It shows that the victims of the bullies were asked questions, but the data was then calculated quantitatively (Garandeau et al., 2014). An example of the qualitative side is that the researchers asked children who were bullied different questions regarding their experiences. It is not measureable to say how a student was bullied. This all has to do with perception and in this case the perception of a child. While the data collected was numerical because the researchers put the number of instance s of particular bullying in a chart (Garandeau et al., 2014).
As stated earlier, the study is about approaching the situation of bullying within schools. The authors are trying to figure out if confrontational or non-confrontational approaches work best. They used various methods of research to gather their data. Garandeau et al. (2014) state, “We analysed 339 cases of bullying involving 314 children from grades 1 to 9 (mean age=11.95). Cases were handled in 65 schools as part of the implementation of the KiVa anti-bullying program” (p.