Higher Education: Research Methods in Education Assignment, 2024

This assignment solution explores the core concepts of educational research methods, specifically focusing on the distinction between quantitative and qualitative approaches within the social sciences. It examines how these methods are utilized, their strengths, and weaknesses, and the ongoing debate regarding their integration. The solution also delves into the process of formulating effective research questions, outlining the "FINERMAPS" acronym and various formats for research questions, including identifying areas of interest, reviewing existing literature, and refining the scope of inquiry. Furthermore, the solution provides a detailed explanation of the parameters used to evaluate the effectiveness of a research question. The assignment solution references key literature to support its arguments, providing a comprehensive understanding of research methodologies in education.

Introduction to Educational Research

Question 1
The notion of Quantitative and Qualitative divide in the social science
Social science is considered as the backbone of natural sciences and it uses empirical
and measurable methods to get a conclusion. As the study of natural science uses the
scientific method, likewise social science uses quantitative and qualitative research methods
to support their research analysis. ‘Quantitative’ method represents some mathematical data,
theory, hypothesis examining, a statistical model that integrates the fundamental concept of
social research. It has a generalized approach towards its findings. In contrast, Qualitative
research method has openness and responsive to the subject. Qualitative research represents
the data collecting and analysis technique. It characterizes logic, ethnography, open-ended
interview, Case-study, comparative method, introspection literary criticism, historical
evidence, etc. Qualitative research works in inductive progression to bring insight for the
researcher whereas Quantitative method deductive in its approach represented by a well-
organized data structured technique. There are two schools of thought: one group of
individuals believe that these two methods are entirely separate and the other group believes
the best of two alternatives can be mingled for the best solution. Maxwell (2015) argues that
a researcher can use both alternative methods simultaneously by bringing the best of both;
whereas Young (2010) refutes by saying that this combined method disobeys the politics of
legitimacy regarded with the choice of method. Levitt, Motulsky, Wertz, Morrow &
Ponterotto (2017) concluded the debate by aligning Qualitative research with quantitative
research method; as per him, the quantitative data is derived from the qualitative analysis
whereas qualitative data is expressed or can be changed through quantitative numerical.
How productive is this distinction in the social sciences?
The purpose of the research is to seek a solution or answer to a problem. Natural
science follows the objective method, whereas the movement of social science from 1960
brings a distinctive choice by considering the subjective approach. The qualitative research is
prone to subjective whereas the quantitative is strongly objective. Before the movement of
the naturalistic approach towards research, social reality is judged by the objective approach
and is believed to be external to the human being. Naturalist movement starts to consider the
influence of social reality on individuals, their subjective experience which is judged by
qualitative analysis. In order to find out the importance of this distinction, the researchers
allow various ontological, epistemological questions while conducting positivism,

interpretivism, and critical paradigm. The questionnaires used in research are considered as a
quantitative method, on the other hand, interviews and observations are categorized as
qualitative. Young (2010) assumes that quantitative brings out positivist ontologies while
quantitative is indulged in interpretive and critical paradigms. Critical research like Feminism
is relatively considered qualitative approaches than preferring quantitative techniques.
Practically, the method is too complicated when interviews are formulated in a numerical or
structured manner and non-numerical answers are converted to numeric form. Likewise,
surveys are conducted through open-ended answers which help in building the profundity.
The distinction is productive as quantitative research can prove an assumption through a large
scale representation of data which is often wrongly viewed by assembling facts in a
qualitative approach. On the contrary, the qualitative approach is less focussed on the breadth
of data, rather aimed at bringing the depth in insight. The distinction implies the
epistemological commitment of social research method which points out the epistemological
incompatibility between qualitative and quantitative method (Burton & Bartlett, 2009).
Bryman (2016) points out the paradigm argument which says mixed research method has
incommensurable paradigms where integration is made superficially, no grounded discipline
is followed.
Question 2
How do researchers formulate research questions?
The researchers have to formulate the research question initially before starting the
research as it points out the challenging areas or the areas of concerned. A formulation of the
research question is evaluated by the use of an acronym, "FINERMAPS". This term denotes
feasible, interesting, novel, ethical, relevant, manageable, appropriate, potential value,
publishability, and systematic (Mohajan, 2017). A different format of Research question can
be formulated based on the existence of the phenomenon, description and classification,
composition, relationship, comparative, and causality (Khan, 2014).
 The primary step of developing a Research Question is to identify on the wider
subject of interest that leads the researcher to investigate (Walter, 2017). For example,
hormone levels in hyperthyroidism;
 The second step is to focus on the general views on that subject. The researcher has to
study the existing literature on that topic. For example, studies on thyroxine (T4) and
triiodothyronine (T3) levels in hyperthyroidism.

 The third step is to find out the gap of knowledge regarding the subject; For example,
the reproduction of other hormones that participate in that hormone imbalances.
 The third step is to review the implication of the questions. Considering each of the
generalized questions the researcher reaches to the specification. For example, the
different levels of hormones from hyperthyroid affected people to the normal
population.
 The researcher reduces the breadth of focus and scope of the subject while developing
the Research question. For example, reviewing the reproductive hormone levels in the
hyperthyroid patient and the abnormalities of those hormonal imbalances.
 After framing the question, the researcher reviews the question to judge the
effectiveness of the Research question or whether it needs revision. The evaluation
considers some parameters:
 The first parameter is the clarity of the research question which helps the
researcher to be more direct in his or her research.
 The second parameter asks to be more focussed or specific so that the Research
question covers all the areas of concern.
 The third parameter asks the complexity of the research question which cannot be
answered in ‘yes’ or ‘no’; rather analysis needed on behalf of the research writer
for why this yes and why this is no.
 The fourth parameter asks the acceptance of the research or the interest of the
topic. This parameter judges whether this research helps a large number of people
or it is only an individual’s interest. Kishore, Vasundhra & Anand, (2011) point
out by saying, whether the Research question sheds light on the previous literature
on research, or it solves a problem arises newly.
 These parameters also review whether the topic is researchable in terms of its time
frame and the capability of resources.
 The parameters review the feasibility of the methodology.
 The parameters include the ability of measurement of that Research questions.
Mohajan (2017) describes the feasibility of the produced data in terms of
supporting or creating contradictions.
 After the formulation of the research question, the researcher needs to think about the
argument to support or contradict. In this stage, the researcher takes help from the
academic theories.

 Next, the Researcher has to understand the implication of the Research. It leads to
demonstrate the practical implication of the research, such as developing HR policies
for employees with disabilities.

References
Question 1
Bryman, A. (2016). Social research methods. Oxford: Oxford University Press.
Burton, D., & Bartlett, S. (2009). Key issues for education researchers. Sage.
Levitt, H., Motulsky, S., Wertz, F., Morrow, S., & Ponterotto, J. (2017). Recommendations
for designing and reviewing qualitative research in psychology: Promoting
methodological integrity. Qualitative Psychology, 4(1), 2-22. doi: 10.1037/qup0000082
Maxwell, J. (2015). Expanding the History and Range of Mixed Methods Research. Journal
Of Mixed Methods Research, 10(1), 12-27. doi: 10.1177/1558689815571132
Young, M. (2010). Book Reviews: Anthropology off the Shelf: Anthropologists on
Writing. The Australian Journal Of Anthropology, 21(2), 269-270. doi: 10.1111/j.1757-
6547.2010.00084.x
Question 2
Khan, S. (2014). Qualitative Research Method: Grounded Theory. International Journal Of
Business And Management, 9(11). doi: 10.5539/ijbm.v9n11p224
Kishore, J., Vasundhra, S., & Anand, T. (2011). Formulation of a research question. Indian
Journal Of Medical Specialities, 2(2). doi: 10.7713/ijms.2011.0047
Mohajan, H. (2017). Two criteria for good measurements in research: validity and
reliability. Annals Of Spiru Haret University. Economic Series, 17(4), 59-82. doi:
10.26458/1746
Walter, M. (2017). Social Research Methods ebook. Melbourne: OUPANZ.