The Difficulty Of Producing One Definition Of Methodology

Research methodology is conceptualised as the overall approach of the investigator to achieve the aim and objectives of the research study (Saunders et al, 2012). The literature has pointed out that effectiveness and efficiency of research methodology has a direct impact on its feasibility, reliability and authenticity (Bryman & Bell, 2015). This is the reason, it is proposed that standardised frameworks should be used to develop overall research strategy that is optimised for the aim and objectives of any given research.

Research methods are “the various specific tools or ways data can be collected and analysed, e.g. a questionnaire, interview, etc.” (Neville, C, 2007).

There is a particular way in which all research works are carried out. It starts with an issue. It is usually in the form of having little knowledge about the particular subject, knowledge gap or it is some kind of a puzzle. The next step once the identification of the problem is made, is to go through all existing relevant studies in an organized manner to identify potential visions or gaps. The third step is to narrow down the problem to make the hypothesis. When the research is at its end, it should either approve or dismiss the hypothesis. After the third step, the researchers must design the type of research they want to do. Then they must choose a method to successfully conduct the research.

Data collection methods- the researcher needs to pick how the information for this subject can be collected (observation, questionnaires, interviews) and so forth. Analysis and presentation of findings- the researcher needs to use reports and other information gathering it into one to present the hypothesis. Conclusion- what does the studies say about this topic, this is based on all the information that was gathered together to get the correct conclusion.

The methodology selected provides the researcher the framework to present information in a logical manner. The methodology section answers two fundamental questions: How data was collected or created and, how the data was examined and determined (Research, n.d.)?

Research methodology and methodological approaches that is, the structured process of conducting research and the overall concepts and theories which underpin research respectively (Bryman, 2008), occupy a central position in the research process as they are both shaped by and translate the researcher’s epistemological position. Epistemology then refers to a researcher’s philosophical stance about the nature, derivation and scope of knowledge (Gilbert, 2008). These positions are seldom ‘spelt out’ but rather understood in the matter of research methodology and approach (Sarantakos, 2005).

The researcher will look at different methods and decide which should use to gather the information required to answer the hypothesis questions. These methods may both include quantitative and qualitative approach such as interviews, questionnaires, conducting experiments or gathering data through statistic. After choosing appropriate methods, the researcher will investigate possible ethical implications, validity and reliability of the data collected.

* Research Methodology – is the general approach the researcher takes in carrying out the research project, to some extent, this approach dictates the particular tools that the researcher selects.

A Methodology (2-3 pages) specifies research design, data collection, measurement, and data analysis methods. Regarding the first three parts, you can convert the information described in the codebook into your words.

Research Design The overall design of the research project entailed a qualitative approach, as I sought firsthand perspectives of the students’ experiences through interviews, and

In conclusion, there are many different data collection methods that are used for research. Many arguments in

This study will be conducted using the qualitative case study method of research. As noted by Merriam (2009), “qualitative researchers are interested in understanding how people interpret their experiences, how they construct their worlds, and what meaning they attribute to their experiences.” As defined by Merriam (2009), “a case study is an in-depth description and analysis of a bounded system” (p. 40). Likewise, defined by Merriam as, “understanding the meaning people have constructed, that is, how people make sense of their world and the experiences they have in the world.” Patton explains qualitative research as:

After accepting the post of a year 2 class teacher at St John’s Primary School, I have analysed the data given to begin to gain an understanding of my future class. DFE (2011) Teachers’ Standard six notes that you must use relevant data to monitor progress, set targets, and plan subsequent lessons. Even though I have been given a variety of information, it is important that I do not form any general beliefs and presumptions about the children in my class before getting to know them in person. Instead I will use the data to give me an idea of the areas I need to focus on when starting my new job.

The teaching and learning cycle is about how we assess and teach learners and the different stages of teaching and learning. There are four stages in the teaching and learning cycle: initial and diagnostic assessment, course and lesson planning, teaching and learning, and assessment and review (summative and formative assessment). Each stage is key in determining what happens in the next stage and that ‘the cycle involves a complex interweaving of the two’: teaching and learning (Derrick and Gawn, in Schwab and Hughes 2010: 282. Gravells suggest that for teaching and learning to be effective, all stages must be addressed (Gravells 2012).

Qualitative research is a technique of promoting research that stresses the quality according to the user’s point of view and approaches. In depth interviews and focus groups are best examples of qualitative research. [Laura Lake, 2009]