Approaches to research provide solutions to problems and, almost paradoxically, create new problems to be solved. A research approach is a plan for assembling, organising and integrating information (data) and results in a specific product (research findings) which Merriam (1998:6) compared to an “architectural blueprint”. The choice of a particular approach is determined by the shape of the research problem, the questions it raises, and the kind of end product desired. Against this background, it is important for the researcher to have adequate understanding of the methodological and analytical tools available, their uses and shortcomings.
A research approach could be classified as quantitative, qualitative or mixed methods (a hybrid or blend of quantitative and qualitative). The research approach of this study originated from the research problem discussed in chapter 1, and can be described as qualitative, descriptive, exploratory and interpretive. Before exploring the qualitative approach adopted for this study, there is a brief discussion of the other two approaches.
3.3.1 Quantitative
Quantitative research refers to the systematic empirical investigation of social phenomena, via statistical, mathematical or computational techniques. The objective of quantitative research is to develop and employ mathematical models, theories and/or hypotheses pertaining to phenomena. The process of measurement is central to quantitative research because it provides the fundamental connection between empirical observation and mathematical expression of quantitative relationships. In this regard it is convincing to note that the aim of quantitative research is to
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determine the relationship between one thing (an independent variable) and another (a dependent or outcome variable).
Babbie, (2010) states that, the quantitative research approach provides objective and unbiased results that have not been influenced by the researcher. Furthermore, quantitative research is based more directly on its original plans, and its results are more readily analysed and interpreted. Below is a summary of the characteristics of this approach (Burns, 2000:6-7)
“There is a single reality that can be defined by careful measurement; It is usually concise;
It describes, examines relationships, and determines causality among variables, where possible;
Statistical analysis is conducted to reduce and organise data, determine significant relationships and identify differences and/or similarities within and between different categories of data;
The sample should be representative of a large population; Reliability and validity of the instruments are crucial.
Comprehensive data collected by employing different methods and/or instruments should result in a complete description of the variable or the population studied;
It provides an accurate account of characteristics of particular individuals, situations, or groups”.
The strength of this approach lies in the following: (Burns, 2000:6-7) “Precision through reliable measurement, control through sampling and design, ability to produce causality statements, through the use of controlled experiments, statistical techniques allow for sophisticated analyses and replicability”.
However its limitations include (Burns, 2000:6-7):
“…..difficult to rule out or control all variables because of the complexity of human experience, its mechanistic ethos tends to exclude notions of freedom, choice and moral responsibility, Fails to acknowledge
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people’s unique ability to interpret their experiences, construct their own meanings; leads to the assumptions that facts are true and the same for all people at all times and It often produces banal and trivial findings of little consequence due to restriction on, and the controlling of, variables”.
Despite the well-articulated characteristics, strengths and limitations, the issue being studied does not lend itself to statistical analysis; rather to a descriptive analysis, so the quantitative approach was deemed not appropriate for the study.
3.3.2 Mixed Methods
Mixed methods research dynamics is the mixture of qualitative and quantitative approaches in many phases in the research process, with a focus on collecting, analysing, and mixing of qualitative and quantitative data in a single study or series of studies (Creswell, 2008). From this definition it is clear that a mixed methods approach combines methodology and methods. As a methodology, it involves collecting, analysing, and mixing qualitative and quantitative settings at many phases in the research process, from the initial assumptions to the drawing of a conclusion. As a method, it focuses on collecting, analysing and mixing qualitative and quantitative data in a single study or series of studies.
The proponents of this approach contend that ‘mixed methods’ as a research approach provides a better understanding of research problems than either qualitative or quantitative approaches alone. They also claim that it offers strengths that offset the limitations of separately applied qualitative and quantitative research approaches. Furthermore, it encourages the collection of more comprehensive evidence for study problems; helps answer questions that qualitative or quantitative approaches alone cannot answer. Also, it encourages the use of multiple worldviews and is a practical and natural approach to research (Creswell, 2008).
It must be emphasised that it is not enough to simply collect and analyse qualitative and quantitative data; they need to be “mixed” in some way so that they present a comprehensive picture of the issue. Creswell (2008) presents three ways of “mixing” qualitative and quantitative data, as shown below:
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Merge the data: Collaboration of data from the two approaches to draw a conclusion
Connect the data: In this perspective qualitative data is incorporated into quantitative data to produce a conclusion.
Embed the data: In this way, approaches are used alongside each other to obtain an outcome.
Figure 3.2: Ways of mixing qualitative and quantitative data
Limitations
Despite its strengths, useful characteristics, and value, there are a few difficulties associated with the approach, which include, according to Creswell (2008):
Difficulty in conducting mixed methods research.
Enormous time and resources required to collect and analyse both qualitative and quantitative data.
Clear presentation required to enable the reader to sort out the different procedures. Researchers have to be familiar with both qualitative and quantitative approaches. Due to the nature and structure of my research question, I consider this approach to be inappropriate to fully describe the issue under investigation.
Qualitative data Results
Qualitative data Results
Qualitative data
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3.3.3 Qualitative
Creswell (1994:2) defines a qualitative study as an “inquiry process of understanding a social or human problem, based on building a complex, holistic picture, formed with words, reporting detailed views of participants, and conducted in a natural setting”. Furthermore, Creswell (2009:37) shared the view that “qualitative research begins with assumptions, a worldview, the possible use of a theoretical lens, and the study of the research problems inquiring into the meaning individuals or groups ascribe to a social or human problem”. Qualitative research involves a direct concern with experience as it is ‘lived’ or ‘felt’ or ‘undergone’ (Silverman, 2011). Thus, it can be said that qualitative research is more concerned with the meaning of human behaviour and experience and the function of social action. It has the aim of understanding experience as closely as possible to that which its participants feel it or live it.
From the attributes, explanations and definitions, the emerged characteristics of qualitative research can be enumerated as follows:
A qualitative researcher immerses her/himself in the setting to adequately understand the event by identifying it in context.
The contexts of inquiry are not contrived; they are natural. Nothing is predefined or taken for granted.
Qualitative research is an interactive process with participants providing their perspectives on the issue.
Much focus and emphasis is placed on process in attending to the experience as a whole, not as separate variable, but to understand experience as unified (Silverman, 2011).
It is more inductive analysed and grounded theory oriented.
It can therefore be concluded that qualitative research is an inquiry approach useful for exploring and understanding a central phenomenon, whereby the researcher asks broad general questions, collects detailed perspectives from participants in the
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form of words, analyses the information with description and themes and, if necessary, generates theory.
The strength of this approach includes (Burns, 2000:13-14):
“Close researcher involvement provides an opportunity to gain an insider’s view of the field and its subtleties and complexities.
Descriptions can play the important role of suggesting possible relationships, causes and effects and as a dynamic process. Therefore, because of its descriptive and narrative dimension, it is of particular benefit to researchers who could use the reports to examine forms of knowledge that might otherwise be unavailable, thereby gaining new insight”.
The limitations are (Burns, 2000:15-16):
“Contexts, situations, events, conditions and interactions cannot be replicated. Enormous time is required for data collection, analysis and interpretation. The researcher’s presence has a profound effect on the subjects of study.
Issues of anonymity and confidentiality present problems when selecting findings. The viewpoints of both researcher and participants have to be identified and elucidated because of issues of bias”.
Notwithstanding its limitation, this approach presents characteristics that best contribute to scaffolding the research study. A detailed discussion is developed within the appropriateness of the research design.