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2025, 5(4): 243-259 |
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Kamyabi Azar S, Molanorouzi K, Vakili S, Charbashlu H. (2025). Fundamentals of Quantitative, Qualitative and Integrated Content Analysis Methodology, Examining Approaches, Strengths, Weaknesses and the Role of Each in the Process of Preparing Educational Content. Journal of Childhood Health and Education. 5(4), 243-259. doi:10.32592/jeche.5.4.243
URL: http://jeche.ir/article-1-287-en.html
URL: http://jeche.ir/article-1-287-en.html
1- PhD Student in Curriculum Planning, Faculty of Education, Islamic Azad University, Science and Research Unit, Tehran, Iran
2- Assistant Professor, Department of Physical Education and Sport Science, Science and Research Branch, Islamic Azad University, Tehran, Iran
3- Assistant Professor, Department of Psychology and Education of Exceptional Children, Science and Research Branch, Islamic Azad University, Tehran, Iran
4- Assistant Professor, Department of Education, Science and Research Branch, Islamic Azad University, Tehran, Iran
2- Assistant Professor, Department of Physical Education and Sport Science, Science and Research Branch, Islamic Azad University, Tehran, Iran
3- Assistant Professor, Department of Psychology and Education of Exceptional Children, Science and Research Branch, Islamic Azad University, Tehran, Iran
4- Assistant Professor, Department of Education, Science and Research Branch, Islamic Azad University, Tehran, Iran
Keywords: Analogical and inductive approach, Content analysis, Explicit content analysis, Versus hidden content analysis, Quantitative and qualitative content analysis
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| Background and Aim: The process of content analysis is the process of converting quality into quantity and then converting this same quantity into quality. This method is often used in integrated research and research process and in various fields of educational and social sciences, including communication sciences, curriculum and educational planning, sociology, psychology and technology. It is useful for education. It is necessary to explain that content analysis has different types and approaches, the underlying logic in each of them, especially the type of qualitative content analysis, can be considered as a basis for recognizing similarities as well as differences (Kamayabi, 2024), and in general, qualitative content analysis with analysis. The concepts of terms and the connections between these concepts try to infer and reveal hidden patterns in interviews, observations and written documents. On this basis, the two axes of induction and analogy can be a guiding axis for qualitative content analysis either alone or in combination in this research. Content analysis has been introduced in a general and general format to be a guide for new intellectual foundations because different research goals require following different research plans and analysis techniques (Nafel and Howard 1984). Methods: In this research, a descriptive and library method was used, and all related these articles were purposefully selected and analyzed. This article is a review and library type. In its compilation, internet searches using search engines Normagz, Magiran, Irandoc, Google Scholar, as well as library studies published in books and published scientific articles related to the subject of study have been used. And also the research method based on grounded theory is used. By adopting the paradigm of social interpretivism, interrogative inductive reasoning and deductive approach, grounded theory is able to present data-based theories. In this method, during data collection, the path of subsequent data collection is determined. Qualitative questions are raised instead of presenting hypotheses, and in posing questions, the basics of the goals and the conceptual framework of the research are the accuracy of the researcher's opinion so that he can fully define the scope of the conceptual space of the research. Results: What is stated in this article first defines the content analysis, then examines the overt content analysis against the hidden content analysis, as well as the applications, stages, approaches, and finally tries to express the nature of content analysis from a quantitative and qualitative point of view, and then He addressed the two logics of induction and analogy and their comparison and did them in the three steps of preparation for organizing and reporting. These questions have also been answered - What are the differences and distinctions between quantitative and qualitative content analysis methods? - Do the content analysis methods affected by analogy and induction work separately or is it possible to combine them? - How does the performance of each of these two logics affect the qualitative content analysis method? Discussions: Since the method of content analysis has different branches, the border of their differences and similarities is not completely clear. For this reason, as well as the existence of different approaches, this research has been carried out because with Introducing, analyzing and summarizing content analysis methods will help researchers to find their own methodological point of view. For this purpose, after defining quantitative and qualitative content analysis, introduce the applications, stages, approaches and finally analyze the two logics of induction and The analogy discussed needs to be explained. In this study, in order to achieve the main goal of introducing quantitative and qualitative content analysis and the two approaches of induction and deductive in qualitative content analysis, two quantitative and qualitative approaches in content analysis were initially distinguished from each other and then an attempt was made to show that, contrary to the prevailing idea that the qualitative content analysis method is necessarily inductive, there is the possibility of using other areas, especially deductive, in this method, and an applied form in this method is realized where these two logics are linked to each other. Separate movement in the deductive and inductive approach and emphasis on each brings strengths and shortcomings for the research. The advantages of the inductive approach include the possibility of obtaining information directly from the data and preventing the imposition of predetermined categories on the text. However, this approach has not been able to create precise boundaries with other similar methods. The deductive approach, on the other hand, has the possibility of utilizing the achievements of previous research. However, in this method, there is a risk that the person will look for evidence that confirms his initial theoretical framework and, as a result, neglects to comprehensively examine the text in the field under study. Shortcomings such as these prompt the researcher to make decisions about the research process by being aware of the disadvantages and advantages of each approach and considering the purpose of the research. Moving between induction and deductive and utilizing both of them can help to eliminate possible shortcomings in the research process In this study, in order to achieve the main goal of introducing quantitative and qualitative content analysis and the two approaches of induction and deductive in qualitative content analysis, two quantitative and qualitative approaches in content analysis were initially distinguished from each other and then an attempt was made to show that, contrary to the prevailing idea that the qualitative content analysis method is necessarily inductive, there is the possibility of using other areas, especially deductive, in this method, and an applied form in this method is realized where these two logics are linked to each other. Separate movement in the deductive and inductive approach and emphasis on each brings strengths and shortcomings for the research. The advantages of the inductive approach include the possibility of obtaining information directly from the data and preventing the imposition of predetermined categories on the text. However, this approach has not been able to create precise boundaries with other similar methods. The deductive approach, on the other hand, has the possibility of utilizing the achievements of previous research. However, in this method, there is a risk that the person will look for evidence that confirms his initial theoretical framework and, as a result, neglects to comprehensively examine the text in the field under study. Shortcomings such as these prompt the researcher to make decisions about the research process by being aware of the disadvantages and advantages of each approach and considering the purpose of the research. Moving between induction and deductive and utilizing both of them can help to eliminate possible shortcomings in the research process. This article is done in order to meet the need of researchers to clarify the way, therefore it has more of an operational aspect than a theoretical aspect because it can be a precursor to the use and implementation of other methods such as the foundational data theory method. Content analysis is a very flexible method, for this purpose it can be used in changing and different conditions, and this capability is due to the changes that the content analysis method has had over time, however, it is still due to the lack of a fixed framework. The definition of the unit, its use is sometimes fraught with many ambiguities. Ethical Considerations This study was extracted from a PhD dissertation. All applicable ethical principles and standards were duly observed throughout the research process. Participants were fully informed about confidentiality protocols, the protection of their privacy, the anonymity of the questionnaires, and the procedures involved in the intervention. Funding This study received no financial support from any governmental or private institutions. Authors’ Contributions All authors contributed equally to the development of the manuscript, including the drafting, critical revision, and final approval of the content. Conflict of Interest The authors declare that there are no conflicts of interest regarding the publication of the study. Acknowledgments The authors would like to express their sincere appreciation to all the parents who generously contributed their time and cooperation to the completion of this study. References Bab al-Hawaeji, F. (1997). "Content analysis", Book Quarterly, Winter. and Research Center. 978-1-4129-8776-9 Baby, Earl. (2002), Research methods in the social sciences, translated by Reza Fazel. Barden, L. (1995). Content analysis, translated by Maliheh Ashtiani and Mohammadimani Dozi Sorkhabi, Tehran: Shahid Beheshti University Press. DOI:10.13140/RG.2.2.21296.61441 Berger, -Asa. (2004). 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"Application of Content Analysis in Social Sciences", Social Sciences Letter, University of Tehran, New Volume, Issue 8, Winter. r 20.1001.1.25887459.2021.8.2.1.1 Seyed Emami, K. (2005) Research in Mass Media, Translated by Tehran: Soroush and Iranian Broadcasting Center 20.1001.1.25887459.2021.8.2.1.1 Stemler, S., (2000) “An overview of content analysis”, Practical Assessment, Research, and Evaluation 7(1): 17. doi: https://doi.org/10.7275/z6fm-2e34 Shabani, Hassan (1992). Educational and educational skills. Tehran:samt Tabrizi, Mansooreh (2012). Qualitative Content Analysis from the Perspective of Deductive and Inductive Approaches. Quarterly Journal of Social Sciences No. 64, Spring 93. https://doi.org/10.22054/qjss.2014.344 |
Article type Original Research Pages: 243-259 |
| Corresponding Author’s Info Email: keivannorozy@gmail.com |
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| Article history: Received: 2024/08/13 Revised: 2024/09/24 Accepted: 2024/12/30 Published online: 2025/02/28 |
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| Keywords: Analogical and inductive approach Content analysis Explicit content analysis Versus hidden content analysis Quantitative and qualitative content analysis |
Type of Study: Research |
Subject:
Special
Received: 2024/07/20 | Accepted: 2024/12/30 | Published: 2025/02/28
Received: 2024/07/20 | Accepted: 2024/12/30 | Published: 2025/02/28
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