Alternativas para la metodología de dragado

It is important to first explain the difference between research methods and research methodology. Research methods refer to all methods or techniques that researchers use in performing research operations (Kothari, 2004:7). Research methods relate principally to the tools of data collection or analysis - techniques such as questionnaires and interviews (Blaxter, Hughes & Tight, 2006:58). Research methodology, on the other hand, usually refers to the approach that underpins the research. Therefore, an interview that is conducted within a quantitative approach will have a different purpose and produce different data from an interview conducted within a qualitative approach (Blaxter, Hughes & Tight, 2006:58). Research methodology does not only consider research methods, but also includes the logic behind the methods to be used in the study, and the purpose of using a particular method, so that the research findings are capable of being evaluated either by the researcher or by others (Kothari, 2004:8). There are three approaches to research, namely the quantitative approach, qualitative approach and mixed methods approach.

4.2.1 Quantitative research

Quantitative research methods measure a phenomenon using numbers, in conjunction with statistical procedures, in order to process data and summarise results (Creswell, 1994:2; Payne & Payne, 2004:180). Quantitative data includes closed information such as that found in attitude, behaviour or performance instruments. Collecting this kind of data involves using a closed checklist, against which the researcher evaluates the behaviour that is observed (Creswell & Plano-Clark, 2007:6). This method requires the use of standardised measures, so that the varying perspectives and experiences of people can fit into a limited number of predetermined response

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categories to which numbers are assigned (Denzin & Lincoln, 2005:13; Leedy & Ormrod, 2005:94; Silverman, 2006:39). The quantitative approach involves establishing, confirming or validating relationships and developing generalisations that contribute to theory (Leedy & Ormrod, 2005:95). Theory is largely causal and is often deductive. The research procedures are standard and replication is frequent. Data analysis proceeds by using statistics, tables or charts and discussing how they relate to the hypotheses (Neuman, 2006:57). A quantitative study may end with the confirmation or disconfirmation of the hypotheses that were tested (Leedy & Ormrod, 2005:94).

4.2.2 Qualitative research

Qualitative research methods are concerned with collecting and analysing information in as many forms as possible (Blaxter, Hughes & Tight, 2006:64). Qualitative research produces a detailed and non-quantitative account of small groups, seeking to interpret the meaning that people make of their lives in a natural setting (Creswell, 1994:2; Payne & Payne, 2004:175). As a result, it is useful for the description of groups, small communities and organisations (Welman, Kruger & Mitchell, 2005:188). The techniques of focus group discussions, interviews and depth interviews are generally used for data collection (Kothari, 2004:5). This approach is often exploratory in nature, and its observations may be used to build theory from the ground (Leedy & Ormrod, 2005:95). Theory can either be causal or non-causal and is often inductive. The research procedures are particular and replication is very rare. Data analysis proceeds by extracting themes or generalisations from evidence and organising data to present a coherent and consistent picture (Neuman, 2006:57).

4.2.3 Mixed methods research

Mixed methods research refers to research where the researcher mixes or combines quantitative and qualitative research techniques, methods, approaches, concepts or other paradigm characteristics into a single study (Johnson & Christensen, 2008:34; Johnson & Onwuegbuzie, 2004). In mixed methods, the researcher collects and analyses, persuasively and rigorously, both qualitative and quantitative data, and mixes the two forms of data concurrently or sequentially (Creswell & Plano-Clark, 2011:5). Mixed methods research is a research design with

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philosophical assumptions, as well as methods of inquiry (Creswell & Plano-Clark, 2007:5). It involves philosophical assumptions that guide the direction of the collection and analysis of data, and the mixing of qualitative and quantitative approaches in the research processes. It also involves the methods of inquiry which focus on collecting, analysing and mixing both quantitative and qualitative data in a single study or a series of studies (Creswell & Plano-Clark, 2007:5; Johnson & Christensen, 2008:51; Leech & Onwuegbuzie, 2009:267). Ngulube (2010:254) summarises the definitions from various scholars by stating that:

“mixed methods research involves collecting, analysing, integrating and interpreting qualitative and quantitative data concurrently or sequentially in a single study or in a series of studies investigating the same problem, irrespective of whichever research methodology is dominant, in order to exploit the benefits of combining them and to enhance the validity of the findings”.

The mixed methods research design can be categorised according to the level of mixing, time orientation and emphasis of approaches (Leech & Onwuegbuzie, 2007). The level of data mixing refers to whether quantitative and qualitative data are partially or fully mixed; time orientation refers to whether the quantitative and qualitative phases of the study occur concurrently or sequentially; and the emphasis of the approach refers to whether both qualitative and quantitative phases of the study have equal or different status (Leech & Onwuegbuzie, 2007). Mixed methods research can be conducted either concurrently (parallel mixed designs) or sequentially (sequential mixed designs) (Johnson & Christensen, 2008:51; Leech & Onwuegbuzie, 2007; Teddlie & Tashakkori, 2009:26). In concurrent mixed designs, the qualitative and quantitative parts of a study are conducted in a parallel manner, either starting and ending simultaneously, or with a lapse of time. In other words, this is data collection where one strand starts or ends later than the other, or when a questionnaire which contains both closed and open-ended questions is administered (Creswell, 2003:18; Teddlie & Tashakkori, 2009:26). In sequential mixed designs, the quantitative and qualitative parts of the study are conducted in a chronological order - in other words, conducting one strand first and the other strand second, in order to address a research question or set of related questions (Creswell, 2003:18; Tashakkori & Teddlie, 2003:11).

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This study used mainly a quantitative approach, which was supplemented with a qualitative approach. The study adopted the dominant-less-dominant model, where the quantitative approach was more dominant than the qualitative approach (Creswell, 2003:136). Combining quantitative and qualitative approaches provides a better understanding of the research problem than when each approach is used separately (Creswell & Plano-Clark, 2007:5). These approaches were combined in order to “ensure corroboration in which one method is used to verify the findings of the other, facilitation in which one strategy facilitates or assists the other, and complementarity in which two strategies are employed to investigate different aspects of a problem” (Dixon-Woods et al., 2004:2).