Characteristics of Research Methods - Coursework Example

Research Methods Introduction Research is a systematic process through which existing and new ideas are critically examined, argued in favor or against with the aim of validating theories. Ritchie et al. (2013) agreed that through such inquiries, organizations are in a good position to use the gathered information in making informed judgment and formulating decisions that are of good use in improving organizational growth. Organizations rely on research findings to make informed decisions that can pay off later. It is critical for organizations to clearly differentiate between qualitative and quantitative research methods because they are the core fundamental pillars in research. The discussion below elaborates and helps in understanding various aspects of research. 1. Discuss the difference between the research questions that address a problem being explored and the questions that might be used in an interview Research questions that address a problem are concerned with quantitative research. In this case, the questions give an exact description of a phenomenon. Since it has to answer a question, control is exercised in order to eliminate any form of bias that may arise during the research. In most cases, the information under this kind of research relies on cross-functional approaches and the data reduced to numerical codes for easy analysis. On the contrary, questions that might be used in an interview heavily rely on qualitative research. This indicates that the information under such a research does not require discrete numerical data but only seeks for explanations about a phenomenon. However, since researchers determine what is asked, there is a likelihood of biasness because they decide how to fit the questions in a situation. These questions employ verbal, and in other cases, use pictorial descriptions for effective understanding and analysis. 2. How are they similar? How are they different? a. Similarities According to Palinkas et al. (2013), both qualitative and quantitative research methods have a trace of bias. It is extremely difficult to eliminate bias in research. Using the methods concurrently helps researchers to cub bias since both methods can be used in checking each other. They actually complement each other. By In terms of data preparation, both methods, in a unique way require the use of verbal descriptions. They are a great pillar in understanding in research. Researchers are increasingly finding it difficult using the methods independently because they are intertwined together and just separated by a thin line. An effective combination provides quality research findings that address the problem and offer solutions in a logical and acceptable manner. b. Differences Questions that address a problem are objective in nature because they have to prove validity of the problem through statistical data. This is because the questions have to answer questions like how many? By answering such questions, they provide explanations about theories, phenomena. For this reason, it is always probabilistic in nature. However, questions used in an interview are always subjective. This is because they are only interested in answering what and why kind of questions thus making it non-probabilistic. It is concerned with measuring items using assumptions and beliefs vested in people. In terms of reasoning, questions that address a problem rely on deductive reasoning (Punch, 2013), which brings out logical concepts. This is because, explained earlier, it has to show proof of something, its originality and the impacts it has on the surrounding; theory testing. Questions that are used in interviews on the other side rely on inductive type of reasoning. The research purpose is to understand and build a theory, which makes it strive to be unique in delivering content so that the meaning is easily understood by everyone. 3. Discuss the advantages and disadvantages of using focus groups A focus group is used in research to gather qualitative data through discussions among people in that they give their perceptions, recommendations and ideas about a given topic. Advantages As an assessment tool, focus groups prove to be flexible because they the interactions between a supervisor and group participants gives an allowance for clarifications on issues that are not clear. Through in depth analysis of a topic, great ideas emerge thus providing solutions in a flexible manner. There are many types of focus groups; telephone focus group in particular is flexible enough to allow participants share confidential information that can be of great use in compiling data (Koskan et al., 2014). Disadvantages Literally, it is difficult to get and coordinate a group. This is because people have got different perceptions about groups and always busy and occupied ((Koskan et al., 2014).). In cases where participants are unfamiliar to each other, the supervisor may have a rough time coordinating them since they may not be willing to share, or arguments brought about by difference in options can end everything in a mess. The information gathered may not be accurate enough, because, depending on the setting, participants may be influenced to provide false accounts about events in order to protector win favors. It is always evident in situations where a high percentage of group participants are from the same location, religion, race or working class. 4. What are some limitations of using focus groups? Focus groups limit creativity and free information flow. Due to influence, fear and anxiety of being in a particular group, participants with correct information may fail to honestly speak it out. This makes it an ineffective method of extracting data. The moderator is concerned with extracting all the relevant information from participants. However, it is very likely for most participants to be biased due to influence (Zeldenryk et al., 2014). Depending on what they want to support regardless of whether they are genuine or not, brings out the bias. Group leaders are known to have influence of such kind. Another common limitation is time factor. People have different time schedules. Focus groups most cases require lots of time for discussions to bring out the major findings. This may not work as planned since people may not consider spending a whole day discussing issues unless they are paid at the end of it all. It is an indicator that the researchers may fail to get all the necessary information. In cases where a researcher has little time in collecting data, focus groups may not be effective. 5. What ethical considerations would a researcher need to consider when collecting qualitative data? Ethics play a critical role in shaping behavior and relationships in research. Even though they differ depending on the type of research and prevailing legal constraints, ethics are meant to promote safety participants, researchers and sponsors. Ethical considerations that a researcher has to bear in mind are as follows: Rights of all participants are paramount and thus violation can lead to serious consequences. Sponsors are entitled to get quality research results because they have heavily invested in it. A researcher has to adhere to all the stipulated ethical standards as applicable in the research profession and those applicable within the location where research is done. As a researcher, the responsibility of ensuring security is guaranteed to the whole team is essential. Team members need protection against any hostility in the location of research. In addition, their anonymity must be maintained (Hoagwood, 2014). A researcher must make sure that the whole team adheres to the research design. This means that team members for instance must not in any way fill in questionnaires when the participants have not done so. 6. Reasons for ethical considerations Participants deserve being protected from harm. The researcher can achieve this through explaining the benefits of carrying out the research and assuring them of privacy. Through this, the respondents can be at ease in participating in the surveys because they fully know the benefits. Through informed consent, researchers find it easy in gaining permission, and in situations where children are the respondents, it can be easy for parents and guardians to give permission. Through research ethics, sponsors can in three ways uphold their confidentiality: sponsor, purpose and findings nondisclosure. This means the ethics give them the power to disassociate themselves should the researcher fail to represent them in a good way (Farrimond, 2013). Such nondisclosures make researchers serious and geared to delivering quality research findings. In addition, it prevents sponsors from altering data in their favor or influencing respondents, omitting some important findings and making unacceptable recommendations. Team members are assured of safety. Through ethical considerations, team members receive appropriate training about the research field. The confidentiality agreement makes it possible for researchers to protect team anonymity. 7. How do research questions in a qualitative study differ from those used in a quantitative study? Questions in a qualitative study aim at helping people in understanding the existence of a theory. For this reason, it is common for such questions to take the form of why? This differs from questions used in quantitative study. Since the major aim of such a study is to test a theory, the question takes a form of how many? It clearly indicates that these two different studies employ different questions because they have different missions (Cook & Reichardt, 2011). The empirical research in these studies brings in the differences. As seen through the form of questions each of the study has to answer, it clearly indicates the difference. These two types of research studies differ in the style of formulating questions in a manner that is best known to researchers. Questions meant for an interview employ a lot of verbal communication, which is part of nature. This means the questions are formulated in regards to the type of response given by the interviewees. On the contrary, questions meant to address a problem remain rigid because every bit of the information is geared towards finding and analyzing an event. 8. Why do they differ? A very quick and accurate answer to such a question is because qualitative study is subjective while quantitative study is objective. As explained earlier on, being objective indicates an urge to deliver something through real proof. This requires the use of questions that can deliver discrete numerical data. This explains why questions in such studies differ. Another explanation lies deep in researcher involvement (McDonough & McDonough, 2014). Qualitative study, questions are highly dependent on the researcher. This means the study cannot happen without the researcher’s presence. Due to this inclination, the questions are always biased depending on how the researcher wants out of the respondents. In quantitative study, a researcher’s involvement is limited to a great extent in a sense that research questions are not biased thus adhering to the stated objectives. The research questions differ because of the research design. Qualitative research question tend to take a longitudinal approach thus making it easy to change according to situations. However, quantitative research questions adhere to cross-functional approach, which requires consistency. This means it can only stick to a single method as compared to the former, which can use more than one method. 9. Discuss the use of archival data in qualitative studies Archival data simply means already documented information. Most qualitative prefer using this kind of data especially when handling similar topics. The major sources of archival data include reports from both governmental and non-governmental agencies, academic and business institutions. They help in saving time that could have otherwise been wasted to get the same information from the field. In real sense, archival data provide a researcher with a huge informational content as compared to extracting the same from the field. By using information from different sources, it is easy to understand how events happened, make predictions and use it in developing a unique research finding. It is possible to find that the appropriate respondents do not have a clue about what a researcher really needs (Kumar, & Anderson, 2012). Through the use of archival data, it can be easy to come up with comprehensive data. In addition, this kind of data gives an allowance for researchers to track their findings over a long period of time. 10. When might their use be appropriate? Archival data is always appropriate in situations when it is relevant to the qualitative study. It is not humanly possible to use all types of archival data when they do not show relevance to the topic at hand. It importantly, not all researchers have the financial resources to physically fish out information from the respondents of places (Dent, 2011). Archival data comes in handy at such times because it can save small companies and individuals who lack resources in coming up with convincing research results. The same applies to when there is very little time to carry out research. This kind of data is only effective when it is available to the intended users. It is impossible to rely on it they do not exist in libraries and other places where it is supposed to have been documented. Actually, if a researcher already knows the data exists and can get access to it, there is very little need to carry out new researches in the field. Conclusion The discussion above provides a concrete understanding on various aspects in research. Through understanding qualitative and quantitative research methods, it is very easy in understanding how and why researchers prefer using one of the methods over the other. Ethics in research is something very crucial because it forms the backbone of successful research outcomes. Through adhering to the set standards, it is possible for researchers to effectively collect, analyze and report ethical information. With incorporation of other aspects like focus groups, the use of archival data, and the difference in questions used in qualitative and quantitative studies, research can be put to practice with much ease. References Cook, T. D., & Reichardt, C. S. (Eds.). (2011). Qualitative and quantitative methods in evaluation research (Vol. 1). Beverly Hills: Sage publications. Dent, C. W., Sussman, S., & Flay, B. R. (2011). The use of archival data to select and assign schools in a drug prevention trial. Evaluation Review, 17(2), 159-181. Koskan. A., M., Rice, J., & Gwede, C., K. (2014). Advantages, Disadvantages, and Lessons Learned in Conducting Telephone Focus Groups to Discuss Biospecimen Research Concerns of Individuals Genetically at Risk for Cancer. The Qualitative Report, 19.10: 1- 8. Kumar, N., Stern, L. W., & Anderson, J. C. (2012). 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A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2013). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and Policy in Mental Health and Mental Health Services Research, 1-12. Read More