Research Design and Methodology

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Question one
RESEARCH DESIGN AND METHODOLOGY
Research methodology
Research methodology refers to the techniques that are involved in the collection and analysis of
data (Heijden, 2012). The present study is investigating the association between quality of
teaching and educational outcomes. The research tries to answer the following research
questions;
1) How do the Malaysian students rate the quality of instructions given in the classroom?
2) How the classroom teaching quality can be improved in the higher education sector?
3) Is the feedback review by the students effective to find out the issues in the quality of
classroom teaching?
These research questions elicit for responses that provide a link between quality of classroom
teaching and educational outcomes. Based on the responses that the research questions shall
elicit, this research, therefore, makes use of a quantitative research technique. (Cotterill, 2012)
asserts that exploring relationships between variables could be defined as quantitative research.
(Cotterill, 2012) argues that the modelling of quantitative data (either numeric or categorical)
requires the use of quantitative techniques of data analysis. He further maintains that the
assembled data or collected responses provide a basis for justifying on whether qualitative or
quantitative techniques are to be used for analysis of the data.
Quantitative research is characterized by its orientation towards finding evidence to justify a
given hypothesis (Onwuegbuzie, 2015). This current study tries to discover as to whether or not
quality of teaching affects education. The puzzle under investigation is the research problem,

‘quality of teaching affects education.’ The basic reason that our research is oriented towards
seeking evidence justifies the fact that we should employ a quantitative research methodology. In
quantitative research, researchers try to investigate implications of research based on adjustment
of other variable(s).
Research design
Research design can be defined as the set of methods and procedures used for collecting and
analyzed research data (Haq, 2013). The type of research problem under investigation determines
the type of research design that shall be employed for the collection and analysis of data. There
are four main types of research designs for a quantitative research and they include; descriptive
research design. Correlational, quasi-experimental and the experimental research designs.
The research design that shall be employed for purposes of this study is the correlational research
design. A correlational study design is used to investigate relationships between variables. The
present research aims to investigate the association between the variables; teaching quality and
educational outcome. The study is not experimental and it does not involve the manipulation of
variables. The correlational study design is chosen for this stud as it answers the specific research
question on whether or not there exists a relationship between the quality of classroom teaching
and educational outcomes. The research design is used to gather enough evidence either to
justify of against a research claim.
Data collection
The present research shall make use of primary data. Primary instruments of data collection shall
therefore be employed. Due to its ease of use and the ability to collect data from many
respondents within the shortest time possible, an online survey shall be the instrument for

collecting data. The online survey shall involve the design and administration of an online
questionnaire to the target respondents. The survey questions shall elicit responses to the
research questions outlined in this paper.
Instruments
The instrument that will be used for collecting data from the target respondents for purposes of
this study shall be a questionnaire. The questionnaire shall be made available to the respondents
in online format.
The questionnaire will be used to seek answers to the following three questions;
1) How do the Malaysian students rate the quality of instructions given in the classroom?
2) How the classroom teaching quality can be improved in the higher education sector?
3) Is the feedback review by the students effective to find out the issues in the quality of
classroom teaching?
The rating of the quality of instructions shall be made possible by the use of a 5-point Likert
scale, with the dummy 1 representing strongly disagree, 2 represents disagree, 3 represents
neither agree nor disagree, 4 represents agree and 5 represents strongly agree. These responses
shall apply to the question on whether the students rate the quality of teaching as being good.
The Likert scale is widely used especially where respondents are expected to provide a rating of
a given research question.
The questionnaire shall be divided into three sections as follows;
Part A shall investigate students’ responses on the quality of teaching in their classrooms. The
students shall be expected to make claims on how much they agreed or disagreed on the