FEDERAL URDU UNIVERSITY OF ARTS,

SCIENCE & TECHNOLOGY

ABDUL HAQ CAMPUS KARACHI

RESEARCH
METHODOLOGY

EDUCATIONAL RESEARCH & STATISTICS-II

RESEARCH METHODOLOGY

S# CONTENT PAGE

1 Introduction 2

Research Process
Selecting research area
Creating hypothesis/ideas
Literature review
2 9
Data collecting
Data analysis
Report writing

3 Types of Research/Research Design 11

Importance
4 13

5 Conclusion 14

6 References/Biblography 15

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 RESEARCH METHODOLOGY

 INTRODUCTION:
Research is a systematic and organized process of inquiry that involves the collection, analysis, interpretation,
and communication of information to discover new knowledge, validate existing knowledge, solve problems, or gain
a deeper understanding of a particular phenomenon. It is a disciplined and methodical investigation guided by a set of
principles and procedures, with the ultimate goal of contributing to the body of knowledge in a specific field. Research
is an essential tool for academic and scientific advancement, contributing to the development of new theories, the
improvement of existing practices, and the advancement of knowledge across various disciplines.

Research methodology refers to the systematic approach used to design, conduct, and analyze studies that
explore various aspects of educational phenomena. It encompasses the strategies, methods, and procedures applied
by researchers to investigate educational questions, assess interventions, and contribute to the knowledge base within
the educational domain.

Research methodology in education involves careful planning and execution, considering diverse factors such as the
choice of research design, sampling methods, data collection techniques, and data analysis procedures. It is a
structured framework that guides the researcher in collecting and interpreting data with the goal of gaining insights
into educational processes, practices, and outcomes.

The significance of research methodology in education lies in its transformative potential to improve educational
practices and outcomes. By adopting rigorous and systematic research methodologies, educators and researchers can
contribute to the enhancement of teaching and learning in the following ways:

 Informed Decision-Making:

Rigorous research methodologies provide a basis for evidence-based decision-making in education. Educators and
policymakers can make informed choices about curriculum development, instructional strategies, and educational
interventions.

 Continuous Improvement:

Through systematic inquiry, researchers can identify areas for improvement in educational practices. This ongoing
feedback loop supports the iterative refinement of teaching methods, learning materials, and assessment strategies.

 Program Evaluation:

Research methodologies are instrumental in evaluating the effectiveness of educational programs and interventions.
This evaluation, often through experimental or quasi-experimental designs, helps identify successful strategies and
areas requiring adjustment.

 Policy Formulation:

Policymakers rely on robust research methodologies to formulate education policies. Evidence-based policies,
rooted in well-designed research, have the potential to positively impact educational systems at local, regional, and
national levels. [1]

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  RESEARCH PROCESS
The research process consists of a series of
systematic procedures that a researcher
must go through in order to generate
knowledge that will be considered valuable
by the project and focus on the relevant
topic. A typical research process comprises
the following stages:

1. SELECTING THE RESEARCH AREA.

Selecting a research area is the very first

step in writing your dissertation. It is
important for you to choose a research area
that is interesting to you professionally, as
well as, personally. Experienced researchers note that “a topic in which you are only vaguely interested at the start
is likely to become a topic in which you have no interest and with which you will fail to produce your best
work”[2]. Ideally, your research area should relate to your future career path and have a potential to contribute to
the achievement of your career objectives.

2. CONDUCTING THE LITERATURE REVIEW.

Literature review is usually the longest stage in the research process. Actually, the literature review starts even
before the formulation of research aims and objective. This is because you have to check if exactly the same
research problem has been addressed before and this task is a part of the literature review. Nevertheless, you will
conduct the main part of the literature review after the formulation of research aim and objectives. You have to use
a wide range of secondary data sources such as books, newspapers, magazines, journals, online articles etc.

There are many types of literature review. The choice of a specific type depends on your research approach and
design. The following types of literature review:

Narrative literature review, also referred to as traditional literature review, critiques literature and summarizes the
body of a literature. Narrative review also draws conclusions about the topic and identifies gaps or inconsistencies in
a body of knowledge. You need to have a sufficiently focused research question to conduct a narrative literature
review

Systematic literature review requires more rigorous and well-defined approach compared to most other types of
literature review. Systematic literature review is comprehensive and details the timeframe within which the
literature was selected. Systematic literature review can be divided into two categories: meta-analysis and meta-
synthesis. When you conduct meta-analysis you take findings from several studies on the same subject and analyze
these using standardized statistical procedures. In meta-analysis patterns and relationships are detected and
conclusions are drawn. Meta-analysis is associated with deductive research approach. Meta-synthesis, on the other
hand, is based on non-statistical techniques. This technique integrates, evaluates and interprets findings of multiple
qualitative research studies. Meta-synthesis literature review is conducted usually when following inductive research
approach.

Scoping literature review, as implied by its name is used to identify the scope or coverage of a body of literature on
a given topic. It has been noted that “scoping reviews are useful for examining emerging evidence when it is still
unclear what other, more specific questions can be posed and valuably addressed by a more precise systematic
review.”[3] The main difference between systematic and scoping types of literature review is that, systematic

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literature review is conducted to find answer to more specific research questions, whereas scoping literature review
is conducted to explore more general research question.

Argumentative literature review, as the name implies, examines literature selectively in order to support or refute
an argument, deeply imbedded assumption, or philosophical problem already established in the literature. It should
be noted that a potential for bias is a major shortcoming associated with argumentative literature review.

Integrative literature review reviews, critiques, and synthesizes secondary data about research topic in an
integrated way such that new frameworks and perspectives on the topic are generated. If your research does not
involve primary data collection and data analysis, then using integrative literature review will be your only option.

Theoretical literature review focuses on a pool of theory that has accumulated in regard to an issue, concept,
theory, phenomena. Theoretical literature reviews play an instrumental role in establishing what theories already
exist, the relationships between them, to what degree existing theories have been investigated, and to develop new
hypotheses to be tested. At the earlier parts of the literature review chapter, you need to specify the type of your
literature review your chose and justify your choice. Your choice of a specific type of literature review should be
based upon your research area, research problem and research methods. Also, you can briefly discuss other most
popular types of literature review mentioned above, to illustrate your awareness of them.

3. FORMULATING RESEARCH AIM, OBJECTIVES AND DEVELOPING HYPOTHESES.

The choice between the formulation of research questions and the development of hypotheses depends on your
research approach.

Deductive approach can be explained by

the means of hypotheses, which can be
derived from the propositions of the
theory. In other words, deductive
approach is concerned with deducting
conclusions from premises or propositions.
Inductive approach, also known in
inductive reasoning, starts with the
observations and theories are proposed
towards the end of the research process as
a result of observations

Appropriate research aims and objectives or hypotheses usually result from several attempts and revisions.
Accordingly, you need to mention in your dissertation that you have revised your research aims and objectives or
hypotheses during the research process several times to get their final versions. It is critically important that you get
confirmation from your supervisor regarding your research questions or hypotheses before moving forward with the
work.

Formulating research aim and objectives in an appropriate manner is one of the most important aspects of your
thesis. This is because research aim and objectives determine the scope, depth and the overall direction of the
research. Research question is the central question of the study that has to be answered on the basis of research
findings. Research aim emphasizes what needs to be achieved within the scope of the research, by the end of the
research process. Achievement of research aim provides answer to the research question.

Research objectives divide research aim into several parts and address each part separately. Research aim specifies
WHAT needs to be studied and research objectives comprise a number of steps that address HOW research aim will
be achieved. As a rule of dumb, there would be one research aim and several research objectives. Achievement of
each research objective will lead to the achievement of the research aim.

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 4. SELECTING DATA COLLECTION METHODS.

Data collection is a process of collecting information from all the relevant sources to find answers to the research
problem, test the hypothesis (if you are following deductive approach) and evaluate the outcomes.

Data collection methods can be divided into two categories:

i. Secondary Data Collection Methods:

Secondary data is a type of data that has already been published in books, newspapers, magazines, journals, online
portals etc. There is an abundance of data available in these sources about your research area in business studies,
almost regardless of the nature of the research area. Therefore, application of appropriate set of criteria to select
secondary data to be used in the study plays an important role in terms of increasing the levels of research validity
and reliability.

These criteria include, but not limited to date of publication, credential of the author, reliability of the source, quality
of discussions, depth of analyses, the extent of contribution of the text to the development of the research area etc.
Secondary data collection is discussed in greater depth in Literature Review chapter.

Secondary data collection methods offer a range of advantages such as saving time, effort and expenses. However
they have a major disadvantage. Specifically, secondary research does not make contribution to the expansion of the
literature by producing fresh (new) data.

ii. Primary Data Collection Methods:

Primary data is the type of data that has not been around before. Primary data is unique findings of your research.
Primary data collection and analysis typically requires more time and effort to conduct compared to the secondary
data research.

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Primary data collection methods can be divided into two groups:

a) Quantitative data
collection methods

These are based on

mathematical calculations in
various formats. Methods of
quantitative data collection
and analysis include
questionnaires with closed-
ended questions, methods
of correlation and
regression, mean, mode and median and others. Quantitative methods are cheaper to apply and they can be applied
within shorter duration of time compared to qualitative methods. Moreover, due to a high level of standardisation of
quantitative methods, it is easy to make comparisons of findings.

Quantitative research methods describe and measure the level of occurrences on the basis of numbers and
calculations. Moreover, the questions of “how many?” and “how often?” are often asked in quantitative studies.
Accordingly, quantitative data collection methods are based on numbers and mathematical calculations.

Quantitative research can be described as ‘entailing the collection of numerical data and exhibiting the view of
relationship between theory and research as deductive, a predilection for natural science approach, and as having an
objectivist conception of social reality’[4]. In other words, quantitative studies mainly examine relationships
between numerically measured variables with the application of statistical techniques.

Quantitative data collection methods are based on random sampling and structured data collection instruments.
Findings of quantitative studies are usually easy to present, summarize, compare and generalize.

The most popular quantitative data

collection methods include the
following:

Interviews. Only highly structured

interviews with closed-ended
questions can be used for
quantitative data collection.
Interviews can be conducted in one of
the following formats:
 Face-to-face interviews;
 Telephone interviews;
 Computer-Assisted Personal Interviewing (CAPI).
Questionnaires (surveys). Again, questionnaires only with closed-ended questions can be used as quantitative data
collection method. The following are popular formats for questionnaires:
 Internet-based questionnaire;
 Mail questionnaire;
 Face-to-face survey.
Observations. The type of observation that can be used to collect quantitative data is systematic, where the
researcher counts the number of occurrences of phenomenon.

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 b) Qualitative research methods,

Qualitative research is closely associated with words, sounds, feeling, emotions, colours and other elements that are
non-quantifiable. Qualitative studies aim to ensure greater level of depth of understanding and qualitative data
collection methods include interviews, questionnaires with open-ended questions, focus groups, observation, game
or role-playing, case studies etc.

Your choice between quantitative or qualitative methods of data collection depends on the area of your research
and the nature of research aims and objectives.

Qualitative data collection methods are exploratory in nature and are mainly concerned with gaining insights and
understanding on underlying reasons and motivations. Qualitative data is a linguistic or visual material. Qualitative
data collection methods emerged after it became evident that traditional quantitative data collection methods were
unable to express human feelings and emotions.

Qualitative data collection methods are used in order to examine the following phenomenon:

 Human feelings and experiences

 Meanings and relationships
 Social norms and cultural practices.

It is noted that “qualitative methods are often regarded as providing rich data about real life people and situations
and being more able to make sense of behaviour and to understand behaviour within its wider context. However,
qualitative research is often criticised for lacking generalizability, being too reliant on the subjective interpretations
by researchers and being incapable of replication by other researchers.”[5] Popular qualitative data collection
methods used in business studies include interviews, focus groups, observation and action research. Moreover,
grounded theory and document analysis can be also used as data collection method in qualitative studies. The main
sources and procedures associated with the most popular qualitative methods are presented on Table 1 below as
proposed by Yamagata-Lynch (2010) [6].

Methodology Sources Procedure

Read all materials and documented

Reports, newsletters,
Document analysis and descriptive statistics related to
publications
the research issue

Tape recorded semi-structured

Primary participants interviews, then transcribed the
Interviews
Secondary participants interviews for the participants to
review

Observed participants’ Took notes and videotaped the

Observations
interactions observations

Presented findings to participants

Exit interviews Primary participants
during individual or group
Secondary participants
interview sessions

Primary participants Videotape focus group sessions

Focus groups
Secondary participants
Table 1 Sources and procedures associated with qualitative data collection

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 5. DATA ANALYSIS.

Analysis of data plays an important role in the achievement of research aim and objectives. This stage involves an
extensive editing and coding of data. Data analysis methods vary between secondary and primary studies, as well as,
between qualitative and quantitative studies. In data analysis coding of primary data plays an instrumental role to
reduce sample group responses to a more manageable form for storage and future processing. Qualitative data
refers to non-numeric information such as interview transcripts, notes, video and audio recordings, images and text
documents.

Qualitative data analysis can be divided into the following five categories:

i. Content analysis.
This refers to the process of categorizing verbal or behavioural data to classify, summarize and tabulate the data.
ii. Narrative analysis.
This method involves the reformulation of stories presented by respondents taking into account context of each case
and different experiences of each respondent. In other words, narrative analysis is the revision of primary qualitative
data by researcher.
iii. Discourse analysis.
A method of analysis of naturally occurring talk and all types of written text.
iv. Framework analysis.
This is more advanced method that consists of several stages such as familiarization, identifying a thematic
framework, coding, charting, mapping and interpretation.
v. Grounded theory.
This method of qualitative data analysis starts with an analysis of a single case to formulate a theory. Then,
additional cases are examined to see if they contribute to the theory.
Qualitative data analysis can be conducted through the following three steps:

a) Step 1: Developing and Applying Codes.

Coding can be explained as categorization of data. A ‘code’ can be a word or a short phrase that represents a theme
or an idea. All codes need to be assigned meaningful titles. A wide range of non-quantifiable elements such as
events, behaviours, activities, meanings etc. can be coded.

There are three types of coding:

i. Open coding. The initial organization of raw data to try to make sense of it.
ii. Axial coding. Interconnecting and linking the categories of codes.
iii. Selective coding. Formulating the story through connecting the categories.

Coding can be done manually or using qualitative data analysis software.When using manual coding you can use
folders, filing cabinets, wallets etc. to gather together materials that are examples of similar themes or analytic
ideas. Manual method of coding in qualitative data analysis is rightly considered as labour-intensive, time-consuming
and outdated.

In computer-based coding, on the other hand, physical files and cabinets are replaced with computer based
directories and files. When choosing software for qualitative data analysis you need to consider a wide range of
factors such as the type and amount of data you need to analyse, time required to master the software and cost
considerations.

Moreover, it is important to get confirmation from your dissertation supervisor prior to application of any specific
qualitative data analysis software.

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 b) Step 2: Identifying themes, patterns and relationships.

Unlike quantitative methods, in qualitative data analysis there are no universally applicable techniques that can be
applied to generate findings. Analytical and critical thinking skills of researcher plays significant role in data analysis
in qualitative studies. Therefore, no qualitative study can be repeated to generate the same results.

Nevertheless, there is a set of techniques that you can use to identify common themes, patterns and relationships
within responses of sample group members in relation to codes that have been specified in the previous stage.

Specifically, the most popular and effective methods of qualitative data interpretation include the following:

Word and phrase repetitions – scanning primary data for words and phrases most commonly used by respondents,
as well as, words and phrases used with unusual emotions;
Primary and secondary data comparisons – comparing the findings of interview/focus group/observation/any other
qualitative data collection method with the findings of literature review and discussing differences between them;
Search for missing information – discussions about which aspects of the issue was not mentioned by respondents,
although you expected them to be mentioned;
Metaphors and analogues – comparing primary research findings to phenomena from a different area and
discussing similarities and differences.

c) Step 3: Summarizing the data.

At this last stage you need to link research findings to hypotheses or research aim and objectives. When writing data
analysis chapter, you can use noteworthy quotations from the transcript in order to highlight major themes within
findings and possible contradictions.

It is important to note that the process of qualitative data analysis described above is general and different types of
qualitative studies may require slightly different methods of data analysis.

In quantitative data analysis you are expected to turn raw numbers into meaningful data through the application of
rational and critical thinking. Quantitative data analysis may include the calculation of frequencies of variables and
differences between variables. A quantitative approach is usually associated with finding evidence to either support
or reject hypotheses you have formulated at the earlier stages of your research process.

Quantitative data analysis with the application of statistical software consists of the following stages [7]:

1. Preparing and checking the data. Input of data into computer.

2. Selecting the most appropriate tables and diagrams to use according to your research objectives.
3. Selecting the most appropriate statistics to describe your data.
4. Selecting the most appropriate statistics to examine relationships and trends in your data.

It is important to note that while the application of various statistical software and programs are invaluable to avoid
drawing charts by hand or undertake calculations manually, it is easy to use them incorrectly. In other words,
quantitative data analysis is “a field where it is not at all difficult to carry out an analysis which is simply wrong, or
inappropriate for your data or purposes. And the negative side of readily available specialist statistical software is that
it becomes that much easier to generate elegantly presented rubbish” [8].

Therefore, it is important for you to seek advice from your dissertation supervisor regarding statistical analyses in
general and the choice and application of statistical software in particular.

6. REACHING CONCLUSIONS/REPORT WRITING.

Conclusions relate to the level of achievement of research aims and objectives. In this final part of your dissertation
you will have to justify why you think that research aims and objectives have been achieved. Conclusions also need
to cover research limitations and suggestions for future research.

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  TYPES OF RESEARCH METHODOLOGY:
Research methodology encompasses a variety of approaches and techniques for designing and conducting research.
The choice of a specific research methodology depends on the nature of the research question, the type of data
required, and the goals of the study. Here are some common types of research methodology:

1. Quantitative Research Methodology:

Involves the collection and analysis of numerical data to understand patterns, relationships, and statistical
significance.
Characteristics:
 Structured and standardized data collection tools (surveys, experiments).
 Statistical analysis using methods like descriptive statistics, inferential statistics.
 Emphasis on objectivity and generalizability.

2. Qualitative Research Methodology:

Focuses on exploring subjective experiences, meanings, and social phenomena through non-numerical data.
Characteristics:
 In-depth and open-ended data collection methods (interviews, observations, content analysis).
 Emphasis on context, interpretation, and understanding.
 Flexible and iterative research design.

3. Mixed-Methods Research:
Integrates both quantitative and qualitative methods in a single study to provide a more comprehensive
understanding of the research problem.
Characteristics:
 Sequential or concurrent use of quantitative and qualitative approaches.
 Allows for triangulation of findings.
 Addresses both breadth and depth in research.

4. Experimental Research Methodology:

Involves the manipulation of independent variables to observe their effects on dependent variables in a controlled
environment.
Characteristics:
 Random assignment of participants to experimental and control groups.
 Cause-and-effect relationships are explored.
 Laboratory or field experiments.

5. Descriptive Research Methodology:

Aims to describe and present the characteristics of a particular phenomenon or group without manipulating
variables.
Characteristics:
 Surveys, case studies, content analysis.
 Focus on describing current conditions.
 Limited inference about causation.

6. Correlational Research Methodology:

Examines the relationship between two or more variables without manipulating them.
Characteristics:
 Correlation coefficients quantify the strength and direction of relationships.

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  Does not imply causation.
 Valuable for identifying associations.

7. Survey Research Methodology:

Involves the collection of data through questionnaires or interviews from a sample of individuals.
Characteristics:
 Structured and standardized questions.
 Large sample sizes for generalizability.
 Can be conducted through various modes (online, telephone, in-person).

8. Case Study Research Methodology:

In-depth examination of a specific case, situation, or individual to gain insights into underlying principles or unique
phenomena.
Characteristics:
 Holistic and contextual analysis.
 Multiple data sources (interviews, documents, observations).
 Often used in exploratory or explanatory research.

9. Action Research Methodology:

A participatory and collaborative approach where researchers work with practitioners to solve practical problems
and improve practices.
Characteristics:
 Cycles of planning, acting, observing, and reflecting.
 Emphasizes collaboration and social change.
 Often conducted by practitioners within their own context.

10. Longitudinal Research Methodology:

Involves the collection of data from the same subjects over an extended period to observe changes or trends.
Characteristics:
 Multiple data points over time.
 Allows for the examination of development or change.
 Requires sustained resources and commitment.

 IMPORTANCE OF RESEARCH METHODOLOGY:

i. Precision and Clarity:

Definition: Research methodology provides a clear and precise definition of the research problem, objectives, and
the methods to be employed. This clarity ensures that the research process is focused and the outcomes are
relevant to the research question.

ii. Enhances Validity:

Validation: Research methodology incorporates techniques to enhance the validity of research findings. By
employing appropriate research designs, sampling methods, and data collection tools, researchers can increase the
accuracy and relevance of their results.

iii. Replicability:

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Reproducibility: A well-defined research methodology allows other researchers to replicate the study. Replicability is
a cornerstone of scientific research, as it validates the robustness and generalizability of findings.

iv. Logical Structure:

Organization: Research methodology provides a logical and organized structure for the entire research process. This
structure guides researchers through the various stages, from defining the problem to drawing conclusions, fostering
a systematic and coherent approach.

v. Minimizes Bias:

Objectivity: Research methodology includes strategies to minimize bias in data collection and analysis. Objectivity is
crucial to ensure that the researcher's personal beliefs or preferences do not unduly influence the research
outcomes.

vi. Efficient Resource Utilization:

Optimization: A well-crafted research methodology aids in optimizing the use of resources. Researchers can
efficiently allocate time, personnel, and financial resources by focusing on the most relevant and effective methods.

vii. Contribution to Knowledge:

Advancement: Research methodology is the means through which new knowledge is generated. By following
systematic processes, researchers contribute to the advancement of their respective fields, building on existing
theories or introducing novel concepts.

viii. Informed Decision-Making:

Application: The results of well-conducted research, facilitated by robust methodology, provide a basis for informed
decision-making in various fields such as policy, healthcare, education, and business.

ix. Ethical Considerations:

Ethical Framework: Research methodology incorporates ethical guidelines to ensure the welfare and rights of
research participants. This ethical framework is crucial for maintaining the integrity and reputation of the research
community.

x. Continuous Improvement:

Refinement: Research methodology encourages a continuous improvement mindset. Researchers often refine and
adapt their methods based on feedback, emerging technologies, and advancements in research practices.

 CHARACTERISTICS OF RESEARCH METHODOLOGY:

i. Systematic Approach:

Research methodology involves a systematic and organized approach to the entire research process. It outlines a
step-by-step plan for conducting the study, from problem identification to data analysis and interpretation.

ii. Empirical Basis:

Empirical evidence is at the core of research methodology. It emphasizes the collection of observable, measurable,
and verifiable data, ensuring that the research is grounded in real-world phenomena.

iii. Clear Research Design:

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A well-defined research design is a key characteristic of research methodology. It outlines the structure of the study,
including the type of research (quantitative, qualitative, or mixed methods), sampling procedures, and data
collection techniques.

iv. Objective and Subjective Components:

Research methodology accommodates both objective and subjective components. Quantitative methods focus on
objective, numerical data, while qualitative methods explore subjective experiences and meanings.

v. Statistical Analysis:

For quantitative research, statistical analysis is a crucial characteristic of research methodology. It involves using
statistical techniques to analyze and interpret numerical data, providing insights into patterns and relationships.

vi. Ethical Considerations:

Ethical considerations are embedded in research methodology. Researchers must adhere to ethical principles,
including obtaining informed consent, ensuring confidentiality, and addressing potential harm to participants.

vii. Flexible Adaptability:

Research methodology is adaptable to different research contexts. It allows researchers to choose the most suitable
methods based on the nature of the research problem, available resources, and the desired level of depth in
investigation.

viii. Comprehensive Literature Review:

Before designing a study, researchers conduct a comprehensive literature review as part of research methodology.
This review ensures that the research builds on existing knowledge and avoids unnecessary duplication.

ix. Transparency and Replicability:

Transparency is a hallmark of research methodology. By clearly documenting the research process, methods, and
findings, researchers enable others to replicate the study, contributing to the credibility and robustness of the
research.

x. Continuous Evaluation and Improvement:

Research methodology involves continuous evaluation and improvement. Researchers reflect on the effectiveness of
their methods, learn from the outcomes, and refine their approaches for future studies.

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  CONCLUSION:
In conclusion, research methodology is the backbone of any scientific inquiry, providing a structured framework
for the design, execution, and interpretation of research studies. As we traverse through the introduction,
importance, process, types, and characteristics of research methodology, a comprehensive understanding of its
significance in the research landscape emerges.

Research methodology is not just a means to an end but an integral part of the scientific journey. From its structured
introduction to its multifaceted importance, systematic process, diverse types, and defining characteristics, research
methodology stands as the guiding force in the relentless pursuit of knowledge and understanding in the world of
research. As we navigate through its intricacies, it becomes evident that research methodology is not just a set of
rules but a dynamic and indispensable tool shaping the contours of our intellectual exploration.

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  REFERENCE:
[1] Creswell, J. W., & Creswell, J. D. (2017). Research Design: Qualitative, Quantitative, and Mixed Methods
Approaches. Sage Publications.

[2] Saunders, M., Lewis, P. & Thornhill, A. (2012) “Research Methods for Business Students” 6th edition, Pearson
Education Limited.

[3] Munn, A. et. al. (2018) “Systematic review or scoping review? Guidance for authors when choosing between a
systematic or scoping review approach” BMC Medical Research Methodology

[4] Bryman, A. & Bell, E. (2015) “Business Research Methods” 4th edition, p.160

[5] Vaus, D. (2002) “Surveys in Social Research” Taylor and Francis, p.5

[6] Yamagata-Lynch, L.C. (2010) “Activity Systems Analysis Methods: Understanding Complex Learning
Environments” Sp

[7] Saunders, M., Lewis, P. & Thornhill, A. (2012) “Research Methods for Business Students” 6th edition, Pearson
Education Limited.

[8] Robson, C. (2011) Real World Research: A Resource for Users of Social Research Methods in Applied Settings (3rd
edition). Chichester: John Wiley. Ringer Publications

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