Big

 M,  little  m  in  Research  

The  big  M  stands  for  Methodology  as  an  approach  to  doing  research.  We  have  talked  about  two  primary  
traditions,  quantitative  and  qualitative,  both  of  which  have  specific  methodological  forms.    For  example,  
in  the  quantitative  tradition  we  have  experimental,  quasi-­‐experimental,  survey,  and  correlational  
studies.  In  the  qualitative  tradition,  we  have  case  study,  ethnography,  action  research,  and  
phenomenological.  These  are  the  Big  Ms  because  they  have  a  specific  name  which  puts  them  in  a  
specific  tradition.  Although  we  do  not  capitalize  these,  the  idea  that  there  is  a  “proper  way  of  doing  
these  methods”  is  clear.      

We  also  have  little  m,  the  process  or  methods  of  doing  research.    Within  each  of  the  Big  M  areas,  there  
are  methods  of  data  collection  to  select  from.  For  example,  not  all  case  studies  use  the  same  methods.  
They  have  the  same  principles  (dictated  by  BIG  M  philosophy/theoretical  grounding),  but  there  is  
flexibility  for  the  little  m  relative  to  the  way  data  are  collected  and  analyzed.  In  case  studies,  the  
researcher  could  collect  data  using  a  survey.  Using  a  survey  does  not  necessarily  make  this  a  survey  
study.    In  order  to  be  a  survey  study,  the  principles  of  survey  methodology  would  need  to  be  upheld  
rather  than  the  principles  of  case  study.      

In  survey  research,  researchers  need  a  LARGE  n  and  will  use  statistical  analysis  to  analyze  the  data  
collected.  However,  a  researcher  doing  case  study  research  may  have  only  6  participants.  The  researcher  
may  give  the  participants  a  survey  (knowing  statistical  analyses  on  such  a  small  n  is  not  possible)  as  one  
means  of  gathering  data.  For  example,  a  researcher  might  interview  small  groups  of  boys  (focus  group)  
about  reading,  observe  them  reading,  and  give  them  a  survey  to  be  completed  individually  about  
reading.    This  would  give  the  researcher  three  ways  to  collect  data  on  the  same  topic;  it  is  called  
triangulating,  and  it  increases  the  validity  of  findings  in  qualitative  research.    Rather  than  doing  a  
statistical  analysis,  the  researcher  might  compare  individual  participants’  responses  during  the  group  
interview,  on  the  individual  survey,  and  the  observations  in  order  to  better  understand  the  participant’s  
approach  to  or  understanding  of  reading.      

A  BIG  difference  is  that  in  quantitative  research,  participants  are  often  compared  to  each  other,  while  
in  qualitative  research,  individual  comparisons  are  not  statistically  sound  because  the  number  of  
participants  is  too  small;  therefore,  discussing  changes  in  individuals  rather  than  differences  between  
individuals  supports  validity.  

When  we  write  about  our  research,  we  have  to  attend  to  both  BIG  M  and  little  m.    Notice  this  as  you  
read  research.    Understanding  the  multiple  components  of  methodology  can  be  confusing,  but  once  you  
get  the  hang  of  it,  it  should  seem  logical.    It  could  help  if  you  remember  that  the  BIG  M  really  sets  the  
stage  for  thinking  about  the  problem  and  the  little  m  supports  the  BIG  M.