A COURSE OF LECTURE ON RESEARCH METHODS AND ACADEMIC

WRITING

LECTURE 4

INTRODUCTION TO RESEARCH METHODS

Lecturer: Mrs. F.Yerekhanova, C.of Ph.Sc., Senior Lecturer

PLAN:
1. What is the Method?
2. Quantitative Research
3. Qualitative Research
4. The Context of Educational Research
5.The nature of Inquiry-Setting the Field

This lecture looks at the various research methodologies and research methods that are
commonly used by researchers in the field of information systems. The research methodology
and research method used in this research is acknowledged and discussed. Then the different
types of research methodology are described and the two main types of research methodologies
namely quantitative research methodology and qualitative research methodology is discussed.
Then research methods in general are discussed and the types of research methods suitable
for information systems research are explained.
According to the study done by Creswell (2003), researcher needs to focus on three
methods when carrying out research: Quantitative, Qualitative and Mixed method approaches.
The author mentions ‘The first has been available to the social and human scientist for
years, the second has emerged primarily during the last three or four decades, and the last is new
and still developing in form and substance’. Starting to consider the most fashionable one which
is quantitative research method that deals with numbers and amounts to certain extend for
describing an event in a form of figures that support the hypotheses and predication modal.
The other one is running from ages that is qualitative research method which enables
researcher to use texts for justifying their findings, describing the quality of subject, kind of
providing mental picture from researcher view.
The last on which is less known that others two methods called as mixed methods that
includes the mixing of both qualitative and quantitative data for improving the existing measures.
A method that involves collecting, analyzing quantitative with qualitative focus group
interviews.
Research in common parlance refers to a search for knowledge. Once can also define
research as a scientific and systematic search for pertinent information on a specific topic. In
fact, research is an art of scientific investigation.
 The Advanced Learner’s Dictionary of Current English lays down the meaning of research
as “a careful investigation or inquiry specially through search for new facts in any branch of
knowledge.”
Redman and Mory define research as a “systematized effort to gain new knowledge.”
Some people consider research as a movement, a movement from the known to the
unknown. It is actually a voyage of discovery. We all possess the vital instinct of inquisitiveness
for, when the unknown confronts us, we wonder and our inquisitiveness makes us probe and
attain full and fuller understanding of the unknown. This inquisitiveness is the mother of all
knowledge and the method, which man employs for obtaining the knowledge of whatever the
unknown, can be termed as research. Research is an academic activity and as such the term
should be used in a technical sense.
According to Clifford Woody research comprises defining and redefining problems,
formulating hypothesis or suggested solutions; collecting, organising and evaluating data;
making deductions and reaching conclusions; and at last carefully testing the conclusions to
determine whether they fit the formulating hypothesis.
Research is, thus, an original contribution to the existing stock of knowledge making for its
advancement. It is the pursuit of truth with the help of study, observation, comparison and
experiment. In short, the search for knowledge through objective and systematic method of
finding solution to a problem is research. The systematic approach concerning generalisation and
the formulation of a theory is also research. As such the term ‘research’ refers to the systematic
method consisting of enunciating the problem, formulating a hypothesis, collecting the facts or
data, analysing the facts and reaching certain conclusions either in the form of solutions(s)
towards the concerned problem or in certain generalisations for some theoretical formulation.
Research Methods
Methods are the strategies, processes or techniques utilized in the collection of data or
evidence for analysis in order to uncover new information or create better understanding
of a topic
Research methods may be understood as all those methods/techniques that are used for
conduction of research. Research methods or techniques, thus, refer to the methods and the
researchers.
Research techniques refer to the behaviour and instruments we use in performing research
operations such as making observations, recording data, techniques of processing data and the
like. Research methods refer to the behaviour and instruments used in selecting and constructing
research technique. For instance, the difference between methods and techniques of data
collection can better be understood from the details given in the following chart—
TYPE METHOD TECHNIQUES

Library 1. Analysis of Historical Recording of notes, Content analysis, Tape and Film listening
Research records and analysis
2. Analysis of Documents Statistical compilations and manipulations, reference and
abstract guides, contents analysis

Field 1. Non-participant direct Observational behavioural scales, use of score cards, etc.
Research observation
2. Participant observation Interactional recording, possible use of tape recorders, photo
graphic techniques
3. Mass observation Recording mass behaviour, interview using independent
observers in public places
4. Mail questionnaire Identification of social and economic background of
respondents
5. Opinionnaire Use of attitude scales, projective techniques, use of
sociometric scales
6. Personal interview Interviewer uses a detailed schedule with open and closed
questions
7. Focused interview Interviewer focuses attention upon a given experience and
its effects
8. Group interview Small groups of respondents are interviewed simultaneously
9. Telephone survey Used as a survey technique for information and for
discerning
opinion; may also be used as a follow up of questionnaire
10. Case study and life Cross sectional collection of data for intensive analysis,
history longitudinal collection of data of intensive character

Laboratory Small group study of Use of audio-visual recording devices, use of observers,
etc.
Research random behaviour, play
and role analysis

From what has been stated above, we can say that methods are more general. It is the
methods that generate techniques. However, in practice, the two terms are taken as
interchangeable and when we talk of research methods we do, by implication, include research
techniques within their compass.
In other words, all those methods which are used by the researcher during the course of
studying his research problem are termed as research methods. Since the object of research,
particularly the applied research is to arrive at a solution for a given problem, the available data
 and the unknown aspects of the problem have to be related to each other to make a solution
possible.
Keeping this in view, research methods can be put into the following three groups:
1. In the first group we include those methods which are concerned with the collection of
data. These methods will be used where the data already available are not sufficient to arrive at
the required solution;
2. The second group consists of those statistical techniques which are used for establishing
relationships between the data and the unknowns;
3. The third group consists of those methods which are used to evaluate the accuracy of the
results obtained.
Research methods falling in the above stated last two groups are generally taken as the
analytical tools of research.
Data may be grouped into four main types based on methods for collection: observational,
experimental, simulation, and derived.
A method in which collection of numerical data which can be transformed into statistics are
taken into consideration. DeFranzo (2011) also mentions that it is used to quantify attitudes,
opinions, behaviors, and other defined variables – and generalize results from a larger sample
population, it also measurable data to formulate facts and uncover patterns in research. If
researcher is playing with the numbers it means he/she has a good knowledge of interpretations
of standard deviations, calculation, correlation etc.
Hence, the method data collections can be done through various forms like online or paper-
based survey, mobile or kiosk survey even some time face-to-face interviews, online pools and
telephone interviews are also considered as a part of it.
Quantitative Research describes the research methodology as the holistic steps, therefore,
a quantitative research method deals with quantifying and analysis variables in order to get
results. It involves the utilization and analysis of numerical data using specific statistical
techniques to answer questions like who, how much, what, where, when, how many, and
how. The feature is that in quantitative research numeral data are collected and analyzed using
statistical methods.
The main characteristics of Quantitative Research
 Large Sample Size
 Structured Research Methods
 Highly Reliable Outcome
 Reusable Outcome
 Close-ended questions
 Numerical Outcome
 Generalization of Outcome
 Prior study
Hence, quantitative research methods vary; however, they follow the scientific method
closely. They are concerned with conducting experiments in the interest of investigating a
specific hypothesis. A hypothesis is a prediction about a phenomenon, which states how two
things are related. These are referred to as the independent and dependent variables.
Experiments look at the relationships between these variables with the goal of discovering
what the cause of the phenomena is.
Having known to an extent what quantitative research is all about, it is vital to analyze the
difference between quantitative and qualitative research.
 Table 1: below give a vivid description of the difference between qualitative and
quantitative research is all about. Below is a table that differentiates between qualitative and
quantitative research:

QUALITATIVE VERSUS QUANTITATIVE RESEARCH

Criteria Qualitative Research Quantitative Research

Purpose To understand & interpret To test hypotheses, look at
social interactions cause & effect, interactions.
& make predictions.
Group Studied Smaller & not randomly Larger & randomly selected
selected.
Variables Study of the whole, not Specific variables studied
variables.
Type of Data Collected Words, images, or objects. Numbers and statistics
Form of Data Collected Qualitative data such as open- Quantitative data based on
ended responses, interviews, precise measurements using
participant observations, field structured & validated data-
notes, & reflections. collection instruments
Type of data Analysis Identify patterns, features, Identify statistical
themes. relationships.
Objectivity and Subjectivity Subjectivity is expected Objectivity is critical.
Role of Researcher Researcher & their biases Researcher & their biases are
may be known to participants not known to participants in
in the study, & participant the study, & participant
characteristics may be known characteristics are
to the researcher. deliberately hidden from the
researcher (double blind
studies)
Results Particular or specialized Generalizable findings that
findings that is less can be applied to other
generalizable populations
Scientific Method Exploratory or bottom–up: Confirmatory or top-down:
the researcher generates a the researcher tests the
new hypothesis and theory hypothesis and theory with
from the data collected. the data
View of Human Behavior Dynamic, situational, social, Regular & predictable.
& personal.
Most Common Research Explore, discover, & Describe, explain, & predict.
 Objectives construct.
Focus Wide-angle lens; examines Narrow-angle lens; tests a
the breadth & depth of specific hypothesis
phenomena.
Nature of Observation Study behavior in a natural Study behavior under
environment. controlled
conditions; isolate causal
effects
Nature of Reality Multiple realities; subjective Single reality; objective.
Final Report Narrative report with Statistical report with
contextual description & correlations, comparisons of
direct quotations from means, & statistical
research participants significance of findings

Qualitative research is in pictures from many decades.

According to DeFranzo (2011) this approach is used to gain an understanding of
underlying reasons, opinions, and motivations by providing insights into the problem or helping
to develop ideas and hypotheses for potential quantitative research. In simple terms it is method
of observation that is gather through non-numerical data.
The type of research includes various methods of collecting data through case studies,
interviews, focus group like group discussion with participation and observation. One of the
quality of these type of research is it covers issue as well as subject in depth and in details plus
data is more powerful as its made up of human experience rather than quantitative research.
Usually in these types of research the researcher has a clear vision on what to expect as
framework of the work can be revised quickly with the fresh information. But everything comes
will disadvantages, in here quality depends by the knowledge and skill of researcher so there is
some dependency. It could be time consuming with rigidity is more difficulty to assess. Creswell
20030 also talked about that the process of qualitative research is largely inductive, with the
inquirer generating meaning from the data collected in the field. These sorts of research are
sometimes not accepted especially within scientific communities’ environment.
Unlike quantitative methods, qualitative methods are not based on a prediction between two
variables. Rather, qualitative methods are used to openly explore a specific topic. These methods
are particularly useful for looking at topics about which not much is known and for
understanding subjective information, for instance, the experiences of individuals. Case studies,
participant observation, survey research and interviews are all methods of qualitative research.
The Context of Educational Research
1. It refers to a group of people (e.g. students) who, through different learning experiences,
learn skills or abilities. The Queensland Studies Authority (2004, cited in King, Bellocchi &
Ritchie 2008 ) defines an educational context as “a group of learning experiences that encourages
students to transfer their understanding of key concepts to situations that mirror real life”. Learn
more in: Ubiquitous, Wearable, Mobile: Paradigm Shifts in E-Learning and Diffusion of
Knowledge
2. The environment where instruction/teaching takes place; this may involve the people
engaged in the learning/teaching process, the setting (e.g. school, facilities, community etc.), the
object of study (namely, the unit/subject or curriculum), as well as more general factors
influencing the educational experience such as society, parents’ body, etc. Learn more in: The
Integration of Educational Technologies in Foreign Language Education: Teacher Practices and
Attitudes in Greece
The nature of inquiry – Setting the field
The intention here is to introduce readers to different research traditions, with the advice
that ‘fitness for purpose’ must be the guiding principle: different research paradigms for different
research purposes. The context of educational research sets out several foundations on which
different kinds of empirical research are constructed:
1. Scientific and positivistic methodologies;
2. Naturalistic and interpretive methodologies;
3. Methodologies from critical theory;
4. Feminist educational research.
The Scientific Method. All research methods are based on the scientific method. The
scientific method has four primary components. The process begins with a basic observation and
description of a phenomenon. Observations lead researchers to have questions about why certain
phenomena occur. Researchers then put forth a hypothesis, or prediction, of what will happen or
what the outcome of certain phenomena will be. Researchers then conduct specific types of
experiments meant to prove or disprove this prediction.
Positivist Research. As a philosophy, positivism adheres to the view that only “factual”
knowledge gained through observation (the senses), including measurement, is trustworthy. In
positivism studies the role of the researcher is limited to data collection and interpretation  in an
objective way. In these types of studies research findings are usually observable and quantifiable.
Researchers warn that “if you assume a positivist approach to your study, then it is your
belief that you are independent of your research and your research can be purely objective.
Independent means that you maintain minimal interaction with your research participants when
carrying out your research”. In other words, studies with positivist paradigm are based purely on
facts and consider the world to be external and objective.
Naturalistic observation is a research method commonly used by psychologists and other
social scientists.
This technique involves observing involves studying the spontaneous behavior of participants
in natural surroundings. The researcher simply records what they see in whatever way they can.
The term “interpretive research” is often used loosely and synonymously with “qualitative
research”, although the two concepts are quite different. Interpretive research is a research
paradigm that is based on the assumption that social reality is not singular or objective, but is
rather shaped by human experiences and social contexts (ontology), and is therefore best studied
within its socio-historic context by reconciling the subjective interpretations of its various
participants (epistemology). Because interpretive researchers view social reality as being
embedded within and impossible to abstract from their social settings, they “interpret” the reality
though a “sense-making” process rather than a hypothesis testing process.
Interpretive research has several unique advantages. First, they are well-suited for exploring
hidden reasons behind complex, interrelated, or multifaceted social processes, such as inter-firm
relationships or inter-office politics.
Methodologies from critical theory is currently taking shape under the impact both of
transformative internal develops within the discipline, and of external pressures and incentives
arising from a series of international debates.
Critical Theory Methodology is a complex fusion of two different schools of thought.
Although based upon a critique of society and culture, Critical Theory remains an umbrella term
within which are found Marxist theory and the ideas of the ‘Frankfurt School’. Whilst the former
has a normative dimension (there is a way that the world ‘ought’ to be) the latter is more of a
hermeneutic approach (gaining knowledge through interpretation of ‘texts’).
Feminist theory rose in prominence in educational research during the 1980s and
experienced a resurgence in popularity during the late 1990s−2010s. Standpoint epistemologies,
intersectionality, and feminist poststructuralism are the most prevalent theories, but feminist
researchers often work across feminist theoretical thought. 
The goals of feminist educational research include dismantling systems of oppression,
highlighting gender-based disparities, and seeking new ways of constructing knowledge.

WORK CITED:
1 The Advanced Learner’s Dictionary of Current English, Oxford, 1952, p. 1069.
2 L.V. Redman and A.V.H. Mory, The Romance of Research, 1923, p.10.
3 The Encyclopaedia of Social Sciences, Vol. IX, MacMillan, 1930.
4.Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed method
approaches. Chapter 1, A framework for design. Sage Publications, Inc. Second Edition.
5. Creswell, J. W. (2014). Research Design Qualitative, Quantitative, and Mixed Methods
Approaches (4th ed., p. 304). Thousand Oaks, CA: SAGE , Publications.
6. DeFranzo, E. S. (2011). What’s the difference between qualitative and quantitative research?
Retrieved from: https://www.snapsurveys.com/blog/qualitative-vs-quantitative-research/

FURTHER READING IS NEEDED, KINDLY VISIT:

1.https://www.igi-global.com/dictionary/educational-context/61178
2.https://www.google.com/search?
q=The+main+characteristics+of+Quantitative+Research&ei=ampQYYb1HuiGrwS7z6ICA&oq=
The+main+characteristics+of+Quantitative+Research&gs_lcp=Cgdnd3Mtd2l6EAxKBAhBGAB
QAFgAYMb9AmgAcAJ4AIABAIgBAJIBAJgBAA&sclient=gws-
wiz&ved=0ahUKEwiG0p7e1JzzAhVow4sKHbvnC4EQ4dUDCA4
3. https://research-methodology.net/research-philosophy/positivism/
4. http://resourcecentre.foodrisc.org/mixed-methods-research_185.html