HOW TO WRITE RESEARCH METHODOLOGY SECTION

By Dr. Adeson (Professional Research writer & coach)

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Introduction
A research paper’s methodology section must shed light on how you were able to collect or
generate your research data and demonstrate how you analyze them. Writing the methodology
of a research is an overwhelming process, especially considering the intricate elements covered
by this section. The aim of this guide is to guide researchers in their research methodology
writing, and to help them gain a clear understanding of a research methodology’s structure.

3.1 Research Approach

3.1.1 Quantitative and Qualitative Approaches:
Deductive research is consistent with quantitative research, as it focuses on scientific
principles, an examination of relationships between variables, highly structured research,
researcher independence from the topic, and a selection of samples that are sufficient in
size in order to generalize conclusions.
Inductive research is consistent with qualitative research, as it aims to gain an
understanding of events that humans attach meaning to and a close understanding of the
research context, as well as is more flexible in its structure to allow for emphasis on
different aspects of the research in order to more away from generalization, and allows the
researcher to be immersed in the research process.
The main difference between inductive and deductive approaches to research is that whilst
a deductive approach is aimed and testing theory, an inductive approach is concerned
with the generation of new theory emerging from the data. In order to determine which
research approach should be selected for your study, consider the 7 factors that should be
taken into account when identifying the best research approach for your study.

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 Seven factors to take into account when selecting identifying approach
1. Research Questions: What exactly are you trying to find out? Focus on the
‘exactly', as this can lead you either into the quantitative or qualitative direction.
2. Are you interested in making standardized and systematic comparisons or do
you really want to study this phenomenon or situation in detail?
3. The literature: How have other researchers dealt with this topic? To what extent
do you wish to align your own research with standard approaches to the topic?
4. Practical considerations: Issues of time, money, availability of samples and data,
familiarity with the subject under study, access to situations, gaining co-
operation.
5. Knowledge payoff: Will you learn more about this topic using quantitative or
qualitative approaches? Which approach will produce more useful knowledge?
Which will do more good?
6. Style: Some people prefer one to the other. This may involve paradigm and
philosophical issues or different images about what a good piece of research
looks like.
7. Inductive or Deductive: The researcher must decide whether this study falls
under deductive or inductive research.
NOTE:
To ensure that your Research Methodology is aligned, the components of your study must
follow either the quantitative or qualitative research approach.
3.2 Research Philosophy
Research philosophy deals with the source, nature and development of knowledge. In simple
terms, a research philosophy is a belief about the ways in which data about a phenomenon
should be collected, analyzed and used. Although the idea of knowledge creation may appear
to be profound, you will participate in knowledge creation in order to complete your research
study. You will collect secondary and primary data and engage in data analysis to answer the
research questions; these answers, also known as results, mark the creation of new knowledge.

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This section involves a discussion on the Research Philosophy. There are many schools of
thought about science and knowledge. However, the following are commonly adopted in
business research in the fields of social sciences and humanities:
 Positivism and;
 Interpretivism
You will discuss the Positivism (quantitative) OR Phenomenological (qualitative) research
philosophies and you will motivate reasons for choosing a specific type.
3.3 Research Strategy
In this section, you will discuss the research strategies in-line with the chosen research
philosophy.
Positivist (quantitative) Research Strategy:
 Surveys

Interpretivist (qualitative) Research Strategies:

Commonly used Less commonly used
 Interviews  Action research
 Focus groups  Grounded theory
 Case Study  Ethnography

3.4 Research Design

Research design is defined as a framework of methods and techniques chosen by a researcher
to combine various components of research in a reasonably logical manner so that the research
problem is efficiently handled. It provides insights about ‘how’ to conduct research using a
particular research methodology. The research design is also the structure that holds the
research together and enables the researcher to address the research aim and objectives in ways
that are appropriate, efficient and effective.

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Below are some of the main research designs:

i. Explanatory research (quantitative): Focuses on the relationship between variables.

Sometimes referred to as analytical study. The main aim of explanatory research is to identify
any causal links between the factors or variables that pertain to the research problem. Such
research is also very structured in nature. Explanatory research implies that the research in
question is intended to explain, rather than simply to describe, the phenomena studied.

ii. Descriptive Research Design (qualitative/ quantitative): Describes the ‘profile’ of the
phenomenon. Descriptive research is used extensively in social science, psychology and
educational research. It can provide a rich data set that often brings to light new knowledge
or awareness that may have otherwise gone unnoticed or encountered. In a descriptive research
design, a researcher is solely interested in describing the situation or case under his/her research
study. It is a theory-based research design which is created by gathering, analyzing and
presenting collected data. By implementing an in-depth research design such as this, a
researcher can provide insights into the ‘why’ and ‘how’ of the research. It is particularly useful
when it is important to gather information with disruption of the subjects or when it is not
possible to test and measure large numbers of samples.

iii. Exploratory Research Design (qualitative): asks ‘what is happening’. Most useful and
appropriate research design for qualitative projects. It is used to identify the boundaries of the
environment in which the problems, opportunities or situations of interest are likely to reside.
Exploratory research, as the name implies, intends merely to explore the research questions
and does not intend to offer final and conclusive solutions to existing problems. This type of
research is usually conducted to study a problem that has not been clearly defined yet.
Exploratory research tends to tackle new problems on which little or no previous research
has been done. Unstructured interviews or semi-structured interviews are the most popular
primary data collection methods with exploratory studies.

iv. Correlational Research Design (quantitative): Within correlational research, researchers

are primarily interested in determining non-causal relationships amongst variables. Meaning,
the relationship that exists may not be the direct effect of one variable on another. More
specifically, the correlational research design is a type of non-experimental study in which

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relationships are assessed without manipulating independent variables or randomly assigning
participants to different conditions.

v. Causal-comparative Research Design (qualitative): A causal-comparative design is a

research design that seeks to find relationships between independent and dependent variables
after an action or event has already occurred. The researcher's goal is to determine whether the
independent variable affected the outcome, or dependent variable, by comparing two or more
groups of individuals.

NOTE: Only indicate and discuss the research design you choose for your research.
3.5 Target Population and Sampling
3.5.1 Target Population
The target population must be defined with reference (Who does the population comprise of?).
Here you will indicate the population from which the sample was extracted.
3.5.2 Kinds of Sampling
There are two broad sampling methods – Probability and Non-probability
With probability sampling, the likelihood of any one member (or element) of the population
being selected, is known. In non-probability sampling, the exact number of elements in the
population is unknown, meaning that the likelihood of selecting any one member of the
population is unknown. The choice of sampling method will be dependent on the research
questions, methodology chosen, and whether you want to generalize the results from the sample
to the larger population. Each method has a number of sampling techniques available.

Once a decision has been made on which overall sampling method will be used, (probability
OR non-probability), a sampling technique needs to be chosen. The lists below are not
exhaustive but rather illustrate some of the more popular options. Briefly discuss the relevant
options, highlight the sampling method and technique you had chosen, motivate why it was the
most suitable option, and detail how the sampling was executed.
Different types of sampling and the corresponding sampling techniques:
3.5.2.1 Probability Sampling
The probability sampling technique only applies to a quantitative research study.

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Examples of probability sampling methods include the following:
 Simple Random Sampling: Each population element has an equal chance of being
selected into the sample. Sample drawn using random number table/generator.
 Systemic Sampling: A type of probability sampling method in which sample members
from a larger population are selected according to a random starting point and a fixed
periodic interval (every kth element). This interval, called the sampling interval, is
calculated by dividing the population size by the desired sample size.
 Stratified Sampling: Divide population into sub-populations or strata and use simple
random sampling or systematic sampling on each stratum.
 Cluster Sampling: Population is divided into internally heterogeneous sub-groups and
an entire cluster is then chosen to be part of the sample.
3.5.2.2 Non-probability Sampling
The non-probability sampling technique only applies to a qualitative research study.
Examples of non-probability sampling include the following:
 Haphazard / Convenience Sampling: The researcher selects a sample that is
convenient or easy to access.
 Quota Sampling: A sample in a predetermined group is selected, has the same
proportions of individuals as the entire population with respect to known
characteristics.
 Purposive / Judgmental Sampling: Is a sampling technique in which researchers rely
on their own judgment when choosing members of the population to participate in their
study.
 Snowball Sampling: The researcher will select an element (participant) that is
connected to another element. The first will refer the researcher to the next and so on.
Hence, the reference to a snowball.
 Maximum Variation Sampling: The researcher identifies the categories of interest in
relation to the research topic and then intentionally seeks out subjects or settings which
represent the greatest possible range of differences in the phenomena being studied.

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Remember: You are only required to discuss the kind of sampling (probability OR non-
probability) and sampling techniques associated with the methodology that had been chosen.
For example: If the qualitative research method was chosen then select non-probability
sampling and an appropriate non-probability sampling technique. The chosen technique then
needs to be defined and discussed using relevant theory and then justify the selection of the
specific technique.
3.5.3 Sample Size
The sample size must be explicitly stated (ensure that you justify why the sample size was
chosen).
 If you are using the quantitative research approach – your sample size should be as per
the University’s requirements. For example, some Universities require a minimum sample
size of 50 respondents
 If you are using the qualitative research approach – your sample size should be as per
the University’s requirements. For example, some Universities require a minimum sample
size of 10 respondents
3.6 Research Instrument
The research instrument should be developed at the research proposal phase. However, should
there be any changes to the objectives and the literature review, you will need to ensure that
the research instrument is adjusted accordingly. There are many different measuring
instruments that can be utilized to collect the necessary data to answer the research questions.
This discussion should include why particular instruments were used over others and what their
appropriateness is to the study. The most commonly chosen research instruments are
questionnaires and interviews. The research instrument that was used should be indicated and
described (these would generally include a survey or interview schedule). Thereafter, provide
a discussion on how it was developed and its structure (number of questions, the different
sections and so on).
NOTE: For every research question in the introduction section there should be at least:
 3 questions for a qualitative study excluding the demographics
 5 questions for a quantitative study excluding the demographics

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The questions you need to answer in this section are:
1. What research instrument options are there?
2. Which research instrument have you chosen and why?
3. How will your instrument answer the research questions?
4. How will the research instrument be administered?
3.7 Pilot study
 Define the term pilot study and explain the benefits/importance of conducting a pilot
study.
 Discuss how many participants were targeted for the pilot study.
 For a quantitative study, the questionnaire should have been piloted on a sample of at
least 10 participants (minimum number is University dependent)
 For qualitative studies, the interview questions should have been piloted using at least
1-2 participants (minimum number is University dependent)
3.8 Reliability and validity (Quantitative)/ Trustworthiness (Qualitative) (select one in
alignment with the selected research methodology)
For a quantitative study discuss the following:
Validity and Reliability
Validity and reliability deal with measurement quality. Validity addresses the issue of whether
the researcher is actually measuring what he/she has set out to measure. There are four specific
criteria of validity – each of which the researcher would ideally want to establish for the
research instrument prior to administering it for the actual study. You will discuss how the four
specific criteria for validity were considered in the questionnaire construction.
These include:
 Construct validity – identifies how well the research instrument measures the
components of the research that it is meant to measure.
 Content validity – determines the degree to which the research instrument addresses the
components of the study and the research topic.
 Criterion-related validity – determines how well the questions used in the research
instrument measure the outcomes of the study.

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  Face validity – is a simple form of validity where you apply a superficial and subjective
assessment of whether or not your study or test measures what it is supposed to measure
Reliability of a research instrument refers to the consistency or repeatability of the
measurement of the phenomena. There are four criteria for reliability. Discuss how these
criteria for reliability were used in the questionnaire construction, as seen below.
 Parallel forms of reliability – is a measure of reliability obtained by administering
different versions of an assessment/ research tool (both versions must contain items that
probe the same construct, skill, knowledge base, etcetera) to the same group of
individuals.
 Test-retest reliability – addresses the rigour of the research instrument by testing the
same research instrument twice over the same period of time.
 Internal consistency reliability – determines how regularly the same answer is
provided, particularly when measuring a specific variable. The consistency of the same
response shows a reliability of the test.
 Inter-rater reliability – address the degree of agreement among the respondents.

For a qualitative study, you are required to discuss the trustworthiness of the study.
Criteria for Trustworthiness:
 Credibility – addresses how reliable the information provided in the study is. This is
determined by ensuring that the sources of the information provided are reliable, in
terms of peer-reviewed and accredited sources.
 Transferability – this determines the degree to which the results of the study can be
generalized to another context or setting, when the concepts of the study are similar.
 Dependability – addresses the rigour of the data and results of the study through various
challenges, like changes that occur through time.
 Confirmability – refers to how consistent the results of the study are with those of other
reliable authors. You compare the results of the study with those of other studies to
identify if the results are in-line with those of the other studies.
3.9 Data analysis
 This section must include a discussion on how data will be analyzed.

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 For a quantitative study:
 Discuss descriptive and inferential statistics
 If you incorporated inferential statistics, the specific tests and measures that were
applied to analyze the raw data must be referred to.
 Specify the analysis software that was used (e.g. Statistical Package for the Social
Sciences (SPSS); Microsoft Excel).
 Thereafter, provide a discussion on the selected technique.

For a qualitative study:

 Specify which data analysis technique was used, for example, thematic analysis and so
on.
 Specify the analysis software that was used (e.g. NVivo)
 Qualitative data analysis requires you to capture the literal responses from participants.
This can be through audio-recordings or through written responses from participants.
NB: The results from participants will be quoted in the presentation of results, as the
direct words used by participants will represent the results of the study.
3.10 Research Ethics: Key Considerations
Provide a discussion on the following ethical considerations, citing relevant sources:
 Ensuring participants have given informed consent;
 Ensuring no harm comes to participants;
 Ensuring confidentiality and anonymity; and
 Ensuring that permission is obtained.
For each of the considerations discussed, you will need to define the consideration with
reference and specify exactly what measures were taken to ensure that these were upheld in
your study. For example, to ensure that participants give informed consent, you may draft
informed consent forms advising participants of the nature and the scope of the study.
Conclusion
If you follow the above guidelines, you will be able to come up with a good research
methodology section

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