The Research Methodology Framework

Source: Hentschel (1999)

There has been widespread debate in recent years within many of the social sciences
regarding the relative merits of quantitative and qualitative strategies for research. The
positions taken by individual researchers vary considerably, from those who see the two
strategies as entirely separate and based on alternative views of the world, to those who
are happy to mix these strategies within their research projects. For example, Bryman
(1988) argued for a `best of both worlds' approach and suggested that qualitative and
quantitative approaches should be combined. Hughes (1997), nevertheless, warns that
such technicist solutions underestimate the politics of legitimacy that are associated with
choice of methods. In particular, quantitative approaches have been seen as more scientific and
`objective'.

Qualitative Research Methodology

When it comes to dealing with large sample size, quantitative research reaffirms the
axiom "bigger is better." Yet when it comes to dealing with smaller, more focused
samples, qualitative research proves that "size doesn't matter." Qualitative research is a
highly subjective research discipline, designed to look beyond the percentages to gain an
understanding of feelings, impressions and viewpoints.

The qualitative paradigm is based on interpretivism (Altheide and Johnson, 1994; Kuzel
and Like, 1991; Secker et al., 1995) and constructivism (Guba and
Lincoln,1994).Ontologically speaking, there are multiple realities or multiple truths based
on one’s construction of reality. Reality is socially constructed (Berger and Luckmann,
1966) and so is constantly changing. On an epistemological level, there is no access to
reality independent of our minds, no external referent by which to compare claims of truth
(Smith, 1983). The investigator and the object of study are interactively linked so that
findings are mutually created within the context of the situation which shapes the inquiry
(Guba and Lincoln, 1994; Denzin and Lincoln, 1994).

Gaining such insight into the hearts and minds of the people is best acquired through the
use of smaller, highly targeted samples. Expert moderators, unencumbered by the strict
time and structure constraints of a quantitative survey, use a multitude of techniques to
obtain in-depth information. Interviews are lengthy, oftentimes as long as four hours,
allowing the moderator to elicit extremely candid, highly complex responses. The result
is rich, in-depth data laden with insight unobtainable from quantitative research
techniques.

Good, sound qualitative research has many strengths. It's flexible, highly-focused, and
designed to be completed quickly because the results are seen or heard first-hand, readers
relate to the findings easily.

Qualitative research is not without its weaknesses and limitations. Misuse or

misunderstanding the capabilities of qualitative research is commonplace. Researchers
often fall in love with the data-rich results and assume that the results are projectable.
This assumption is incorrect. Because the analysis is subjective and deals with a sample
size, projectability is not possible. Another common misconception is the expectation that
qualitative research will always produce definitive conclusions. In reality, the results will
not provide researchers with definitive conclusions, but only with enough information to
establish a firm basis for decision making.

Trained researchers are essential to the success of qualitative research. Placed in the
hands of untrained researchers, a qualitative research study's chance of success is vastly
diminished. When you are ready to pull the trigger on your research study and can't decide
which methodology to choose, just remember your axioms. When you want "strength in
numbers," choose quantitative research. When "size doesn't matter," qualitative research
is your best bet.

Qualitative Research - Key Characteristics

Events can be understood adequately only if they are seen in context. Therefore, a
qualitative researcher immerses her/himself in the setting. The contexts of inquiry are not
contrived; they are natural. Nothing is predefined or taken for granted.

Qualitative researchers want those who are studied to speak for themselves, to provide
their perspectives in words and other actions. Therefore, qualitative research is an
interactive process in which the persons studied teach the researcher about their lives.

Qualitative researchers attend to the experience as a whole, not as separate variables. The
aim of qualitative research is to understand experience as unified.

Qualitative methods are appropriate to the above statements. There is no one general
method. For many qualitative researchers, the process entails appraisal about what was
studied.

Quantitative Research Methodology

Strength in numbers characterizes the many advantages of quantitative research. A

numbers-based research discipline, quantitative research statistically measures attitudes,
behaviour, and performance and provides results in percentages that are easier to
interpret. Utilizing a series of tests and techniques, quantitative research will often yield
data that's projectable to a larger population. Because it is so deeply rooted in numbers
and statistics, quantitative research has the ability to effectively translate data into easily
quantifiable charts and graphs. Real-world examples have shown the effectiveness of
quantitative research in measuring awareness, establishing profiles, and determining
future needs.

The quantitative paradigm is based on positivism. Science is characterized by empirical

research; all phenomena can be reduced to empirical indicators which represent the truth.
The ontological position of the quantitative paradigm is that there is only one truth, an
objective reality that exists independent of human perception. Epistemologically, the
investigator and investigated are independent entities. Therefore, the investigator is
capable of studying a phenomenon without influencing it or being influenced by it; “inquiry
takes place as through a one- way mirror” (Guba and Lincoln, 1994: 110).

Quantitative research consists of those studies in which the data concerned can be analysed
in terms of numbers. Quantitative research is based more directly on its original plans and
its results are more readily analysed and interpreted. Quantitative research is, as the term
suggests, concerned with the collection and analysis of data in numeric form. It tends to
emphasize relatively large-scale and representative sets of data, and is often, falsely in our
view, presented or perceived as being about the gathering of `facts'.

However, quantitative research does have its limitations. Large samples are required, and
the logistical difficulties inherent in gathering a sufficiently large sample can sabotage
the study before it even gets off the ground. Larger samples also tend to be more
expensive. Quantitative research, by virtue of its short (usually 20 minute) interviews and
rigid structure, is not the most flexible method of research and, when handled improperly,
is especially vulnerable to statistical error. The misuse of sampling and weighting can
completely undermine the accuracy, validity, and projectability of a quantitative research
study.

Quantitative Research - Key Characteristics

Control: This is the most important element because it enables the scientist to identify
the causes of his or her observations. Experiments are conducted in an attempt to answer
certain questions. They represent attempts to identify why something happens, what
causes some event, or under what conditions an event does occur. Control is necessary
in order to provide unambiguous answers to such questions. To answer questions in
education and social science we have to eliminate the simultaneous influence of many
variables to isolate the cause of an effect. Controlled inquiry is absolutely essential to
this because without it the cause of an effect could not be isolated.

Operational Definition: This means that terms must be defined by the steps or operations
used to measure them. Such a procedure is necessary to eliminate any confusion in
meaning and communication. Consider the statement `Anxiety causes students to score
poorly in tests'. One might ask, `What is meant by anxiety?' Stating that anxiety refers to
being tense or some other such term only adds to the confusion. However, stating that
anxiety refers to a score over a criterion level on an anxiety scale enables others to realize
what you mean by anxiety. Stating an operational definition forces one to identify the
empirical referents, or terms. In this manner, ambiguity is minimized. Again, introversion
may be defined as a score on a particular personality scale, hunger as so many hours since
last fed, and social class as defined by occupation.

Replication: To be replicable, the data obtained in an experiment must be reliable; that

is, the same result must be found if the study is repeated. If observations are not
repeatable, our descriptions and explanations are thought to be unreliable. Hypothesis
Testing: The systematic creation of a hypothesis and subjecting it to an empirical test.