of this research is to assess the preliminary implementation of the PACE intervention across two types of pediatric acute care facilities: zonal hospitals and health centers. The study has two principal objectives: (1) To evaluate the initial PACE implementation in Mwanza, Tanzania, using the constructs of Normalization Process Theory (NPT); (2) To provide insights into its feasibility, acceptability, and scalability potential.

Study design

This study employed a mixed methods approach to evaluate the implementation of the PACE program in three healthcare settings in northwestern Tanzania, nested within a larger pilot implementation of PACE within eight health facilities of the Pediatric Association of Tanzania’s Clinical Learning Network. The study utilized NPT as a framework, combining quantitative and qualitative methods. Quantitatively, a tailored NoMAD survey instrument evaluates the integration of PACE into routine clinical practice. Qualitatively, in-depth interviews and focus group discussions enrich the data.

Theoretical framework

NPT has been described as a sociological toolkit for helping us understand the dynamics of implementing, embedding, and integrating new technology or a complex intervention into routine practice [ 14 ]. NPT provides a conceptual framework for understanding and evaluating the processes (implementation) by which new health technologies and other complex interventions are routinely operationalized in everyday work (embedding) and sustained in practice (integration) [ 15 , 16 , 17 , 18 , 19 , 20 ]. The theory is organized around four main constructs, each of which has its own subconstructs [ 15 ]. These constructs collectively offer insights into the feasibility, acceptability, and scalability of an intervention or innovation (Fig. 1 ). Each of these constructs and subconstructs offers a unique lens through which the feasibility, acceptability, and scalability of a new practice can be evaluated, thereby aiding in its effective implementation.

Boxplot of participant responses to NoMAD survey by NPT construct and subconstruct

Study setting

The study was conducted between August 2022 and July 2023 at three healthcare facilities in Mwanza, Tanzania. The Bugando Medical Centre (BMC), an urban zonal referral and teaching hospital, sees about 7,000 births per year and 6,550 pediatric admissions per year for children aged 1 month to 5 years; the urban Makongoro Health Centre, handles approximately 359 births per year but refers newborn and pediatric admissions to the nearby regional or zonal hospital; and the rural Igoma Health Centre sees about 3,850 births per year and 959 pediatric admissions per year for children aged 1 month to 5 years.

Eligibility criteria

Providers included in the study were required to have a minimum command of English and be actively providing pediatric care to sick patients at least part-time. Eligible providers encompassed a wide range of professional cadres, reflecting the diversity of healthcare providers in Tanzania. These included specialists (medical officers with 3 additional years of specialization), medical officers (5 years of education and 1-year internship), nursing officers (4 years of education and 1-year internship), assistant medical officers (clinical officers with 2 additional years of clinical training), assistant nursing officers (3 years of education), clinical officers (3 years of education), clinical assistants (2 years of education), enrolled nurses (2 years of education), and medical attendants (1 year of education). In addition to providers, senior facility staff with administrative roles who supervise PACE providers, such as ward matrons, medical officers-in-charge, and nursing officers-in-charge, were eligible to participate. The bulk of the care is provided by junior medical officers and nurses, who have limited training and experience caring for children with severe illnesses

Recruitment process

Healthcare providers were informed about the study through their facility leaders, and individuals who responded to the survey were not necessarily the same as those who participated in the focus groups or in-depth interviews.

Data collection tools

Nomad questionnaire.

The NoMAD is a 23-item questionnaire based on the NPT that was designed to assess the social processes influencing the integration of complex interventions [ 18 , 21 ]. It includes 3 general items and 20 related to specific NPT constructs (4 Coherence, 7 Collective Action, 4 Cognitive Participation, 5 Reflexive Monitoring). The general items were scored on a scale of 0-100, and the NPT construct items were modified to include a five-point Likert scale (1-Strongly Agree, 5-Strongly Disagree) and additional options for respondents to indicate whether a question was not relevant to their role, stage, or intervention itself. The NPT subconstruct survey items are listed in Table 1 , and the complete survey is provided in the Supplementary Materials.

In-depth interviews (IDIs) and focus group discussions (FGDs)

Interview guides were developed based on previous experience with similar data collection tools. The training and pretesting of the tools were conducted by the study investigators.

Data collection process

Nomad survey.

All PACE participants were invited via WhatsApp to complete the NoMAD survey directly in REDCap, 30 days post-intervention or upon completion of the PACE course.

Focus group discussions and in-depth interviews

We employed a purposeful sampling strategy for the qualitative components, selecting senior healthcare providers for in-depth interviews (IDIs) and junior providers for focus group discussions (FGDs). This approach ensured junior providers felt comfortable speaking openly, avoiding inhibition from senior participants in focus groups, and facilitated methodological triangulation to enhance the credibility and validity of the findings. Data was triangulated using three different types: methodological triangulation with IDIs and FGDs, investigator triangulation with different research assistants collecting data, and data triangulation using data from IDIs, FGDs and NoMAD surveys. Data collection began with a series of field visits, guided by NPT constructs, and included IDIs and FGDs. FGDs, segregated by sex but including a mix of cadres from each health facility, enriched the diversity of perspectives. The iterative nature of our methodology allowed for continuous refinement of our theoretical framework, methodologies, and sampling strategies, informed by emerging data. Consequently, the guides for both the IDIs and FGDs were dynamically modified to reflect the evolving study themes. All sessions, including IDIs and FGDs, were conducted in Kiswahili at the providers’ work premises, adding contextual depth. The IDI and FGD interview guides were originally developed in English, translated into Kiswahili (the national language), and then back translated into English to ensure that the meaning was retained. Both IDIs and FGDs were meticulously audio-recorded, transcribed verbatim, and then translated into English for analysis. Back-translation was employed to ensure validity.

Data analysis

Quantitative analysis.

Descriptive statistics are reported as frequencies and percentages or medians and interquartile ranges, with comparisons via Fisher’s exact test or the Mann‒Whitney U test as appropriate. Analyses were conducted using Stata 17.0 (Stata Corp, College Station, TX, USA).

Qualitative analysis

The analysis process, conducted concurrently with data collection, was instrumental in achieving theoretical saturation, marked by the cessation of new information from ongoing IDIs and FGDs. To ensure the validity and depth of our findings, we implemented member checking and investigator triangulation, with two independent investigators coding and interpreting the data using NVivo 2020 software (QSR International Pty Ltd., Sydney, Australia). This software facilitated a hybrid coding approach in which blended deductive and inductive methods were used for comprehensive thematic content analysis. Contextual insights from the IDIs and FGDs were key to interpreting the findings, with representative quotations included to illustrate the identified themes. Data triangulation was achieved using diverse data sources, and the research team’s expertise further enhanced the rigor and reflexivity of the analysis.

Summary of feasibility, acceptability and scalability

We used the Proctors definition of implementation outcomes and mapped the NoMAD survey results to NPT subconstructs using the definition of May et al. [ 22 , 23 ].

Feasibility is concerned with the practical aspects of implementing a new intervention, including resource allocation, training, and ease of integration into existing work. In the NPT, this aligns closely with the construct of “collective action,” which refers to the operational work that people do to enact a set of practices. To assess feasibility, we interpreted our responses as follows: “Sufficient training is provided to enable staff to use PACE” (collective action, skill set workability); “Sufficient resources are available to support PACE”; “Management adequately supports PACE” (collective action, contextual integration); and “I can easily integrate PACE into my existing work” (collective action, interactional workability).

Acceptability refers to the extent to which the new intervention is agreeable or satisfactory among its users. To assess acceptability, we interpreted our responses as follows: “Staff in this organization have a shared understanding of the purpose of PACE” (coherence: communal specification); “I believe that participating in PACE is a legitimate part of my role” (cognitive participation, legitimation); “The staff agree that PACE is worthwhile” (reflexive monitoring, communal appraisal); and “I value the effects PACE has had on my work” (reflexive monitoring, individual appraisal). In addition, we compared scores between zonal hospitals and health centers.

Scalability involves the ability to expand the intervention to other settings while maintaining its effectiveness. To assess scalability, we interpreted our responses as “I will continue to support PACE” (cognitive participation, activation); “Work is assigned to those with skills appropriate for PACE” (collective action, skill set workability); “feedback about PACE can be used to improve it in the future”; and “I can modify how I work with PACE” (reflexive monitoring, reconfiguration).

Ethical considerations

All the providers provided informed consent, and the study was approved by the Institutional Review Board of the Tanzania National Institute of Medical Research (NIMR/HO/R.8a/Vol. IX/3990), Stanford University (60379), the ethics committee of the Catholic University of Health and Allied Science (no ID number given), and the Mwanza Regional Medical Officer (Ref. No. AG.52/290/01A/115).

Techniques to enhance trustworthiness

Techniques to enhance trustworthiness included a purposeful sampling strategy, meticulous data collection in Kiswahili with back-translation, and the use of methodological, investigator, and data triangulation [ 24 ]. The analysis process was iterative and concurrent with data collection, employing hybrid coding and member checking to ensure systematic, explicit, and reproducible findings.

Reporting guidelines

This study adheres to the STROBE and SRQR reporting guidelines for comprehensive and explicit reporting of observational and qualitative studies, respectively [ 25 , 26 ].

Provider demographics

Eighty-two of the 272 eligible healthcare providers from the three facilities completed the NoMAD survey, resulting in a 30% response rate. Of the 82 respondents, 59 were from zonal hospitals and 23 from health centers (Table 2 ). The median ages were 27 and 29 years for zonal hospital and health center staff, respectively. The gender distribution was similar in both settings, with 39% female in the zonal hospital group and 43.5% in the health centers.

There were significant differences in cadre distribution: zonal hospitals had more medical staff (47.5% vs. 8.7%) and nurses (42.4% vs. 30.4%), while health centers had more clinical officers (30.4% vs. 0%). Clinical experience also varied, with a median of 1 year at zonal hospitals and 4 years at health centers ( p = 0.004). Previous participation in newborn or pediatric in-service education (e.g., Helping Babies Breathe, Helping Children Survive) was similar across the facilities, ranging from 71% to 73%. Job satisfaction scores did not significantly differ between the two groups.

A total of seventy-nine healthcare providers participated in IDIs or FGDs. Twenty-four senior providers completed IDIs, 18 from the zonal hospital and 6 from health centers., 13 FGDs with an average of 4 junior providers per group were conducted to achieve thematic saturation, including 39 participants from zonal hospitals and 16 from health centers. The represented cadres included medical officers (26, 32.9%), nurses (19, 24.1%), interns (16, 20.3%), clinical officers (12, 15.2%), assistant medical officers (3, 3.8%), and medical attendants (3, 3.8%). Clinical experience among participants ranged from 1 to 20 years. Compared to the NoMAD survey, participants in IDIs and FGDs included a higher proportion of medical officers (including interns) and clinical officers, but a lower proportion of nursing officers and other cadres.

NoMAD survey results

General items.

Familiarity and general satisfaction with PACE were high, with median scores of 89 and 91, respectively, and both showed moderate, balanced variability (interquartile ranges of 76-100 and 75-100, respectively) (Table 3 , Fig. 1 ). Optimism for the future use of PACE was highest, with a median score of 99 and narrow variability (87-100), indicating a strong skew towards higher scores. No significant differences were observed between the zonal hospitals and health centers.

NPT constructs

Providers reported understanding how to work together and plan the activities to put PACE and its components into practice. Strong agreement on the value of PACE is indicated by the median score for “Internalization" (1, “strongly agree,” IQR [1, 2]) (Table 3 , Fig. 1 ). Agreement on PACE’s purpose and its differentiation from existing work is indicated by the median scores for “Communal Specification” (2, “agree,” IQR [1, 2]), “Differentiation” (2, “agree,” IQR [1, 4]) and “Individual Specification” (2, “agree,” IQR [2, 4]), respectively. No significant differences were observed between the zonal hospitals and health centers.

Cognitive participation

Providers reported understanding how to work together to create networks of participation and communities of practice around PACE and its components. Strong agreement for ongoing PACE support, PACE participation and leadership, and PACE integration into work is indicated by the median scores for “Activation” (1, “strongly agree,” IQR [1, 1]), “Enrollment” (1, “strongly agree,” IQR [1, 1]), “Initiation” (1, “strongly agree,” IQR [1, 1]), and “Legitimation” (1, “strongly agree,” IQR [1, 2]), respectively. Narrow IQRs highlight the homogeneous support among providers. No significant differences were observed between the zonal hospitals and health centers.

Collective action

Providers reported understanding how to work together to enact PACE and its components, with greater certainty of not disrupting working relationships in the zonal hospital compared to health centers. Strong agreement that the work required by PACE is manageable, has sufficient training and resources, and receives strong organizational support is indicated by the median scores for “Interactional Workability” (1, “strongly agree,” IQR [1, 1]), “Skill-set Workability” (1, “strongly agree,” IQR [1, 2]) and “Contextual Integration” (2, “agree,” IQR [2, 2]) (Table 3 , Fig. 1 ). Agreement that PACE does not disrupt working relationships is indicated by the median score for “Relational Integration” (4, “disagree,” IQR [4, 5]). Zonal hospital providers had significantly less variability that PACE would not disrupt working relationships (relational integration)compared to health centers(IQR [4, 5] vs [3, 5] p= 0.02).

Reflexive monitoring

Providers reported understanding how to work together to evaluate the benefits of PACE and its components. Strong agreement on how people individually assess the value of PACE is indicated by the median score for “Individual Appraisal” (1, “strongly agree,” IQR [1, 1]). Agreement on how people access information to assess the value of PACE, how to value PACE collectively, and work adjustments needed for PACE is indicated by the median scores for “Systematization” (2, “agree,” IQR [2, 2]), “Communication Appraisal” (2, “agree,” IQR [2, 2]), and “Reconfiguration” (2, “agree,” IQR [2, 2]) (Table 3 , Fig. 1 ). No significant differences were observed between the zonal hospitals and health centers.

IDI and focus group results

Coherence themes.

Providers value PACE for its detailed guidance on specific pediatric cases, such as difficulty breathing, which was not covered in their basic training (Table 4 ). PACE is seen as a tool for empowering providers to reduce child mortality and improve service quality, aligning with facility goals. Providers believe that PACE has enhanced their understanding and management of seriously ill children. They find that PACE is consistent with Tanzanian and WHO guidelines and useful both in their work and in training medical students.

Cognitive participation themes

Providers were introduced to PACE by colleagues and supervisors, prompting them to enroll (Table 4 ). They mainly use PACE individually but also share modules to spread knowledge. PACE is seen as empowering providers to enhance their pediatric care. Despite busy schedules, providers are committed to PACE training.

Collective action themes

PACE's digital format allows for individual study and facilitates group discussions (Table 4 ). Initially, providers engaged with PACE for personal benefit but later saw the value in sharing knowledge. Providers value the practical application of PACE knowledge in patient care. Challenges like inadequate supplies and a lack of electricity hinder PACE implementation, but the availability of tools and support from PACE management facilitates implementation.

Reflexive monitoring themes

Providers find PACE valuable for educating junior doctors, simplifying complex topics, and boosting confidence (Table 4 ). They believe that PACE has enriched their knowledge and confidence in pediatric care. A notable challenge is the inaccessibility of learned material for future reference, hindering providers’ ability to refresh their knowledge.

Summary of feasibility, acceptability, and scalability

Overall, data from NoMAD survey responses indicated that PACE is generally feasible across healthcare settings, with providers either agreeing or strongly agreeing that people do the work required by interventions and their components (interactional workability median 1 “strongly agree” [1, 2]) or that the work of interventions and their components is supported by host organizations (contextual integration median 2 “agree” [1, 2]).

Furthermore, NoMAD survey responses indicated that PACE is also generally acceptable among healthcare providers. Providers collectively agreed about the purpose of PACE and its components (communal specification median 2 “agree” [1, 2]), agreed that PACE and its components are the right thing to do and should be part of their work (legitimation median 1 “strongly agree” [1, 2]), and collectively and individually agreed that PACE is worthwhile (communal appraisal median 2 “agree” [1, 2]; individual appraisal median 1 “strongly agree” [1, 2]).

Lastly, NoMAD survey responses indicated that PACE appears to be scalable, with some variability in its adaptability and skill-set alignment. Providers strongly agreed that they would continue to support PACE and its components (activation median 1 “strongly agree” [1, 1]), that they could modify their work in response to their appraisal of PACE, and that feedback could be used to improve it in the future (reconfiguration median 1 “strongly agree” [1, 2]). Providers agreed or were neutral about the work of PACE and its components being appropriately allocated to people (skill-set workability median 3 “neutral” [2, 4]), indicating that additional work is needed to identify the correct providers to participate in PACE or that additional support needs to be allocated to those providers to complete PACE.

This mixed-methods pilot study explored the feasibility, acceptability, and scalability of the PACE intervention among healthcare providers in Mwanza, Tanzania, using the NPT framework. The study demonstrated that PACE is generally well understood, aligns with existing healthcare goals, and is feasible to providers. There was strong acceptance and understanding that PACE should become part of normal work. Challenges to scalability lie in ensuring adequate resource and infrastructure support. Qualitative data from IDIs and FGDs enriched the findings by providing detailed insights that supported and contrasted with the NoMAD survey results, highlighting both the strengths and challenges of implementing PACE in a resource-limited setting.

Interpretation of findings

The study demonstrated that PACE is feasible. It is generally well understood by healthcare providers and aligns with existing healthcare goals. Providers found PACE to be practical in enhancing their ability to manage pediatric cases, particularly those not adequately covered in their basic training. For instance, providers appreciated the detailed guidance PACE offers for managing conditions like difficulty breathing, which they found invaluable. This alignment with healthcare objectives, such as focusing on improving service quality of newborn and child acute care to reduce child mortality underscores PACE’s potential for integration into routine clinical practice. The fact that PACE aligns with both Tanzanian and WHO guidelines further reinforces its relevance and applicability in the local healthcare context.

Provider training programs that focus on improving specific clinical performance objectives tend to yield better outcomes compared to those that cover broad topics. Targeted training programs, such as those designed to enhance specific clinical skills, have been shown to significantly improve the competency and confidence of healthcare providers. For instance, a systematic review we conducted in 2010 demonstrated that provider education programs in LMICs that focused on the needs and resources of the local healthcare environment had greater effectiveness [ 8 ]. Similarly, a study by Bluestone et al. (2013) found that focused training in neonatal resuscitation improved the performance of healthcare providers in emergency situations, as evidenced by increased neonatal survival rates [ 27 ]. In contrast, broad-topic training programs, while valuable for general knowledge enhancement, often lack the specificity needed to address critical clinical skills gaps effectively. As highlighted by Frenk et al. (2010), broad educational approaches may not adequately prepare providers for the complex, high-stakes situations they encounter in practice [ 28 ]. Therefore, training programs with a clear focus on enhancing specific clinical skills are generally more effective in improving clinical performance and patient outcomes.

The study demonstrated that PACE is acceptable. There is strong acceptance and understanding among providers that PACE should become part of their normal work. This cognitive participation reflects a high level of engagement and willingness to incorporate PACE into daily routines. Providers recognized the value of PACE in improving their knowledge and skills, with many noting that the program had significantly enhanced their understanding and management of seriously ill children. They also found PACE useful in training medical students and junior doctors, indicating its potential for broader educational impact. This widespread acceptance and integration into daily work routines suggest that PACE is viewed not just as an additional resource but as a vital component of their professional development.

When individuals perceive that a new activity should become part of their normal work, it is often associated with increased usage and integration into their daily routines [ 29 , 30 ]. This concept, known as cognitive participation, reflects a high level of engagement and commitment, which positively influences the adoption and sustained use of new practices. For instance, a study by May et al. (2009) on Normalization Process Theory highlighted that when healthcare providers viewed new clinical practices as integral to their work, they were more likely to implement them consistently [ 31 ]. Similarly, if people recognize the value of a new activity, there is substantial evidence that this recognition leads to increased usage and behavior change. Michie et al. (2011) found that perceived usefulness and perceived ease of use are significant predictors of the intention to use and actual usage of new interventions [ 32 ]. Furthermore, Rogers’ Diffusion of Innovations theory (2003) emphasizes that when individuals see clear benefits and value in a new practice, they are more likely to adopt it, leading to a transformation in their behavior and routines [ 33 ]. These findings collectively suggest that cognitive acceptance and perceived value are critical drivers of the successful implementation and sustained usage of new activities in various contexts.

However, challenges to scalability remain, particularly in ensuring adequate resource and infrastructure support. While the program itself is well-received, practical barriers such as adequate time to complete adaptive e-learning or participate in skills practice sessions and health system internet support hinder its full implementation. In addition, providers reported difficulties in accessing necessary equipment and managing cases during power outages, which directly impact their ability to apply PACE training effectively and cement long-term knowledge and skills. These challenges highlight the need for systemic improvements in resource allocation and infrastructure to support the sustainable and effective integration of PACE into the healthcare system. Without addressing these critical barriers, the scalability of PACE may be limited, preventing it from reaching its full potential impact.

Three strategies would address these challenges: 1) Strengthening Digital Infrastructure, 2) Flexible Scheduling and Time Management, and 3) Provision of Essential Equipment and Resources.

Strengthening digital infrastructure

Investing in robust digital infrastructure is crucial for the successful implementation of e-learning programs. Ensuring reliable internet connectivity and access to digital devices can significantly enhance the feasibility of adaptive learning modules. UNICEF’s conducted a review of digital learning programs in low-resource settings that highlights the positive impact of improved digital infrastructure [ 34 ]. Additionally, providing technical support and maintenance can prevent disruptions and ensure the smooth operation of online learning platforms (Aranda-Jan et al., 2014).

Flexible scheduling and time management

Allowing healthcare providers flexible scheduling to complete adaptive e-learning modules and participate in skills practice sessions can mitigate time-related barriers. Research by Yardley et al. (2012) demonstrates that flexible learning schedules increase participation and completion rates in professional development programs. Implementing self-paced learning options and modular training formats can help healthcare providers integrate training into their busy schedules without compromising clinical duties.

Provision of essential equipment and resources

Ensuring the availability of necessary medical equipment and resources is essential for the practical application of training programs. Partnerships with governmental and non-governmental organizations can facilitate the procurement and distribution of essential tools. A study by Bertram et al. (2018) suggests that strategic resource allocation and collaborative efforts can address equipment shortages and improve healthcare delivery. Additionally, creating contingency plans for managing power outages, such as providing backup power solutions, can enhance the reliability of training programs in resource-limited settings.

Qualitative data from focus groups and interviews enriched the findings by providing detailed insights that both supported and contrasted with the NoMAD survey results. These qualitative insights highlighted the strengths of PACE, such as its alignment with Tanzanian guidelines and its educational value, while also revealing challenges like resource constraints. Providers shared specific examples of how PACE had positively impacted their clinical practice, such as improving their ability to manage emergencies and enhancing their confidence in providing care. However, they also pointed out the difficulties in sustaining PACE’s benefits without adequate support and clinical resources to translate this knowledge into improved care delivery. This mixed-methods approach offered a comprehensive understanding of the implementation process, emphasizing the importance of addressing both the strengths and weaknesses of PACE in a resource-limited setting. The contrast between the high satisfaction reported in surveys and the practical challenges discussed in interviews underscores the need for a mixed methods approach when implementing new complex interventions in such environments.

Implications for implementation science and pediatric acute care

This study highlights the utility of the NPT as a conceptual framework for understanding the complexities involved in implementing adaptive learning interventions in LMICs. The findings provide valuable insights into the various factors that influence the implementation of adaptive learning, which can be applied to other healthcare interventions.

For pediatric acute care, the strong agreement among healthcare providers on the benefits of PACE for managing specific pediatric cases suggests that the program could significantly enhance provider proficiency and improve patient outcomes. Given the often time-sensitive nature of pediatric acute care, where timely and effective interventions such as oxygen therapy, intravenous fluids, and anti-microbial therapy can have a significant impact on patient outcomes, the effective and efficient training provided by PACE could lead to improved patient outcomes. Additionally, the consistency of these findings across various implementation contexts points to the scalability of the program, indicating its potential to be effectively expanded to other healthcare settings.

Limitations

The study has several limitations. The small sample size limits the generalizability of the findings, and the low response rate of 30% may introduce response bias. Additionally, the study's short duration did not allow for a comprehensive assessment of all NPT constructs, particularly reflexive monitoring. The reliance on self-reported data may also introduce social desirability bias. Our mixed methods approach, and methodological triangulation enhance the robustness of the findings despite these limitations.

Recommendations for future research

Future research should focus on longitudinal studies to assess the long-term sustainability and impact of PACE on provider proficiency, patient outcomes, and the quality of care. More rigorous qualitative research designs, such as detailed case studies and ethnographic studies, could provide a deeper understanding of the challenges and opportunities associated with implementing PACE. Additionally, research should explore the scalability of PACE, assessing how the program can be adapted for different healthcare settings and evaluating the resource implications of scaling up the intervention.

Conclusions

This study offers valuable insights into the feasibility, acceptability, and scalability of implementing PACE in a Tanzanian context. While PACE aligns well with healthcare objectives, addressing resource and infrastructure challenges is crucial for its effective and sustainable implementation. The study underscores the value of the NPT as a framework for guiding implementation processes, with broader implications for implementation science and pediatric acute care in LMICs. Future researchers can apply these insights by ensuring alignment with facility goals, engaging stakeholders early, planning for long-term evaluations, addressing resource challenges proactively, and considering the specific context and available resources when assessing scalability.

Availability of data and materials

Deidentified participant data from this study are available upon reasonable request. Interested researchers may obtain the data by contacting the corresponding author, Dr. Peter Meaney, at [email protected]. Access to the data will be granted following approval by an independent review committee established to evaluate the scientific validity and ethical justification of the proposed use of the tool. Please note that only the deidentified participant data are available, and no additional supporting information, such as study protocols or statistical analysis plans, will be provided. This process ensures that the data are used responsibly and in accordance with ethical research standards.

Data availability

Deidentified participant data from this study are available upon reasonable request. Interested researchers may obtain the data by contacting the corresponding author, Dr. Peter Meaney, at [email protected]. Access to the data will be granted following approval by an independent review committee, established to evaluate the scientific validity and ethical justification of the proposed use. Please note that only the deidentified participant data is available, and no additional supporting information, such as study protocols or statistical analysis plans, will be provided. This process ensures that the data is used responsibly and in accordance with ethical research standards.

Abbreviations

Bugando Medical Centre

Electronic Learning

Focus Group Discussion

In-Depth Interview

Low- or -Middle-Income Country

normalization process theory

normalization measure development

Pediatric Acute Care Education

Kruk ME, Gage AD, Joseph NT, Danaei G, García-Saisó S, Salomon JA. Mortality due to low-quality health systems in the universal health coverage era: a systematic analysis of amenable deaths in 137 countries. Lancet. 2018;392(10160):2203–12.

Article   PubMed   PubMed Central   Google Scholar  

Lewis TP, Roder-DeWan S, Malata A, Ndiaye Y, Kruk ME. Clinical performance among recent graduates in nine low- and middle-income countries. Trop Med Int Health. 2019;24(5):620–35.

Perin J, Mulick A, Yeung D, Villavicencio F, Lopez G, Strong KL, et al. Global, regional, and national causes of under-5 mortality in 2000–19: an updated systematic analysis with implications for the sustainable development goals. Lancet Child Adolesc Health. 2022;6(2):106–15.

Sharrow D, Hug L, Lee S, Liu Y, You D. Levels & Trends in child mortality: report 2021, estimates developed by the United Nations Inter-agency Group for Child Mortality Estimation. New York: United Nations Children’s Fund; 2021.

Google Scholar  

UNICEF Data. United Republic of Tanzania (TZA) - demographics, health & infant mortality. Available from: https://data.unicef.org/country/tza/ . Cited 2023 Jun 11.

Di Giorgio L, Evans DK, Lindelow M, Nguyen SN, Svensson J, Wane W, et al. Analysis of clinical knowledge, absenteeism and availability of resources for maternal and child health: a cross-sectional quality of care study in 10 African countries. BMJ Glob Health. 2020;5(12):e003377.

Meaney PA, Sutton RM, Tsima B, Steenhoff AP, Shilkofski N, Boulet JR, et al. Training hospital providers in basic CPR skills in Botswana: acquisition, retention and impact of novel training techniques. Resuscitation. 2012;83(12):1484–90.

Meaney PA, Topjian AA, Chandler HK, Botha M, Soar J, Berg RA, et al. Resuscitation training in developing countries: a systematic review. Resuscitation. 2010;81(11):1462–72.

Article   PubMed   Google Scholar  

Bloom BS. The 2 sigma problem: the search for methods of group instruction as effective as one-to-one tutoring. Educ Res. 1984;13(6):4–16.

Article   Google Scholar  

Rowe SY, Peters DH, Holloway KA, Chalker J, Ross-Degnan D, Rowe AK. A systematic review of the effectiveness of strategies to improve health care provider performance in low- and middle-income countries: methods and descriptive results. PLoS ONE. 2019;14(5):e0217617.

Article   CAS   PubMed   PubMed Central   Google Scholar  

WHO. Recommendations on digital interventions for health system strengthening. World Health Organization: Geneva; 2019. Licence: CC BY-NC-SA 3.0 IGO.

Meaney PA, Hokororo A, Masenge T, Mwanga J, Kalabamu FS, Berg M, et al. Development of pediatric acute care education (PACE): an adaptive electronic learning (e-learning) environment for healthcare providers in Tanzania. Digit Health. 2023;1(9):20552076231180470.

Meaney P, Hokororo A, Ndosi H, Dahlen A, Jacob T, Mwanga JR, et al. Feasibility of an Adaptive E-Learning Environment to Improve Provider Proficiency in Essential and Sick Newborn Care in Mwanza, Tanzania. medRxiv; 2023. p. 2023.07.11.23292406. Available from: https://www.medrxiv.org/content/10.1101/2023.07.11.23292406v1 . Cited 2023 Aug 30.

Finch TL, Girling M, May CR, Mair FS, Murray E, Treweek S, et al. Improving the normalization of complex interventions: part 2 - validation of the NoMAD instrument for assessing implementation work based on normalization process theory (NPT). BMC Med Res Methodol. 2018;18(1):135.

May C, Finch T. Implementing, embedding, and integrating practices: an outline of normalization process theory. Sociology. 2009;43(3):535–54.

May C. A rational model for assessing and evaluating complex interventions in health care. BMC Health Serv Res. 2006;6(1):86.

May CR, Mair F, Finch T, MacFarlane A, Dowrick C, Treweek S, et al. Development of a theory of implementation and integration: normalization process theory. Implement Sci. 2009;4(1):29.

May CR, Cummings A, Girling M, Bracher M, Mair FS, May CM, et al. Using normalization process theory in feasibility studies and process evaluations of complex healthcare interventions: a systematic review. Implement Sci. 2018;13(1):80.

Murray E, Treweek S, Pope C, MacFarlane A, Ballini L, Dowrick C, et al. Normalisation process theory: a framework for developing, evaluating and implementing complex interventions. BMC Med. 2010;8(1):63.

McEvoy R, Ballini L, Maltoni S, O’Donnell CA, Mair FS, MacFarlane A. A qualitative systematic review of studies using the normalization process theory to research implementation processes. Implement Sci. 2014;9(1):2.

Finch TL, Rapley T, Girling M, Mair FS, Murray E, Treweek S, et al. Improving the normalization of complex interventions: measure development based on normalization process theory (NoMAD): study protocol. Implement Sci. 2013;8(1):43.

May CR, Albers B, Bracher M, Finch TL, Gilbert A, Girling M, et al. Translational framework for implementation evaluation and research: a normalisation process theory coding manual for qualitative research and instrument development. Implement Sci. 2022;17(1):19.

Proctor E, Silmere H, Raghavan R, Hovmand P, Aarons G, Bunger A, et al. Outcomes for implementation research: conceptual distinctions, measurement challenges, and research agenda. Adm Policy Ment Health Ment Health Serv Res. 2011;38(2):65–76.

Greenhalgh T, Taylor R. How to read a paper: papers that go beyond numbers (qualitative research). BMJ. 1997;315(7110):740–3.

von Elm E, Altman DG, Egger M, Pocock SJ, Gotzsche PC, Vandenbroucke JP, et al. Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) statement: guidelines for reporting observational studies. BMJ. 2007;335(7624):806–8.

O’Brien BC, Harris IB, Beckman TJ, Reed DA, Cook DA. Standards for reporting qualitative research: a synthesis of recommendations. Acad Med J Assoc Am Med Coll. 2014;89(9):1245–51.

Bluestone J, Johnson P, Fullerton J, Carr C, Alderman J, BonTempo J. Effective in-service training design and delivery: evidence from an integrative literature review. Hum Resour Health. 2013;11(1):51.

Frenk J, Chen L, Bhutta ZA, Cohen J, Crisp N, Evans T, et al. Health professionals for a new century: transforming education to strengthen health systems in an interdependent world. Lancet. 2010;376(9756):1923–58.

Grol R, Grimshaw J. From best evidence to best practice: effective implementation of change in patients’ care. Lancet Lond Engl. 2003;362(9391):1225–30.

Eccles MP, Grimshaw JM, MacLennan G, Bonetti D, Glidewell L, Pitts NB, et al. Explaining clinical behaviors using multiple theoretical models. Implement Sci. 2012;7(1):99.

May C, Finch T, Mair F, Ballini L, Dowrick C, Eccles M, et al. Understanding the implementation of complex interventions in health care: the normalization process model. BMC Health Serv Res. 2007;7(1):148.

Michie S, van Stralen MM, West R. The behaviour change wheel: a new method for characterising and designing behaviour change interventions. Implement Sci IS. 2011;23(6):42.

Rogers EM, Singhal A, Quinlan MM. Diffusion of innovations. In: An integrated approach to communication theory and research. London: Routledge; 2014. p. 432–48.

Effectiveness of digital learning solutions to improve educational outcomes | UNICEF. Available from: https://www.unicef.org/documents/effectiveness-digital-learning-solutions-improve-educational-outcomes . Cited 2024 Aug 7.

Lawrence CE, Dunkel L, McEver M, Israel T, Taylor R, Chiriboga G, et al. A REDCap-based model for electronic consent (eConsent): oving toward a more personalized consent. J Clin Transl Sci. 2020;4(4):345–53.

Download references

Acknowledgements

We are grateful to healthcare providers from Bugando Medical Centre, Makongoro and Igoma Health Centres in Mwanza City Tanzania, who participated in the study for their time, cooperation, and invaluable feedback. The authors would like to thank the Pediatric Association of Tanzania; the Tanzanian Ministry of Health, Regional and Council Health Management Teams for participating in stakeholder meetings. We thank the Catholic University of Health and Allied Sciences, London School of Hygiene and Tropical Medicine, Paediatric Association of Tanzania, and Area 9 for practical support.

REDCap database

Study data were collected and managed using REDCap electronic data capture tools hosted at Stanford University. 71,72 Research Electronic Data Capture (REDCap) is a secure, web-based software platform designed to support data capture for research studies, providing 1) an intuitive interface for validated data capture; 2) audit trials for tracking data manipulation and export procedures; 3) automated export procedures for seamless data downloads to common statistical packages; and 4) procedures for data integration and interoperability with external sources. The Stanford REDCap platform ( http://redcap.stanford.edu ) was developed and operated by the Stanford Medicine Research IT team. The REDCap platform services at Stanford are subsidized by a) the Stanford School of Medicine Research Office and b) the National Center for Research Resources and the National Center for Advancing Translational Sciences, National Institutes of Health, through grant UL1 TR001085. Area9 Rhapsode™ meets the requirements for full GDPR compliance, including encryption, data security, and ‘forget me’.

Use of ChatGPT

We employed ChatGPT in two ways: 1) to edit and revise manuscripts for clarity to ensure adherence to writing standards (such as STROBE and SRQR) and to format manuscripts, tables, and figures; and 2) to conduct preliminary data screening/monitoring using deidentified data exported from our REDCap databases. All the statistical results and conclusions in this manuscript were confirmed by a biostatistician or member of the author group.

Patient and public involvement

This research was performed without patient involvement. Patients were not invited to comment on the study design and were not consulted to develop patient-relevant outcomes or interpret the results. Patients were not invited to contribute to the writing or editing of this document for readability or accuracy.

1. This study was funded by the Laerdal Foundation for Acute Medicine, Stanford University School of Medicine Maternal and Child Health Research Institute, Stanford Center for Innovation in Global Health, and the Stanford University School of Medicine Division of Pediatric Critical Care Medicine.

2. Funding sources had no role in the project design; data collection, analysis, or interpretation; reporting; or decision to submit results for publication.

3. Stanford CTSA award number UL1 TR001085 from the NIH/NCRR.

Author information

Authors and affiliations.

Catholic University of Health and Allied Sciences, Mwanza, Tanzania

Joseph R. Mwanga, Adolfine Hokororo, Hanston Ndosi, Neema Chami & Enock Diocles

Pediatric Association of Tanzania, Dar Es Salaam, Tanzania

Adolfine Hokororo, Theopista Masenge, Florence S. Kalabamu, Neema Chami, Namala P. Mkopi & Castory Mwanga

Hubert Kairuki Memorial University, Dar es Salaam, Tanzania

Florence S. Kalabamu

Stanford University School of Medicine, Palo Alto, CA, USA

Daniel Tawfik, Rishi P. Mediratta, Marc Berg & Peter A. Meaney

Area9 Lyceum, Boston, MA, USA

Boris Rozenfeld

Kaiser Permanente, Oakland, CA, USA

Zachary H. Smith

Muhimbili National Hospital, Dar es Salaam, Tanzania

Namala P. Mkopi

London School of Hygiene and Tropical Medicine, London, UK

Ambrose Agweyu

You can also search for this author in PubMed   Google Scholar

Contributions

R.M., A.H., H.N., and P.A.M. made substantial contributions to the conception and design of the study, as well as to the acquisition, analysis, and interpretation of data. T.M., N.C., N.P.M., and A.A. were involved in the conception and design of the study and contributed significantly to the interpretation of the data. F.S.K., M.B., and Z.S. played key roles in the conception and design of the study and contributed to data analysis. D.T., R.P.M., B.R., and C.M. were primarily responsible for data analysis and interpretation. E.D. contributed to the interpretation of data. All authors were involved in drafting the manuscript or revising it critically for important intellectual content. Each author has approved the final version to be published and agrees to be accountable for their contributions. They have also committed to ensuring that questions related to the accuracy or integrity of any part of the work, including parts in which they were not personally involved, are appropriately investigated, resolved, and documented in the literature. In accordance with the guidelines of BMC journals, we have collaborated with local colleagues where the research was conducted. They have been included as co-authors as they meet all the authorship criteria mentioned above. Contributors who did not meet all criteria for authorship are acknowledged separately. Changes to the authorship list post-submission, including any changes in the order of authors, the deletion or addition of authors, or changes in the corresponding author, will be managed according to the journal’s policy. Such changes will be finalized only upon agreement by all authors and completion of the required change of authorship form.

Author’s information

1. Joseph R. Mwanga, B.A., MSc., PhD: Senior Lecturer and Qualitative Researcher at the Catholic University of Health and Allied Sciences, Tanzania. Focuses on pediatric care and public health initiatives.

2. Adolfine Hokororo, M.D., MMed, MSc: Chief of Quality Improvement at CUHAS and Clinical Epidemiologist. Brings extensive experience in clinical quality leadership, with significant influence on healthcare policies in Tanzania through her work with NIH and USAID.

3. Hanston Ndosi, M.D.: PACE Program Manager at the Catholic University of Health and Allied Sciences, Tanzania. A crucial role is played in healthcare program management and implementation.

4. Theopista Masenge, M.D.: Vice Chair of the Pediatric Association of Tanzania and Pediatric GI Specialist. Leads implementation programs in child health and holds an MBA.

5. Florence S Kalabamu, M.D.: Pediatric Specialist at Hubert Kairuki Memorial University. Research has focused on health law and ethics.

6. Daniel Tawfik, M.D.: Assistant Professor of Pediatrics (Critical Care) at Stanford University School of Medicine. We are practicing at Stanford Medicine Children's Health, specializing in Pediatric Critical Care Medicine, and is a member of the MCHRI.

7. Rishi P Mediratta, M.D., MSc, MA: Clinical Associate Professor in Pediatrics at the Stanford University School of Medicine. A Pediatric Hospitalist at Lucile Packard Children’s Hospital and Faculty Fellow at CIGH. His work includes contributions to pediatrics and public health research in Ethiopia and teaching about the implications of COVID-19.

8. Boris Rozenfeld, M.D.: Learning Architect for Healthcare Education at Area9 Lyceum. Leads a team of medical learning engineers with a strong background in CME and educational technology.

9. Marc Berg, M.D.: Clinical Professor in Pediatrics - Critical Care at Stanford University School of Medicine. Her research interests included CPR performance and pediatric defibrillation science through simulation. Medical Director of the Revive Initiative for Pediatric Resuscitation Excellence.

10. Zack Haines Smith, M.D., M.P.H.: Pediatric Critical Care Physician at Kaiser Permanente, Oakland, CA.

11. Neema Chami, M.D.: Neonatologist at Bugando Medical Center, Pediatric Faculty at CUHAS, Subject Matter Expert and Learning Engineer for PACE, and Key Member of the Pediatric Association of Tanzania.

12. Namala P Mkopi, M.D.: Tanzania’s first Pediatric Critical Care Physician, leading Pediatric Critical Care at Muhimbili National Hospital and Subject Matter Expert and Learning Engineer for PACE.

13. Castory Mwanga, M.D.: Senior Pediatrician and Leader at Simiyu Designated District Hospital, Subject Matter Expert and Learning Engineer for PACE, focusing on pediatric healthcare services.

14. Enock Diocles, M.D.: Nurse Educator at Mwanza College of Allied Sciences, Researcher, Clinician, and Founding Member of the Tanzanian Pediatric Nursing Association.

15. Ambrose Agweyu, M.D., MSc.: Kenyan Pediatrician and Professor of Epidemiology at the London School of Hygiene and Tropical Medicine. Influential in adapting WHO guidelines for Kenya and leading clinical trials for childhood pneumonia treatment.

16. Peter Andrew Meaney, M.D., MPH: Clinical Professor at Stanford University School of Medicine specializing in Pediatric Critical Care Medicine. His research focuses on provider education, implementation science, and quality care in resource-limited settings. He is an Associate Program Director for the T-32 Pediatric Subspecialty Global Health Fellowship and a Global Health Faculty Fellow at CIGH.

Corresponding author

Correspondence to Peter A. Meaney .

Ethics declarations

Ethics approval and consent to participate.

The Institutional Review Board of the Tanzania National Institute of Medical Research (NIMR/HO/R.8a/Vol. IX/3990), Stanford University (60379), the ethics committee of the Catholic University of Health and Allied Science (no ID number given), and the Mwanza Regional Medical Officer (Ref. No. AG.52/290/01A/115) approved the study protocol, including consent. The data collection procedures were completed in compliance with the guidelines of the Health Insurance Portability and Accountability Act (HIPAA) to ensure subject confidentiality. Informed electronic consent was obtained through REDCap from all providers who participated in the PACE [ 35 ]. All providers who provided consent were included. All the surveys and questionnaires were entered directly by providers into REDCap. This study is reported according to the Consolidated Standards of Reporting Trials (CONSORT) 2010 extension to randomized pilot and feasibility trials.

Consent for publication

All individual persons’ data included in this study are entirely unidentifiable, and there are no details on individuals reported within the manuscript. Therefore, consent for publication is not applicable to this study. If there were any identifiable details, images, or videos relating to individual persons, consent would be obtained from those persons or, in the case of children, their parent or legal guardian as noted in this section accordingly.

Competing interests

BR and MB are compensated by Area 9 Lyceum as Senior Learning Architect and Medical Director, respectively.

Additional information

Publisher’s note.

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Supplementary Information

Supplementary material 1., rights and permissions.

Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ .

Reprints and permissions

About this article

Cite this article.

Mwanga, J.R., Hokororo, A., Ndosi, H. et al. Evaluating the implementation of the Pediatric Acute Care Education (PACE) program in northwestern Tanzania: a mixed-methods study guided by normalization process theory. BMC Health Serv Res 24 , 1066 (2024). https://doi.org/10.1186/s12913-024-11554-3

Download citation

Received : 16 May 2024

Accepted : 06 September 2024

Published : 13 September 2024

DOI : https://doi.org/10.1186/s12913-024-11554-3

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Adaptive learning
• Feasibility
• Acceptability
• Normalization Process Theory
• Implementation Science

BMC Health Services Research

ISSN: 1472-6963

• General enquiries: [email protected]