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Research methodology
Mid-term
1. - Qualitative: according to Krauss (2000) qualitative research, seeks to document individual
perspectives, experiences, thoughts, and behaviors. Qualitative research aims to address
issues about social behavior and interpersonal connections, which are at the root of certain
social phenomena. It might include the skill of understanding human emotion via empathy
and compassion. Qualitative research has the ability to impact policy, program creation,
and research methods that are better adapted to fulfill the needs of communities by
gathering and comprehending knowledge about the viewpoints and experiences of diverse
persons and groups.
Qualitative approaches enable you to delve deeper into thoughts and experiences.
Words, phrases, ideas, topics, and categories constitute data in qualitative research. These
types of data, in general, describe the experiences of individuals or groups. In qualitative
research, there are two forms of data: elicit and existent. The former sort of data is often
gathered via interviews and focus groups.
- Quantitative: Qualitative research is concerned with words and meanings, while
quantitative research is concerned with numbers and statistics. Quantitative approaches
enable you to measure variables and test hypotheses in a systematic manner. Quantitative
research seeks to quantify numerical variables and provide statistical representations of
these variables in order to evaluate ideas. Using laboratory equipment, measuring scales,
timing devices, organized surveys, and meta-analyses, this research paradigm generates
conclusions that are ostensibly objective and impartial.
Quantitative research refers to a variety of methodologies for conducting systematic
investigations of social issues utilizing statistical or numerical data. As a result, quantitative
research entails measurement and presupposes that the phenomenon under investigation
can be quantified. It intends to analyze data for patterns and correlations, as well as to
validate the measurements produced. For example, data may be input into a Word
document or an Excel spreadsheet. According to Pallant (2007) although Excel allows for
some preliminary data analysis, it must be transferred into a statistical tool such as SPSS to
allow for more complex analysis.
- Mixed method: Mixed methods research combines quantitative and qualitative research
to solve your research question. Mixed methods research may give a more complete picture
than a single quantitative or qualitative study since it integrates the qualities of both
disciplines. Mixed methods research is often used in the behavioral, health, and social
sciences, especially in mixed settings and intricate situational or societal issues. The three
basic mixed methods research designs are convergent design, explanatory sequential
design, and exploratory sequential design. Convergent design is a kind of mixed methods
research in which quantitative and qualitative data are gathered simultaneously and
independently assessed.
2. A dependent variable is what occurs as a result of the independent variable. For example,
if we wish to investigate whether high levels of car exhaust influence the occurrence of
asthma in children, we would use vehicle exhaust as the independent variable and asthma
 as the dependent variable. The independent variable, according to Bhandari (2022), is the
variable that the investigator manipulates or alters and is supposed to have a direct influence
on the dependent variable. The only significant difference between the experimental and
control groups in a well-designed experimental research is the independent variable.
The variable being tested and quantified in an experiment is known as the dependent
variable, and it is 'depending' on the independent variable. According to Bhandari (2022),
the dependent variable is what is recorded after the independent variable has been modified.
You utilize this measurement data to do statistical analysis to determine if and to what
degree your independent variable effects the dependent variable. Based on your results, you
may estimate the extent to which changes in your independent variable cause changes in
your dependent variable.
If the topic is “Students taught first aid by programmed instruction will achieve at a
higher level than those taught first aid by the traditional method.”
Independent variable: the programmed instruction and the traditional method of first aid
that were taught. Give half of the student a programmed instruction and the other half a
traditional method.
Dependent variable: the achievement that student get. The student achieved whether a
higher level or opposite.
3. There are two kinds of techniques on how to select participants: probability sampling and
non-probability sampling.
Probability sampling includes random selection, which allows you to draw strong statistical
conclusions about the whole group. Non-probability sampling entails non-random selection
based on convenience or other factors, making data collection easier. According to
McCombes (2022), probability sampling indicates that every member of the population has
a chance of being chosen. It is mostly used in quantitative research. There are four different
kinds of probability samples.
a. Cluster sample: entails splitting the population into subgroups, but each segment
should have characteristics that are comparable to the whole sample.
b. Simple random sample: Every member of the population has an equal probability
of getting chosen in a basic random sampling. The whole population should be
included in your sample frame. To perform this sort of sampling, instruments such
as random number generators or other approaches relying purely on chance may be
used.
c. Stratified sample selection: entails segmenting the population into subpopulations
that may vary significantly. It enables you to make more exact conclusions by
ensuring that all subgroups are well represented in the sample.
d. Random sample: is comparable to basic random sampling, although it is typically
less difficult to carry out. Every member of the population is assigned a number,
but rather than being generated at random, people are picked at regular intervals. If
you employ this strategy, you must ensure that there are no hidden patterns in the
list that might bias the sample.
Individuals in a non-probability sample are chosen based on non-random criteria, and
not every person has a chance of being included. This form of sample is simpler and
less expensive to get, but it has a larger risk of bias. That implies the population
inferences you may draw are weaker than with probability samples, and your
conclusions may be more constrained. Even if you choose a non-probability sample, try
 to make it as representative of the population as feasible. Non-probability sampling
approaches are often utilized in qualitative research, according to McCombes (2022).
The goal of this form of study is to establish an early knowledge of a small or under-
researched community rather than to test a theory about a large population.
a. Intentional: This sort of sampling, also known as judgment sampling, involves the
researcher utilizing their experience to pick a sample that is most relevant to the
research's objectives. It is often employed in qualitative research, when the
researcher prefers to gather precise information about a particular phenomenon
rather than making statistical assumptions, or when the population is relatively tiny
and specialized..
b. Convenience: A convenience sample consists of people who are most easily
available to the researcher. This is a simple and affordable technique to collect
preliminary data, but there is no way to know whether the sample is representative
of the population, therefore the findings are not generalizable.
c. Responding voluntarily: A voluntary response sample, like a convenience sample,
is primarily motivated by ease of access. People volunteer voluntarily rather than
the researcher selecting and contacting them.
d. Snowball: may be used to attract participants via other participants if the population
is difficult to reach. As you interact with more individuals, the amount of people
you have access to "snowballs."
4. Research instrument
No Research strength weaknesses
instrument
1 Interview - Paying more attention to - Time-consuming and costly.
individuals' points of view is - Unstructured and qualitative
essential in therapeutic data is difficult to analyze.
psychology.
- It is possible to receive
detailed knowledge while
avoiding oversimplification
of difficult situations.
2 Focus Group - Time-Saving Possibility - less effective in covering a
Discussion - Can be used to needs of the specific problem in detail.
(FGD) customers response to new - These are far more costly to
products or corporate carry out.
3 Questionnaire - Used to acquire vast - Difficult to formulate
volumes of data on what questions properly; diverse
individuals believe and do! interpretations of questions
- The researcher does not may result.
need to be present since - Social desirability,
responses may be sent so individuals express what they
that respondents have time believe is attractive.
to evaluate them.
4 Test - Can offer measurements of a - Social desirability is possible.
variety of human traits. - No open-ended inquiries or
probing allowed.
 - Enables the comparison of - Sometimes, tests are skewed
common measurements towards specific groups of
among study populations. individuals.
- Frequently standardized.
5 Survey - Surveys are a wonderful - Relatively rigid.
approach to collect a large - The findings may not be as
amount of information from accurate as those produced
a large number of via other techniques of data
individuals. collecting that enable a
- It is a reliable technique of researcher to thoroughly
investigation. investigate the issue under
study.
5. the state department of education has developed a new instrument for evaluating teacher
performance
Qualitative: What are the perceptions of teacher about the new instrument that developed
by the state department?
Research instrument: Using questionnaire or interview
Gathered as mush participant as possible and prepared some valuable question related to
the new instrument. The participant must be teacher or someone that related to teaching.
Quantitative: What are the important factors of using new instrument for evaluating teacher
performance that developed by the state department?
Research instrument: Using survey
Gathered as mush participant as possible and observe them by adjust the new instrument
and record how it go. It can also start analyze the perception of the spectator.
References
Bhandari, P. (2022, October 17). Independent vs. Dependent Variables | Definition &
Examples. Scribbr. https://www.scribbr.com/methodology/independent-and-dependent-
variables/
Courtney A. McKim, Department of Professional Studies, University of Wyoming, 1000
E. University Avenue, Dept. 3374, Laramie, WY 82071, USA
Krauss SE. Research paradigms and meaning making: A primer. The qualitative report.
2005;10(4):758-70.
Pallant J (2007) SPSS Survival Manual: A Step-by-Step Guide to Data Analysis Using
SPSS for Windows Version 15. Third edition. Open University Press, Maidenhead.
Watson R (2015) Quantitative research. Nursing Standard. 29, 31, 44-48.
Newman, I; Shell, D; Ming, Q; Jianping, X; Maas, M. (2006). Adolescent Alchohol Use:
Mixed Methods Research Approach. Educational Psychology Papers and Publications.
Johnson, R; Schoonenboom, J. (2017). How to Construct a Mixed Methods Research
Design. Kolner Z Soz Sozpsychol.
McCombes, S. (2022). Sampling Methods | Types, Techniques & Examples. Scribbr.