Research Methods Are Used For Conducting Research

Although the purposes and characteristics of action research are similar between researchers, criticisms of this methodology lie in the restrictiveness and ‘confusing array’ of models (Davis, 2013; Costello, 2011). With a large variety of models, a few examples are given here to show the variation between each. Costello (2011) refers to an action research model by Denscombe (2007, p.126). This model demonstrates the cyclical process of action research and includes five components: professional practice, critical reflection, research, strategic planning, and action. The idea of this framework is that it involves beginning with professional practice and reflecting on this. It is through reflection that there may be an identification of an issue or problem and it is this issue which requires research. Once an inquiry is completed, the research findings become the starting point for the instigation and development of an action

Action research is a reflective process of progressive problem solving led by individuals working with others in teams or as part of a "community of practice" to improve the way they address issues and solve problems. Action research can also be undertaken by larger organizations or institutions, assisted or guided by professional researchers, with the aim of improving their strategies, practices, and knowledge of the environments within which they practice.

Qualitative research is conducted in a natural setting and attempts to understand a human problem by developing a holistic narrative and reporting detailed views of informants about the culture of a problem. It forms a report with pictures and words. One of the most important distinctions that sets qualitative research apart from more traditional types of research is that qualitative research is holistic in that researchers study phenomena in their entirety rather than narrowing the focus to specific defined variables” (p. 93). Similarly, Cresswell (1984) indicated that qualitative research “is defined as an inquiry process of understanding a social or human problem, based on building a holistic picture, formed with words, reporting detailed views of informants, and conducted in a natural setting” (p. 2). Cresswell’s definition clearly delineates the major characteristics of qualitative research. Pg. 50 (Smith & Davis, 2010).

The following paper will discuss the qualitative research, while describing its dimensions, basic concepts, methods and differences. First, it will portray the four dimensions of the qualitative research: positivism, postpositivism, constructivism and objectivism, which are divided into epistemological and ontological. Secondly, it will describe the definition and basic concepts of the qualitative research; and thirdly, it will represent the five methods possible while conducting a qualitative research: phenomenology, ethnography, action research, grounded theory, and case study. It will elaborate each method’s definition, distinctive features and data collection methods. In the end, it will present the differences between all above mentioned research methods.

There are many different ways of studying the exact same behavior. The five identifications of research methods are naturalistic observation, survey method, case study, correlational design, and the experimental method. Each other research methods listed were used in an extensive amount of studies.

Several lines of research can be seen as the roots of qualitative methods. Leedy & Ormrod (2001) classified the qualitative research into descriptive, experimental and causal comparative research. Moreover, there are five areas of qualitative methods: case study, ethnography study, phenomenological study, grounded theory study, and content analysis. These five areas are representative of research that is built upon inductive reasoning and

Two techniques were used in collecting participants for the sample of the study. The first technique involved getting the approval of a Citrus Professor and administering surveys to students in their class after the lecture was completed. Before dispensing the surveys, students were instructed by the researchers to thoroughly, read over the consent form. In addition to this technique, researchers approach random students on campus and ask if they will be willing to take a short survey. The students then were briefly told about the purpose of the study, which was to see if there was a correlation between relationship satisfaction and academic performance, and then asked to read and give consent before participating.

Action Research believes that "Human organizations can only be understood as whole entities" (Baskerville, 1999) and that social processes are best to be studied when change is introduced to observe the effects of these. Furthermore, It makes use of a cyclical approach in order for an initial holistic understanding of a social setting. The action research literature has strongly challenged the character of positivism. It is believed that this type of research is derived from a different ontological basis; it tends to a humanistic social practice rather than a traditional natural science.

The purpose of action research is not only collect data but to aim for useful data that can be used to change the lives around us. According to Esterberg, “action researchers see knowledge as power” (pg. 137) thus meaning if individuals can see the inequality around them and are educated on it then they can use the “power” to change society and promote equality.

In action research, an individual or a group of colleagues applies scientific methods to real-life problems or issues occurring within a work or educational environment (Conscious Educating, 2009a). According to Dr. Waddell, “action research seeks to accomplish two goals, which are to stimulate learning and make a difference” (Waddell, 2007). Teachers, researchers, and administrators all evaluate, investigate, and analyze problems or concepts in hopes of improving them and thereby benefiting students, the classroom environment, and their own teaching practices.

According to Hayes. R. G (2012), Action Research (AR) is described as a process of learning by doing in other words it is a form of research that take actions for both solving a problem and learning from it. Action Research can also be defined as a process of continuously taking feedback while performing something action or while researching something new. According to Avison. D., Lau. F., Myers. M., & Nielsen. A. P. (1999), AR methodology is stated as continuous iterative process, where a certain rotation needs to be followed starting from “problem diagnosis, action

When utilizing a qualitative approach, the task becomes one of determining the qualitative method to be used. Additionally, Stake (2010) used purpose, research design, and methodical data techniques as a way of classifying types of qualitative research. Similarly, Cresswell & Cresswell (2007) spoke of five practices of qualitative research. These five practices consist of biography, phenomenological study, grounded theory study, ethnography, and case study. This researcher chose a phenomenological study for this research project.

In doing the research, the methodology must be appropriate so that the analysis findings could reach the objective. Research methodology proposed one procedure in order way to be follow to answer all the questions in the research that want to be made. Quoted by Denzin and Lincoln (1994), methodology is a process that related with research objective and data. In the others word, it is early research planning that include the research scope, data collection method, data collection process and data analysis method. For Ranjit (2005), methodology is one of crucial part in research, in order to ensure the research can be done in the systematic way Overall, this chapter will discuss on the research frame and the methodologies used in order to meet the research objectives. Research process been divided into three main parts there are preliminary research part, data collection and last one data analysis.

Information about the store’s current productivity enhancing program, target market, and other basic yet necessary numerical and qualitative data to develop a conception of the current state of the store

Researchers who perform qualitative case studies have many responsibilities. As a researcher, your roles should include: (1) collecting data, (2) defining methods of data collection, (3) analyzing data, and (4) presenting data results objectively and ethically (Swaratsingh, 2015). The criteria for assessing the quality of case-study research involves: credibility, dependability, confirmability and transferability (Houghton, Casey, Shaw, & Murphy, 2013). The researcher serves as an instrument in the data collection process (Pezalla, Pettigrew, & Miller-Day, 2012). As a researcher, I will develop a list of questions and conduct semi-structured, open-ended interview sessions with the participants (Houghton, Casey, Shaw, & Murphy, 2013).