Assumptions in Quantitative Research
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Advanced Studies in Quantitative Research |
Table of Contents
Introduction 3
Underlying Assumptions in Quantitative Research 3 Methodological and Ontological Assumptions 5 Epistemological Assumptions 8
Conclusion 9
References 10
Assumptions Underlying Quantitative Research
Introduction
Before researchers undertake a research endeavor, it is essential for them to understand the philosophical assumptions that underlie the method of inquiry chosen to answer the proposed research question. Assumptions are ideas and beliefs taken for granted or accepted as true. They are based on some evidence but are without proof (Encarta World English Dictionary [North American Edition]). Burns and Grove (1997) and Polit and Hungler (1991) view assumptions as underlying truths or basic ideas which are commonly accepted and taken for granted despite lack of scientific verification (Burns & Grove, 1997; Polit-O 'Hara, Polit, & Hungler, 1991) . Assumptions may influence the development and implementation of a research project and also affect the researcher’s interpretation of the findings (Burns & Grove, 1997).
A researcher’s pattern of beliefs, or paradigms, will dictate ideas about what constitutes data, their role in the investigation, what they consider knowledge, how they view reality, and how they may access that reality. In this paper common assumptions about knowledge, reality, the researcher’s role, and methodology will be discussed within the ontology, methodology, and epistemology of quantitative research. I will highlight assumptions related to reality, objectivity and measurement and, to a lesser extent, explore assumptions such as determinism, control, and truth claims.
Underlying Assumptions in Quantitative Research
The paradigm undergirding quantitative research will guide the researchers underlying assumptions framing this approach. This includes the epistemology (knowledge), ontology (reality), and methodology of
Advanced Studies in Quantitative Research |
Table of Contents
Introduction 3
Underlying Assumptions in Quantitative Research 3 Methodological and Ontological Assumptions 5 Epistemological Assumptions 8
Conclusion 9
References 10
Assumptions Underlying Quantitative Research
Introduction
Before researchers undertake a research endeavor, it is essential for them to understand the philosophical assumptions that underlie the method of inquiry chosen to answer the proposed research question. Assumptions are ideas and beliefs taken for granted or accepted as true. They are based on some evidence but are without proof (Encarta World English Dictionary [North American Edition]). Burns and Grove (1997) and Polit and Hungler (1991) view assumptions as underlying truths or basic ideas which are commonly accepted and taken for granted despite lack of scientific verification (Burns & Grove, 1997; Polit-O 'Hara, Polit, & Hungler, 1991) . Assumptions may influence the development and implementation of a research project and also affect the researcher’s interpretation of the findings (Burns & Grove, 1997).
A researcher’s pattern of beliefs, or paradigms, will dictate ideas about what constitutes data, their role in the investigation, what they consider knowledge, how they view reality, and how they may access that reality. In this paper common assumptions about knowledge, reality, the researcher’s role, and methodology will be discussed within the ontology, methodology, and epistemology of quantitative research. I will highlight assumptions related to reality, objectivity and measurement and, to a lesser extent, explore assumptions such as determinism, control, and truth claims.
Underlying Assumptions in Quantitative Research
The paradigm undergirding quantitative research will guide the researchers underlying assumptions framing this approach. This includes the epistemology (knowledge), ontology (reality), and methodology of
References: Allender, J. S. (1986). Educational research: A personal and social process. Review of Educational Research, 56(2), 173. Burns, N., & Grove, S Eisner, E. W. (1981). On the differences between scientific and artistic approaches to qualitative research. Educational Researcher, 10(4), 5-9. Firestone, W Giddings, L. S., & Grant, B. M. (2007). A trojan horse for positivism?: A critique of mixed methods research. Advances in Nursing Science, 30(1), 52. Habermas, J Habermas, J., Nicholsen, S. W., & Stark, J. A. (1988). On the logic of the social sciences MIT Press Cambridge, MA. Hall, E Hathaway, R. S. (1995). Assumptions underlying quantitative and qualitative research: Implications for institutional research. Research in Higher Education, 36(5), 535-562. Kaplan, A Mautner, T. (1997). The penguin dictionary of philosophy Penguin USA. Phillips, D Polit-O 'Hara, D., Polit, D. F., & Hungler, B. P. (1991). Nursing research: Principles and methods Lippincott Williams & Wilkins. Schumacher, K Smith, J. K. (1983a). Quantitative versus interpretive: The problem of conducting social inquiry. New Directions for Program Evaluation, 1983(19), 27-51. Smith, J