Research Methodology

In the realm of academic inquiries, the choice of research approach plays a pivotal role in the
investigation process. Deciding a research approach is not a matter of likes and dislikes or an
issue of convenience. The question of which procedure to choose is the question of what
worldview to opt for. A researcher’s perspective of world view plays a fundamental role in a
research study’s design. Predominantly, research studies fall into three domains; quantitative,
qualitative, and mixed-method research. They differ in their basic philosophical assumptions,
research strategies and methods employed in conducting a research study (Cresswell, 2014).
However, the paradigm distinction is more monumental in delineating the difference as it lays
out the research framework. For instance, a positivist approach relies on quantitative data
analysis whereas a constructivist approach demands a qualitative analysis. This essay elucidates
a quantitative research study by explaining the choices a quantitative researcher makes while
conducting a study. It expounds on what makes a study quantitative. The essay is divided into
four parts: research problems, research paradigm, research strategies and research methods, and
conclusion.

As defined by Cresswell (2014), quantitative research is an approach used for testing the
objectivity of a hypothesis by analyzing the relationship between set variables. Quantitative
research is deeply rooted in philosophical approaches like positivist and postpositivist paradigms.
Both paradigms advocate the scientific analysis of world phenomena, scrutinizing issues and
problems with objectivity (Issac and Michael, 1998). Similarly, it is a research framed in terms
of numbers with close-ended questions. Also, the quantitative data collected are in numbers. A
quantitative researcher applies strategies like surveys and experiments (Pandey, 2015).
Following the given strategical approach, data collection methods like questionnaires and
observation are employed to gather data. The aforementioned strategies and methods are
predominantly used in quantitative research, however, there are also some other methods
available for data collection (Mertens, 1998). For example, content analysis with texts can
generate some numerical data which could be handy in quantitative research (Cresswell, 2014).
Moreover, the analysis of collected numerical data involves a process which includes steps like
coding and grouping of data, setting frequencies and their distribution and establishing
connections between variables. These days software like SPSS can easily assist a researcher with
processing the given data (Denscombe, 2007).

The first and foremost important element that asks for a quantitative approach is the nature of
research problems and research questions. According to Cresswell (2014), a research problem
that calls for the identification of factors that influence an outcome, the utility of an intervention,
or understanding the best predictors of outcomes, then a quantitative approach is the most
suitable approach to conduct that research. It can also be the best approach to test a theory or
explanation. For instance, a researcher is interested in finding the role of essay writing skills in
passing the Central Superior Services exam. In such a case, it's more suitable for a researcher to
opt for a quantitative approach. Similarly, a researcher can test the validity of the hypothesis that
students who lack essay writing skills fail CSS exams more frequently by using a quantitative
approach. Thus, from the above examples, it could be established that the research problem at
large and research questions in particular set the trajectory of a quantitative approach for the
researcher.

A researcher who believes in objectivity rather than subjectivity of things will tend to adopt a
quantitative research approach. If he/she supports the idea that the only reality that exists is the
one that can be observed, measured, and tested then a quantitative approach is the most suitable
research framework to apply (Kumar, 2011). The above-given perspectives are the fundamental
postulates of a positivist approach. As explained by Cresswell (2014), a postpositivism
perspective advocates a deterministic view of the relation between causes and outcomes as could
be observed in experiments. Research involving a positivist approach entails scientific
procedures, and collecting empirical evidence. A research study is carried out to identify and
assess the causes that influence the outcomes. In such research studies, ideas are reduced to small
sets of variables that are tested in terms of the hypothesis. As a reductionist approach, it reduces
the data to numbers so that it can be measured. Besides, a positivist researcher emphasizes the
objectivity of research by focusing on observable data like in experiments and participant
observations. For example, a researcher is interested in finding about the victimization
experience of people with disabilities. General observations and previous studies suggested that
people with disabilities suffer more from psychological, economic and physical abuse. In this
case, the researcher with a positivist approach will set variables and through either observations
or surveys would establish relation between both factors i.e. abuse and disability (Moustakas,
1998). From the given argument, it could be maintained that a quantitative approach differs from
other strategies in terms of philosophical paradigms.

As evident the philosophical approach decides the research design framework. Consequently, a
researcher with a quantitative approach will differ in research strategies as well. Most commonly
applied research studies include experiments and surveys (Kothari, 2004). Both strategies assist
in collecting objective, measurable data (Denscombe, 2007). Generally, experiments are
empirical investigations under control conditions designed to examine the properties of, and
relationships between, specific factors. An experimental approach is used to identify causal
factors for a particular outcome (Cresswell, 2014). In experiments, the researcher assesses
variables by providing a specific treatment to one group and withholding it from another and
then determining how both groups scored on an outcome. Experiments include true experiments,
with the random assignment of subjects to treatment conditions, and quasi-experiments that use
nonrandomized assignments (Keppel, 1991). Besides, experiments rely on detailed empirical
observation of changes. With the help of experiments, two types of quantitative research can be
carried out: First, it can assist in discovering causal relations, and second, it can describe a
relation among variables (Merten, 1998). As argued by Campbell and Stanley (1963), previously,
there were only two types of experiments available to test the variables or establish the relation
between variables. These two types were true and quasi-experiments. The newly developed types
are applied behavioural analysis or single-subject experiments and causal-comparative research.
In a single-subject applied experiment, an experimental treatment is administered over time to a
single individual or small group of people, whereas in a causal-comparative study, two or more
groups are studied in terms of a cause that has already happened. For example, a student feels
uneasy in class and creates a disturbance. The underlying hypothesis or cause for such behavior
could be boring teaching methods. To test the hypothesis, an experiment could be designed
where two groups are selected. One group is treated with interesting teaching methodologies and
the other with boring strategies. The outcomes will then either validate or reject the hypothesis.

On the contrary, surveys, as Denscombe (2007) defined, refer to a comprehensive and detailed
study of variables. A survey is an approach in which empirical research of a given point in time
is carried out to incorporate as wide and inclusive data as possible. A survey provides a
quantitative or numeric description of trends, attitudes, or opinions of a population by studying a
sample of that population. It includes cross-sectional and longitudinal studies using
questionnaires or structured interviews for data collection, with the intent of generalizing from a
sample to a population (Fowler, 2008). However, for quantitative research, questionnaires and
closed-ended questions are more instrumental in collecting comprehensive data (Miller and
Salkind, 2002). Based on the research topic and decided variables, a questionnaire and an
interview need to be designed. Both data-collecting methods have the power to impact the results
significantly. Therefore, they must be framed appropriately. Besides, the validity of the
instrument can be tested with tests like alpha-reliability or factor analysis tests with the help of
SPSS software (Mertens, 1998).

Moreover, the objective data collected in quantitative research can be generalized more easily
than subjective data collected through a qualitative approach. However, to maintain objectivity in
quantitative research, the sampling technique also plays a crucial role. Generally, sampling
means identification of respondents or the people from whom the researcher is going to collect
the data (Mertens, 1998). The data collected need not only to be sufficient but must be from the
relative audience of the given research topic. An appropriate sampling plan ensures both factors.
There are different types of sampling techniques: but the most common sampling techniques are;
probability sampling, non-probability sampling, purposive sampling, and, convenience sampling.
In probability sampling, the selection of respondents is random (Densombe, 2007). Every
respondent has an equal chance to be selected. Probability sampling can be further divided into
systematic, stratified, quota, cluster and multi-stage sampling. In contrast, in non-probability
sampling, the respondents are not selected randomly. In such a case, the respondents are selected
based on certain pre-decided criteria. The purposive sampling, as the name suggests, the
respondents are hand-picked for the research. The respondents are selected based on the research
purpose that they can serve. Lastly, in convenience sampling, the researcher chooses respondents
based on his/her convenience (Cresswell, 2014).
Furthermore, in quantitative research, the data collected is numerical. In the case of
questionnaires, data analysis involves two steps. First, the identification of statistical apparatus or
program is required. The most commonly used program is SPSS. It helps in testing the major
inferential research questions or hypotheses in the proposed study (Mertens, 1998). The
inferential questions or hypotheses relate variables or compare groups in terms of variables so
that inferences can be drawn from the given sample (Cresswell, 2014). Moreover, it is important
to provide the rationale behind using a certain instrument. Once the inferences are made, the
second step is to present the data in tables and graphs and interpret the data from numbers into
words (Blalock, 1969). On the contrary, as Cresswell (2014) suggested, experimental data can
be analyzed with the help of tests like univariate analysis of variance (ANOVA), analysis of
covariance (ANCOVA), or multivariate analysis of variance (MANOVA, multiple dependent
measures). Lastly, the data is then interpreted from statistical terms to general terms for
understanding.

From the above discussion, it could be inferred that choosing a research approach largely
depends on the research problem or the selected epistemology of the researcher. A quantitative
research framework demands an epistemology of a positivism/postpositivism paradigm. A
quantitative research design provides a set of possible strategies and methods to collect and
analyze the data. Based on the research purpose and the researcher's convenience, the researcher
can choose the most suitable. However, as mentioned earlier, each option has an impact on the
study outcomes; therefore, the choice must be made with great diligence. The given essay
discusses quantitative research in general. Similarly, the concepts are discussed briefly for
general understanding. In specific fields, quantitative research might demand specific expertise
and cautions. Also, the topics discussed might carry a more specific connotation in various
fields. Therefore, a detailed and comprehensive apprehension is required on the researcher's
behalf before conducting a research study.

References
Blalock, H. (1969). Theory construction: From verbal to mathematical formulations. Englewood
Cliffs, NJ: Prentice Hall.

Campbell, D., & Stanley, J. (1963). Experimental and quasi-experimental designs for research.
In N. L. Gage (Ed.), Handbook of research on teaching (pp. 1–76). Chicago: Rand
McNally.

Cresswell, J.W. (2014). Research Design. SAGE publication, New Delhi.

Denscombe, M. (2007). The Good Research Guide. Open University Press, England.

Fowler, F. J. (2009). Survey research methods (4th ed.). Thousand Oaks, CA: Sage.

Isaac, S., & Michael, W . B. (1981). Handbook in research and evaluation: A collection of
principles, methods, and strategies useful in the planning, design, and evaluation of
studies in education and the behavioral sciences (2nd ed.). San Diego, CA: EdITS

Keppel, G. (1991). Design and analysis: A researcher’s handbook (3rd ed.). Englewood Cliffs,
NJ: Prentice Hall.

Kothari, C. (2004). Research methodologies: For Social Research. NEW AGE International,
New Delhi.

Kumar, R. ( 2011). Research methodologies. SAGE Publications, London.

Pandey, P, M. (2015). Research methodology: Tools and Techniques. BRIDGE CENTER,

Miller, D. C., & Salkind, N. J. (2002). Handbook of research design and social measurement
(6th ed.). Thousand Oaks, CA: Sage.

Moustakas, C. (1994). Phenomenological research methods. Thousand Oaks, CA: Sage.