Introduction
Qualitative and quantitative studies assist researchers who desire to understand complex social phenomena which are normally appropriate when seeking knowledge about the fundamental characteristics of a phenomenon being studied before theorizing about it (Yin, 2003). This knowledge often surfaces through close contact with subjects of a study, allowing the researcher to understand their points of view about and experiences with the phenomenon.
Researchers even disagree on the definition of “qualitative” and “quantitative”. For example, some researchers use terms such as naturalistic and descriptive, as well as field, product, and case study. But according to Miler and Crabtree (1992) qualitative and quantitative research methods branched out from several academic fields and belong to at least twenty diverse traditions. Darlington and Scott (2002) identified the core qualitative and quantitative methods in the form of in-depth interviewing of individuals and small groups, systematic observation of behaviour, and analysis of documentary data.
Under the qualitative research approach, researchers consider the quality of the information gathered more important than the quantity of sources that are available wherein quality of the data particularly its validity is highly recommended so as not to compromise the results and findings of the research study (Guba & Lincoln, 1998). On the other hand, quantitative research studies are characterized and classified based on the importance of and focus on the quantitative elements in which standard measures that enabled quantification such as statistical tests of the concepts will not meet the information needs of the project (Lee, 1999).
Despite the number of ways to interpret and analyze qualitative and quantitative data which primarily depend on the objectives raised by the study, most researchers practice similar stages (Darlington & Scott, 2002). The different sources and forms of qualitative data include interviews, observations, content analyses, interview tapes and transcripts and field notes, as well as journal entries. However, the level and extent of qualitative and quantitative data analysis from different sources usually depend basically on the purpose of the collection procedures conducted that need to be addressed during the presentation of the study.
This paper aims to present qualitative and quantitative data analysis in order to demonstrate an understanding of the inherent qualitative and quantitative data analysis procedures in the evaluation of library and information service by applying certain research knowledge as learning outcomes of the course. Moreover, understanding of the challenges in performing qualitative and quantitative data analysis in order to attain research validity was raised through reflective accounts of the process.
Research Methodologies and Library Service Evaluation
Research methodologies applicable in library service evaluation discuss the research methods available and what is applicable for it to use in response for the needed evaluation information. Likewise, research methodologies present the various procedures and strategies in identifying the sources for the needed information on the analysis and evaluation of the given library service data.
Research methodologies applicable in library service evaluation specify the method of research to be used, research design, respondents of the study, data collection, instruments to be used, validation and administration of the instruments to be used, conducting the experiments, data representative and reliability, locating the needed data to be used, statistical treatment of data and analyzing the gathered data.
Library and Information Service Data Management
Wolcott (1992) proposes that there are but three general types of data-gathering techniques in qualitative and quantitative studies that can be used in library and information service data management: experiencing, enquiring, and examining. These three techniques are used, Wolcott argues, in such diverse qualitative and quantitative approaches as case studies, non-participant observed studies, interviews, participant observation, phenomenology, ethno-methodology, ethnography, and ethnology. As Wolcott (1992) notes, most qualitative and quantitative researches are based on case studies that use one or several of these qualitative and quantitative techniques, enabling researchers to immerse themselves within a culture or a context and producing questions to pursue for further research and understanding of phenomena.
Quantitative performance indicators
Experimental methodologies done to determine the quantitative performance indicators in library service and information evaluation are geared towards deduction since it tests theory. This means that quantitative performance indicators in library service and information evaluation lead to generalized results. Apart from this, quantitative performance indicators also involve the treatment of measurable or quantifiable library service and information data. (Kervin, 1992; Gill and Johnson, 1997; Blaxter, Hughes & Tight, 1998). Quantitative performance indicators in library service and information evaluation nowadays apply the quantitative research method because the goal of these studies is to test the research hypothesis. Apart from this, a research objective is to achieve reliable library service and information evaluation data as bases for generalizations. Moreover, primary library service and information evaluation data will be tabulated and analyzed through statistical measures to determine frequencies, averages and variances in order to support the generalizations regarding the results of the study.
Whenever experiments are done in order to evaluate library and information service data, the quantitative performance indicators often states a number of issues such as the computational methods. This component of the quantitative performance indicators identifies a formula for measuring specific computations. The identification of the formula may not necessarily be the best method to be used for the calculations. This is because preliminary empirical tests will be able to help with the establishment of a better formula for the required computations.
Most researchers conceptualize their quantitative performance indicators to be applied in their library and information service evaluation studies in order to come up with the pertinent data needed to answer that particular research question, as well as to arrive to the fulfilment of their research undertaking’s objectives. Then again, the research philosophy that is reflected in these studies is the proper application of the experimental methodology. With this research methodology, a researcher prefers to work with an observable social reality in order to come up with law-like generalizations similar to those produced by the physical and natural scientists (Remenyi et al, 1998), and in this tradition, the researcher becomes an objective analyst, coolly making detached interpretations about those data that have been collected in an apparently value-free manner (Saunders et al, 2003). In addition, the emphasis is on a highly structured experimental methodology to facilitate replication (Gill & Johnson, 1997) and on quantifiable observations that lend themselves to statistical analysis (Saunders et al, 2003). In here, the assumption is that the researcher is independent of and neither affects nor is affected by the subject of the research (Remenyi et al, 1998; Saunders et al, 1998).
Qualitative Methods in Library Service Evaluation
As an extension of the qualitative technique of interviewing, Byers and Wilcox (1991) propose that focus groups offer researchers a rich source in which to gather genuine information about participants’ perceptions, experiences, and attitudes which provide a basis from which to build theory. Another variation of interviewing techniques proposed by Martin and Chaney (1992) is the Delphi technique, which can be valuable in gathering data on a subject from a panel of experts.
In order to come up with the most suitable qualitative research approaches and strategies for library and information service studies, the quasi-experimental methodology is normally undertaken. This is because conducting a research is like doing an experiment—in order to come to the central issue of how to collect the necessary data needed to answer the research questions and objectives, important dependent and independent variables should be first identified. With the said process, the researcher will be able to create an outline on what measures are most appropriate to be applied in the study.
Saunders et al (2003) said that while it is not unusual for a researcher to first think of his research undertaking by considering whether one should, for instance, administer a questionnaire or conduct interviews, thoughts on this question should belong to the centre of the quasi-experimental methodology. That is, in order to come to the central issue of how to collect the data needed to evaluate the library and information services, there are important variables that need to be identified.
Qualitative researches on the evaluation of library and information service normally use a deductive approach. Accordingly, this approach has five sequential stages: deducing a hypothesis; expressing the hypothesis in operational terms; testing this operational hypothesis; examining the specific outcome of the inquiry to either confirm the theory or indicate the need for its modification; and finally, modifying the theory in the light of the findings (if necessary) (Robson, 1993). Further, the evaluation of library and information service has a number of important characteristics. First, this methodology is a search to explain causal relationships between library and information service and its relevance to the public, which consequently leading to the development of a hypothesis. Second, it involves the collection of qualitative data, and these data are important to test a hypothesis that has been previously developed. The third characteristic of qualitative researches on the evaluation of library and information service is that it controls to allow the testing of hypothesis. However, one must remember that with this approach, it is important that the researcher is independent of what is being observed—that is, the researcher should be objective and not subjective—so that the principle of scientific strictness will be pursued, as this approach emphasizes scientific principles. (Saunders et al, 2003). Also, it is important that concepts are operationalised, which will enable facts to be measured qualitatively. Finally, qualitative researches on the evaluation of library and information service involves generalization (Saunders et al, 2003).
Qualitative researches on the evaluation of library and information service can include either non-random or random sampling methods. In order to increase the validity of the study and decrease the potential of bias in a convenient sample, subjects can be randomly assigned to the intervention. However this will not be feasible, nevertheless, will be balance by the method of measurement, data collection tool and data analysis. As discussed with a statistician this sample size is adequate for the purpose of this study to generate the results without jeopardizing its findings. It can be done by putting other measures are in place such as a reliable data collection tools.
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