Ranjit Kumar-Research Methodology A Step-by-Step G-19-20

Preface
This book is based upon my experiences in research as a student, practitioner and teacher. The
difficulties I faced in understanding research as a student, my discoveries about what was applicable and
inapplicable in the field as a practitioner, and my development of the ability effectively to communicate
difficult concepts in simple language without sacrificing technicality and accuracy as a teacher have
become the basis of this book.
Research methodology is taught as a supporting subject in several ways in many academic disciplines
such as health, education, psychology, social work, nursing, public health, library studies and marketing
research. The core philosophical base for this book comes from my conviction that, although these
disciplines vary in content, their broad approach to a research enquiry is similar. This book, therefore, is
addressed to these academic disciplines.
It is true that some disciplines place greater emphasis on quantitative research and some on
qualitative research. My own approach to research is a combination of both. Firstly, it is the objective
that should decide whether a study be carried out adopting a qualitative or a quantitative approach.
Secondly, in real life most research is a combination of both methods. Though they differ in the
philosophy that underpins their mode of enquiry, to a great extent their broad approach to enquiry is
similar. The quantitative research process is reasonably well structured whereas the qualitative one is
fairly unstructured, and these are their respective strengths as well as weaknesses. I strongly believe that
both are important to portray a complete picture. In addition, there are aspects of quantitative research
that are qualitative in nature. It depends upon how a piece of information has been collected and
analysed. Therefore I feel very strongly that a good researcher needs to have both types of skill. I follow
a qualitative–quantitative–qualitative approach to an enquiry. This book, therefore, has been written to
provide theoretical information in an operational manner about methods, procedures and techniques that
are used in both approaches.
Research as a subject is taught at different levels. The book is designed specifically for students who
are newcomers to research and who may have a psychological barrier with regard to the subject. I have
therefore not assumed any previous knowledge on the part of the reader; I have omitted detailed
discussion of aspects that may be inappropriate for beginners; I have used many flow charts and
examples to communicate concepts; and areas covered in the book follow a ‘simple to complex’
approach in terms of their discussion and coverage.
The structure of this book, which is based on the model developed during my teaching career, is
designed to be practical. The theoretical knowledge that constitutes research methodology is therefore
organised around the operational steps that form this research process for both quantitative and
qualitative research. All the information needed to take a particular step, during the actual research
journey, is provided in one place. The needed information is organised in chapters and each chapter is
devoted to a particular aspect of that step (see Figure 2.3). For example, ‘Formulating a research
problem’ is the first operational step in the research process. For formulating a ‘good’ research problem,
in my opinion, you need to know how to review the literature, formulate a research problem, deal with
variables and their measurement, and construct hypotheses. Hence, under this step, there are four
chapters. The information they provide will enable you to formulate a problem that is researchable.
These chapters are titled: ‘Reviewing the literature’, ‘Formulating a research problem’, ‘Identifying
variables’ and ‘Constructing hypotheses’. Similarly, for the operational step, step III, ‘Constructing an
instrument for data collection’, the chapters titled ‘Selecting a method of data collection’, ‘Collecting
data using attitudinal scales’ and ‘Establishing the validity and reliability of a research instrument’ will
provide sufficient information for you to develop an instrument for data collection for your study. For
every aspect at each step, a smorgasbord of methods, models, techniques and procedures is provided for
both quantitative and qualitative studies in order for you to build your knowledge base in research
methodology and also to help you to select the most appropriate ones when undertaking your own
research.
It is my belief that a sound knowledge of research methodology is essential for undertaking a valid
study. To answer your research questions, up to Step V, ‘Writing a research proposal’, knowledge of
research methods is crucial as this enables you to develop a conceptual framework which is sound and
has merits for undertaking your research endeavour with confidence. Having completed the preparatory
work, the steps that follow are more practical in nature, the quality of which entirely depends upon the
soundness of the methodology you proposed in your research proposal. Statistics and computers play a
significant role in research but their application is mainly after the data has been collected. To me,
statistics are useful in confirming or contradicting conclusions drawn from simply looking at analysed
data, in providing an indication of the magnitude of the relationship between two or more variables
under study, in helping to establish causality, and in ascertaining the level of confidence that can be
placed in your findings. A computer’s application is primarily in data analysis, the calculation of
statistics, word processing and the graphic presentation of data. It saves time and makes it easier for you
to undertake these activities; however, you need to learn this additional skill. This book does not include
statistics or information about computers.
The third edition of the book incorporates some of the suggestions made by the reviewers, colleagues
and students on the first and second editions. There are some major changes in the third edition:

I have taken a very bold step in breaking down, where possible, the wall between qualitative and
quantitative research by describing both methodologies parallel to one another within a common
framework. A lot more information on qualitative research has been added and integrated with the
current eight-step research model. Now, almost each chapter has a new section that is specifically
devoted to information related to qualitative research pertaining to the main theme of the chapter.
For example, Chapter 9, ‘Selecting a method of data collection’, now has a section ‘Methods of
data collection in qualitative research’ that specifically discusses the major methods of data
collection in qualitative studies. Similarly, Chapter 8, ‘Selecting a study design’, has a section
‘Study designs in qualitative research’ that is devoted to the designs dominantly used in qualitative
research. As far as possible each chapter also has information on other aspects of qualitative
research along with the existing quantitative body of knowledge.
More in-depth field examples, based upon actual experiences, have been incorporated to explain
procedures and methods.
Exercises, a part of the Appendix, have now been thoroughly revised with the expectation that
those who are developing a research project can operationalise the theoretical knowledge in an
actual situation to evaluate the application of theory to practice in addition to developing their
research project.
A glossary of technical terms is a new addition to this edition. This will provide students with
readily available definitions and meanings of technical terms in one place.
Title pages dividing chapters and operational steps have now been redesigned to provide greater
clarity as well as informing students in advance what they are expected to learn in a chapter. Also,

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Preface

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