NATIONAL OPEN UNIVERSITY

POSTGRADUATE RESEARCH DIRECTORATE

METROPOLITAN LOCAL CENTER
MASTER OF BUSINESS ADMINISTRATION

PHASES OF THE SCIENTIFIC RESEARCH PROCESS AND

ELEMENTS OF QUANTITATIVE AND QUALITATIVE RESEARCH .

. Facilitator: Participants: .
Prof. Arturo Lugo Martín D. White G. IC V-6,120,654
Mirla C. T lights. IC V-6,856,808

Caracas, January 2020

 Introduction

The Research Methodology subject plays a fundamental role in the training of

professionals, since it provides the methods, techniques and procedures, as well
as other tools for obtaining scientific knowledge so that the approaches made with
the application of knowledge can be resolved. acquired. It should be taken into
account that the determination of the phases of the process that must be followed
in an investigation and the elements of the same that will be used depend on the
characteristics of the object of study, and the resources available to perform the
activity; On the other hand, it must be taken into account that the complexity of
some research, given the diversity of existing theoretical orientations, makes it
necessary to accept methodological pluralism.

Due to the above, it is important to determine how to investigate and reflect the
results through a report, since there are a variety of guidelines on the parts and
contents of a research report, taking into account the existence of different formats
and standards that govern the subject of presentation of research work.

That is why, in accordance with what is requested in this activity No. 2, where it
is requested to address everything relevant to the phases of the scientific research
process and also the elements of quantitative and qualitative research, a
documentary investigation of the topic under study with the purpose of decanting
everything proposed by different authors about the phases of an investigation and
the elements that it must present in both the qualitative and quantitative ones, to
finally capture the analysis obtained as a result of the investigation in the present
report.

DEVELOPMENT

The scientific research process, as one of the stages of research, must express
the conceptual and methodological foundations of science. There are several ways

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or ways to approach this research process, with different phases or stages and
sequences; The important thing is that it is logical reasoning aimed at defining and
resolving a research question.
For academic purposes, the scientific research process has been organized into
eight phases. They are phases because they are successive decisions and have a
logical order. When a modification needs to be made to something, it must also be
done from the first stage, to maintain the coherence of the process. Thus, every
research process begins with the definition of a research problem from which the
other methodological choices are derived.
The phases of the scientific research process then include the different stages
through which an investigation passes to finally achieve the fulfillment of the stated
objective. In each of them, a specific task is carried out with the aim of moving to
the next phase and obtaining specific data that cannot lead to error.
The phases of the scientific method may vary depending on the field of study
and the specific needs of each case. In this way, we can talk about different
phases or even subphases dependent on other main phases. However, in all
cases, a study that is carried out keeping the premises of the scientific method
must have at least the following phases:

1. Phases of the Scientific Research Process

1.1 Definition of the Research Problem

The research process begins by defining a research problem, which basically

consists of a question to which science has no answer. Defining implies delimiting
an aspect of reality to investigate it. Operationally, an authentic scientific research
problem must meet three requirements:

a) Conceptual. The aspect or question about reality is not known, the

available science does not have an answer, or the answer cannot be
deduced from current science, since there are no comprehensive and
explanatory elements about the characteristics, processes, essence, origin

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 or dynamism of the issue raised.
b) Methodological. To know it or to answer the question posed, it is inevitably
necessary to follow the scientific research method, that is, it is not possible
to answer the question directly using any technique. It is necessary to be
rigorous with the concept of research method, which is different from other
procedures.
c) Academic. The thematic area and level of the research problem posed
must correspond to the scientific or professional field and the academic
level that the research is proposed. This last requirement is only relevant
for academic spaces (especially bachelor's theses and degrees), since at
the University there are different professional schools, specialties and
academic degrees, therefore, research must be congruent with the area
and level. corresponding.

The problem of scientific research must be differentiated from other

problems of reality, which have different solutions but are often posed and
confused with research problems, some of which are the following:

- Information problems: These are questions where it is the researcher who

does not have the answer but the science necessary to answer them does
exist and one would simply have to study more, inform oneself, deduce the
answer from the available science or consult specialists. Science is not any
new information or data, especially in those cases where obtaining it does
not require following the research method. These cases are also known as
“the investigation of the obvious”, since they end up concluding something
that science already had knowledge of.
- Intervention problems: These are problematic situations that call for
interventions to change a certain reality; they are more practical than
cognitive issues, for which an intervention plan (planning) should be made
before an investigation. Planning also begins with the delimitation of a
problem, but in this case it is an unwanted empirical situation against which

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 a diagnostic explanation and indicators are developed, short, medium or
long-term objectives are chosen that are achieved through programs or
intervention projects, which involve resources and strategies to achieve a
new desired situation. These types of proposals justify research due to the
value of their pragmatic results, but the procedure may or may not be the
research method. This issue will be expanded upon when we discuss the
types of technological research and operations research.

When stating the research problem, the type of knowledge one wants to
achieve is decided; This is called the purpose of the research, which has three
general forms:

- Determination of the value of the variables: It can be a qualitative or

quantitative value. This purpose leads to descriptive results of the variables
in the form of terms in the first case or absolute and relative values in the
second case; such as frequencies, percentages, rates, proportions of the
variables or their indicators.
- Comparison of the value of the variables in different groups: Allows you to
analyze the behavior of the variables in different conditions or study groups.
It leads to similarities and differences between the compared groups.
- Relationship of variables: Here it is proposed that there would be some
variables that influence or are associated with others in a causal or
probabilistic manner.

In the research project, the research problem is written in the form of a

question and must include the following elements: the purpose, the variables, the
unit of study and in some cases the place and time where the research problem
arises.

1.2 Choice of variables

Variables are the aspects or qualities of the investigated reality that vary
between the different members of the study units and that can be observed with

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some technique and instrument. The choice of variables implies the intervention of
the theoretical framework, the experience and the commitment of the researcher
who proposes them as appropriate and sufficient. The variables are deduced or
contained in the statement of the research problem, but their choice is a rational
and logical act; there is no safe rule or mechanism to know which variables or how
many to choose.

The variables must be clearly defined, since they are qualitative terms or
concepts, and their choice must be justified, since the reality that is intended to be
studied contains infinite variables, but only some are relevant or powerful to
respond to the specific research problem.

In some cases, especially in qualitative research, it is possible to maintain the

comprehensive proposal of the research problem and propose some categories or
concepts that order the observation of reality, but that are not variables or
indicators.

Finally, we consider that the operationalization of variables (reducing the

variables to indicators that can be observed with an instrument) that are written in
the research project has a strong character of rational choice, which characterizes
the research method and not the techniques. , but for didactic reasons we describe
it as a project procedure in the following chapter.

1.3 Definition of objectives or hypotheses

The objectives are goals and forms of knowledge that the researcher intends to
achieve with respect to each chosen variable. Together, the objectives seek
cognitive results that solve the proposed research problem. The forms of
knowledge possible in the research process are outlined in the concept of purpose.

The hypothesis is a proposed solution or answer to the question posed in the

research problem. It may take the form of a probable logical statement, a
categorical sentence or an explanatory form that proposes a new coherence
between the facts or results obtained and their interpretation, in light of the chosen

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theoretical frameworks and the context where the facts occur. . The hypotheses
must meet the following conditions:

- Be sufficient and comprehensive to answer the question.

- Contain all the chosen variables.
- Be testable directly or in its consequences.
- Contain new and useful information for science.

When hypotheses are used in research, a procedure called “hypothesis

testing or contrasting” must be continued, which consists of deriving the hypothesis
into operational objectives, which are procedures aimed at obtaining data and
results with which it is expected to obtain evidence for affirm or reject the
hypothesis. When the hypothesis is correctly stated, it contains the conditions of its
validity, which allows it to be operationalized.

1.4 Choice of study unit

The unit of study is the real object or entity of a different nature that has the
variables in its basic dimension and that allows its observation through
techniques/instruments.

Generally, you have to choose the study unit that is assumed to be most
powerful and feasible to observe the variables. A logical procedure that we
propose to choose the unit of study is based on answering the following questions:

- Where do the variables that pose the problem occur or who owns them?
- What is the unit of observation where the variable occurs?

By answering these two questions, the basic object can be identified as the unit
of study, that is, where the observations will be made or the instruments will be
applied. These units can be concrete objects, people, institutions, processes,
social groups, fragments of objects or constructs; Therefore, the unit of study
needs to be clearly defined in its content and form; But, in addition, it is possible
and necessary to specify the inclusion and exclusion criteria of these study units, in

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order to control the intervention of other variables in the phenomenon being
investigated.

1.5 Choice of techniques and instruments

Next, the most appropriate techniques, instruments and procedures for their
application must be designed or chosen to achieve the research objectives, to
contrast the hypotheses or to collect data and analyze them.

Techniques are understood as defined procedures that produce defined results

and instruments as devices of different qualities that come into contact with the
study units to obtain data. Each technique uses appropriate instruments. The
process of choosing and applying the techniques/instruments is called
methodology in the research project.

The three main general data collection techniques are:

- Custom reports.
- The observation.
- Physical and biophysiological measurements.

In this phase, the objectives are derived in appropriate procedures, in

experiences or search for data from reality, with which the results and conclusions
will later be drawn up.

Based on these first five phases of the method, the respective research project
can be written. We must insist that the research method is a rational and creative
process of logical choices, it is a way of ordering thought to pose and answer
scientific questions; but the drafting of the respective project is a technical
procedure, since it follows pre-established rules.

The following stages of the research method or process are mainly operational,
synthesis and analysis, which we will now describe.

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1.6 Data collection, application of instruments or hypothesis testing
This phase takes place in reality and in the chosen study units. The
techniques and instruments are applied according to the respective instructions,
using the resources within the expected and necessary deadlines and procedures.
The data produced by the instruments are obtained and recorded. The intervention
of various teams and third parties is usually necessary in technical aspects of data
collection. The researcher is the director of the research but is not necessarily the
one who collects the data or performs all the technical actions.
This stage provides the necessary information associated with the objectives
and variables, with which the researcher will prepare results and reach conclusions
or contrast the hypotheses.

1.7 Preparation of results and conclusions

Based on the data obtained, the results are systematized, which are
organized according to the objectives, that is, the content and the way in which
they are presented depend on the goals and forms of knowledge that were
proposed in the objectives.

Conclusions are responses to the objectives, based on the results. The

inference of the results for the universe in general is only possible when
representative samples have been taken. When a hypothesis has been proposed
in the project, it must be affirmed or denied, as a conclusion but always supported
by the results.

1.8 Preparation of the final report and communication

The structure, techniques or criteria for writing the final report must follow the
guidelines established by the sponsoring institution or the one to which the author
belongs. The form of the report also varies depending on whether it is to be
published in a scientific journal or in a journalistic chronicle, presented at a
Congress or obtained an academic degree.

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 We can observe that the theoretical framework is not established as a stage
in the research process, but is found throughout the process, when the researcher
defines the problem, chooses the variables, operationalizes them, proposes a
hypothesis, etc., the researcher He does so consciously or not, of a theoretical
framework, that is, the theoretical framework is found throughout the process
because it is the source of the decisions he makes.
The described phases of the research process can be subdivided into others,
merged into groups or other methodological routes proposed; but they must always
be defined and justified by their purpose, which is to pose and solve a research
problem. Some other methodological routes begin by proposing a hypothesis or
defining the theoretical model that will be used and based on this the other stages
are proposed.

2. Elements of Quantitative and Qualitative Research

In research it is not convenient to talk about Qualitative Paradigm, Qualitative

Methodology or Qualitative Research; since qualitative or quantitative are
approaches to scientific research, and both can be used in the same research,
interacting their methodologies.

We believe that the differences do not occur at the level of the type of problem that
is intended to be investigated, but at the level of the methods and instruments that
each person applies and the way in which they treat the results.

2.1 Elements of Qualitative Research

In the application of the qualitative research process we should talk about in-
depth understanding instead of accuracy, it is about obtaining the deepest
understanding possible.

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 Among the main elements of this methodology we can mention:

2.1.1 It is inductive

2.1.2 Holistic perspective, that is, it considers the phenomenon as a whole

2.1.3 These are small-scale studies that only represent themselves

2.1.4 Emphasizes the validity of research through the proximity to empirical reality
that this methodology provides.

2.1.5 Does not usually test theories or hypotheses. It's mainly a method to
generate theories and hypothesis

2.1.6 It does not have procedural rules. The data collection method is not
previously specified. The variables are not operationally defined, nor are they
usually susceptible to measurement.

2.1.7 The basis is in intuition. Research is flexible, evolutionary and recursive

nature

2.1.8 In general it does not allow statistical analysis

2.1.9 Findings that were not anticipated can be incorporated

2.1.10 Qualitative researchers participate in research through interaction with the

subjects they study, it is the measurement instrument

2.1.11 They analyze and understand subjects and phenomena from the
perspective of the last two; You must eliminate or set aside your prejudices and
beliefs

2.2 Elements of Quantitative Research

Hurtado and Toro (1998). "They say that Quantitative research has a linear
conception, that is to say that there is clarity between the elements that make up

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the problem, that it has definition, limit them and know exactly where the problem
begins, it is also important to know what type of incidence exists between its
elements".

For quantitative research to exist, a relationship whose nature is linear is

required between the elements of the research problem. That is to say, that there
is clarity between the elements of the research problem that make up the problem,
that it is possible to define it, limit them and know exactly where the problem
begins, in which direction it goes and what type of incidence exists between its
elements.

The elements constituted by a Linear research problem are called: variables,

relationship between variables and unit of observation.

2.2.1 Objectivity is the only way to achieve knowledge, which is why it uses
exhaustive and controlled measurement, trying to seek its certainty

2.2.2 The object of study is the singular Empirical element. He maintains that since
there is a relationship of independence between the subject and the object, since
the researcher has a perspective from the outside

2.2.3 Theory is the fundamental element of Social research, it provides its origin,
its framework and its purpose

2.2.4 Explanatory and predicative understanding of reality, under an objective,

unitary, static and reductionist conception

2.2.5 Linear conception of research through a deductive strategy

2.2.6 It is a Hypothetical – Deductive method.

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 Conclusion

After having carried out this work, we can conclude that research is a rigorous,
careful and systematized process in which it seeks to solve problems, whether it is
a lack of knowledge (scientific research) or management, but in both cases it is
organized and guarantees the production of knowledge or viable alternative
solutions.

Research is a methodical and systematic process with perfectly defined phases,

aimed at solving scientific problems or questions, through the production of new
knowledge, which constitutes the solution or answer to such questions, with the
purpose of obtaining results to the objectives. raised

Quantitative research is research that analyzes various elements that can be

measured and quantified. All information is obtained based on samples of the

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 population, and its results can be extrapolated to the entire population, with a
certain level of error and level of confidence.

Qualitative research accounts for the credibility of the communication, or the

concepts, or the benefits offered. Qualitative studies look at the individual, on the
one hand, and on the other hand, they look at the product. These observations will
acquire a probabilistic character, and therefore projectable to the universe, in a
second stage of the research that will now be quantitative.

It is for all the above, that we can conclude that in a scientific investigation, the
qualitative or quantitative methodology can be applied perfectly, or in some cases
both, to be able to reach a result of the objective investigated with better certainty,
by virtue of the fact that these two methodologies They help the author to
understand such important variables of a topic as the qualitative field and the
quantitative field expressed perfectly in qualities and quantities of the object of
study.

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