2 LEARNING UNIT 2
2 THE RESEARCH PROCESS

2.1 INTRODUCTION
The main goal of the research process is to start by identifying a problem and end
by finding a solution to the problem. Research is a process because it does not really
have a distinct beginning and final closure. Research is dynamic, influenced by the
environment around it and influencing the environment in turn. Since research does
not occur in a vacuum or in isolation, it is important to understand the elements
influencing research. You will find that as you research one problem, you will identify
other aspects that could be worth researching.

Learning unit 2 is intended to help you understand the important concepts of the
research process. Chapter 3 of the prescribed book (Fouché, C.B., Strydom, H. &
Roestenburg, W.J.H. [Eds.]. 2020. Research at grass roots – for the social sciences and human
services professions. 5th edition. Cape Town: Van Schaik – ISBN 9780627038211) is
titled introduction to the research process. In this chapter, the importance of
scientific enquiry is discussed as well as the difference between quantitative and
qualitative research.

FIGURE 2.1
Module outline (lesson 2)

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 LEARNING UNIT 2: The research process

2.2 LEARNING OUTCOMES

After working through this learning unit and the relevant parts of the prescribed
book, you should be able to:

• demonstrate an understanding of the importance of scientific inquiry

• become better acquainted with the two well-known and recognised approaches
to research, namely qualitative and quantitative research
• gain a better understanding of the process of research in the human services
professions when working from both quantitative and qualitative perspectives

2.3 CONTENT OF THE LEARNING UNIT

To achieve the aim and learning outcomes of this unit, you will cover the following
topics in chapter 3 of the prescribed book:
(1) scientific enquiry
(2) introduction to research approaches
(3) differing views on the research process
(4) a proposed research model
After reading and thinking about the contents of chapter 3 of the prescribed book,
you will have to explain the research process and the unique characteristics of the
quantitative and qualitative approaches to research.

2.4 KEY CONCEPTS

The following key terms are important in this learning unit:

• authority
• qualitative research
• quantitative research
• tradition

Remember to take a look at the glossary of terms that has been uploaded on myUnisa
under Additional Resources. If you see a term and you do not know what it means,
stop and go to the glossary. This will familiarise you with the terminology of research
and you will get comfortable with the content of this module much quicker.

https://mymodules.dtls.unisa.ac.za/pluginfile.php/15594258/mod_folder/content/0/
SMA4801_Glossary%20of%20terms%20Eng.docx?forcedownload=1

After working through the learning unit, you should be able to explain all of the
above-mentioned concepts. These concepts are all explained or defined in the
prescribed textbook and this unit.

2.5 INTRODUCTION TO THE RESEARCH PROCESS

Study the section titled scientific inquiry in the prescribed textbook. Following
a scientific method of inquiry helps us to answer questions in a manner that is
accountable. This means that the method followed can be replicated by other
scientists and that the findings of the research are limited in its bias, making the

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results more reliable. All questions cannot be answered through common sense.
Common sense is based on the intrinsic believes that people have and that is why
answers based on common sense can be biased. Great emphasis is placed on accuracy
within scientific inquiry and scientific research. This means that irrespective of
what we want the answer to be or what we want the research to show, we follow
an accountable, systematic method to discover the facts around a research problem
(Fouché et al., 2021:37-39).
The underlying principles of the scientific approach to research are summarised in
figure 2.5 below:

FIGURE 2.2
Underlying principles of scientific enquiry (adapted from Fouché et al.,
2021:39)

As indicated in figure 2.2, the scientific approach to research starts with a question
or a problem and it concludes with an answer to the question or a solution to the
problem. The entire process of scientific enquiry should be based on observable facts
or data. The process needs to be logical, orderly and guided by informed, reasonable
conclusions. Conclusions should be based on the observable facts and not personal
bias and opinions (Fouché et al., 2021:39).

2.6 INTRODUCTION TO RESEARCH APPROACHES

Study the section titled introduction to research approaches in the prescribed
textbook. In this section, you will learn about the difference between qualitative and
quantitative research approaches. The approach that you choose will depend on the
specific research project. Each approach has a different purpose, research strategies,
and methods for collecting and analysing data (Fouché et al., 2021:39).

ACTIVITY 2.1: INTRODUCTION TO RESEARCH

APPROACHES

You need to log on to myUnisa to access and complete this activity. Remember that
the SMA4801 myUnisa site is a vital part of your module content.
In your own opinion, what is the importance/role of research? Why do you want to do
research?

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 LEARNING UNIT 2: The research process

Quantitative research has the following characteristics:

• It is used to investigate the relationship between variables.

• It explains, predicts and controls phenomena.
• It establishes, confirms or validates relationships.
• It establishes generalisations.
• It works within structured guidelines to ensure reliability of research.
• It usually includes a large number of respondents.
• Data collection can be outsourced to fieldworkers.
• It produces numerical data to use in statistical analysis to draw conclusions.
• It proves or disproves a hypothesis.
• It uses deductive reasoning to draw conclusions.

An example of quantitative research:

Quantitative research in safety:

Yulifa, U.S.P., Rimawan, E., Alifia, T.M. and Julyanto, O. 2021. Evaluation of the
implementation of occupational health and safety (OHS) to improve the safety behaviour
of workers in the cosmetic R&D Laboratory (research and development) X. Inc in Bogor
Regency. International Journal of Innovative Science and Research Technology, 6(8):
1200-1207.
Quantitative research in quality:

Musenze, I.A. and Thomas, M.S. 2020. Development and validation of a total
quality management model for Uganda’s local governments. Cogent Business &
Management, 7(1): 1767996.

Qualitative research on the other hand, has the following characteristics:

• It answers complex questions that require a deeper understanding.

• The research process is less rigid/structured to allow the exploration of a topic.
• Verbal and non-verbal data can be collected.
• It usually includes a small number of participants.
• The researcher investigates emerging themes rather than set variables.
• Data are usually collected by the researcher as part of the research process.
• It allows the development of a holistic perspective on a problem.
An example of qualitative research:

Qualitative research in safety:

Susilowati, I.H., Lestari, F., Imamura, F., Wirawan, M., Jibiki, Y., Putri, F.A., Kusmawan,
D. and Maulana, S. 2018. Descriptive analysis of the contingency plan in Cilegon City,
Indonesia. KnE Life Sciences, pp.532-543.
Hsu, S.H., Chen, Y.F. and Chou, Y.C. 2021. Topic analysis of studies on total quality
management and business excellence: An update on research from 2010 to 2019. Total
Quality Management & Business Excellence, pp.1-17.

See table 3.1 in the prescribed textbook for a comparison between quantitative and
qualitative research.

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2.7 DIFFERING VIEWS ON THE RESEARCH PROCESS

Study the section titled differing views on the research process in the prescribed
textbook. Although the research process followed for qualitative and quantitative
research differs, as summarised in this section of the prescribed textbook, there
are five core components to any research process. The research process has to be
followed to ensure the validity of the scientific inquiry that is conducted. The five
phases of the research process are

• focusing
• planning
• implementing
• analysing
• reporting

Section 2.8 in the prescribed textbook provides greater detail with regard to the
steps involved in each of these phases.
You can also take a look at this video highlighting the different stages of the research
process:

https://www.youtube.com/watch?v=sE7IbPxJzgw

2.8 A PROPOSED RESEARCH PROCESS MODEL

Study the section titled a proposed research process model in the prescribed
textbook, paying close attention to the discussions of each of the 13 steps in the
research process. The research process will be the basis of the rest of this module.

2.8.1 Quantitative research process

Figure 2.3 below illustrates the research process for quantitative research.

FIGURE 2.3
Quantitative research process

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 LEARNING UNIT 2: The research process

2.8.2 Qualitative research process

Figure 2.4 below illustrates the qualitative research process. Overall, the process is
similar to the quantitative research process; however, there are important differences
in terminology that you need to pay attention to if you choose to conduct qualitative
research in the future.

FIGURE 2.4
Qualitative research

Based on the information in this section of your prescribed textbook, you can
now complete activity 2.2.

ACTIVITY 2.2: THE RESEARCH PROCESS

You need to log on to myUnisa to access and complete this activity. Remember that
the SMA4801 myUnisa site is a vital part of your module content.

2.9 SUMMARY OF LEARNING UNIT

In this chapter, the importance of scientific enquiry was discussed as well as the
difference between quantitative and qualitative research. The activities you completed
in this learning unit provided more information on the differences between qualitative
and quantitative research.

The next learning unit will look at framing the proposed study and developing a
research proposal (Learning unit 3) as part of lesson 3.

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2.10 REFERENCES
Fouché, C.B., Strydom, H. & Roestenburg, W.J.H. (Eds.). 2021. Research at grass
roots – for the social sciences and human services professions. 5th edition. Cape Town:
Van Schaik.

Assessment 1 (part 2) MCQ

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