One of the differences in qualitative and quantitative research is around the importance attached to and the extent of use of hypotheses when undertaking a study. As qualitative studies are characterised by an emphasis on describing, understanding and exploring phenomena using categorical and subjective measurement procedures, construction of hypotheses is neither advocated nor practised. In addition, as the degree of specificity needed to test a hypothesis is deliberately not adhered to in qualitative research, the testing of a hypothesis becomes difficult and meaningless. This does not mean that you cannot construct hypotheses in qualitative research; the non-specificity of the problem as well as methods and procedures make the convention of hypotheses formulation far less practicable and advisable. Even within quantitative studies the importance attached to and the practice of formulating hypotheses vary markedly from one academic discipline to another. Fro example, hypotheses are most prevalent in epidemiological research and research relating to the establishment of causality of a phenomenon, where it becomes important to narrow the list of probable causes so that a specific cause-and-effect relationship can be studied. In the social sciences formulation of hypotheses is mostly dependent on the researcher and the academic discipline, whereas within an academic discipline it varies markedly between the quantitative and qualitative research paradigms.
Source: Kumar Ranjit (2012), Research methodology: a step-by-step guide for beginners, SAGE Publications Ltd; Third edition.
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