Nature of Inquiry and Research

Strengths And Weaknesses Of Quantitative Evaluation Designs

Strengths

Study findings can be generalized to the population about which information is required.

Samples of individuals, communities, or organizations can be selected to ensure that the

results will be representative of the population studied.

Structural factors that determine how inequalities (such as gender inequalities) are produced
can be analyzed.

QUANT estimates can be obtained of the magnitude and distribution of impacts.

QUANT estimates can be obtained of the costs and benefits of interventions.

Clear documentation can be provided regarding the content and application of the survey
instruments so that other researchers can assess the validity of the findings.

Standardized approaches permit the study to be replicated in different areas or over time with
the production of comparable findings.

It is possible to control for the effects of extraneous variables that might result in misleading
interpretations of causality (although this can be challenging in the natural settings of
evaluations).

Weaknesses

Many kinds of information are difficult to obtain through structured data collection
instruments, particularly on sensitive topics such as domestic violence or income.

Many groups such as sex workers, drug users, illegal immigrants, squatters and ethnic
minorities are always difficult to reach, but the problems are often greater for QUANT data
collection methods.

Self-reported information obtained from questionnaires may be inaccurate or incomplete.

There is often no information on contextual factors to help interpret the results or to explain
variations in behavior between households with similar economic and demographic
characteristics.

The administration of a structured questionnaire creates an unnatural situation that may

alienate respondents.

Studies are expensive and time-consuming, and even the preliminary results are usually not
available for a long period of time.
Research methods are inflexible because the instruments cannot be modified once the study
begins.

Reduction of data to numbers results in lost information.

The correlations produced (e.g., between costs and benefits, gender, and access to services or
benefits) may mask or ignore underlying causes or realities.

Untested variables may account for program impacts.

Errors in the hypotheses tested may yield misimpressions of program quality or influential
factors.

Errors in the selection of procedures for determining statistical significance can result in
erroneous findings regarding impact.

The Importance of Quantitative Research Across Fields

In natural sciences and social sciences, quantitative research is the systematic empirical
investigation of observable phenomena via statistical, mathematical or computational
techniques.[1] 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. Quantitative
data is any data that is in numerical form such as statistics, percentages, etc.[1] The researcher
analyzes the data with the help of statistics. The researcher is hoping the numbers will yield an
unbiased result that can be generalized to some larger population. Qualitative research, on the
other hand, asks broad questions and collects word data from phenomena or participants. The
researcher looks for themes and describes the information in themes and patterns exclusive to
that set of participants.

In social sciences, quantitative research is widely used in psychology, economics, demography,

sociology, marketing, community health, health & human development, gender and political
science, and less frequently in anthropology and history. Research in mathematical sciences
such as physics is also 'quantitative' by definition, though this use of the term differs in
context. In the social sciences, the term relates to empirical methods, originating in both
philosophical positivism and the history of statistics, which contrast with qualitative research
methods.

Qualitative research produces information only on the particular cases studied, and any more
general conclusions are only hypotheses. Quantitative methods can be used to verify which of
such hypotheses are true.

Quantitative research is generally made using scientific methods, which can include:

0 The generation of models, theories and hypotheses

1 The development of instruments and methods for measurement

2 Experimental control and manipulation of variables

3 Collection of empirical data

4 Modeling and analysis of data

The Nature of Variables

Types of Variables

All experiments examine some kind of variable(s). A variable is not only something that we
measure, but also something that we can manipulate and something we can control for. To
understand the characteristics of variables and how we use them in research, this guide is
divided into three main sections. First, we illustrate the role of dependent and independent
variables. Second, we discuss the difference between experimental and non-experimental
research. Finally, we explain how variables can be characterised as either categorical or
continuous.

Dependent and Independent Variables

An independent variable, sometimes called an experimental or predictor variable, is a variable

that is being manipulated in an experiment in order to observe the effect on a dependent
variable, sometimes called an outcome variable.

Dependent Variable: Test Mark (measured from 0 to 100)

Independent Variables: Revision time (measured in hours) Intelligence (measured using IQ

score)

The dependent variable is simply that, a variable that is dependent on an independent

variable(s). For example, in our case the test mark that a student achieves is dependent on
revision time and intelligence. Whilst revision time and intelligence (the independent
variables) may (or may not) cause a change in the test mark (the dependent variable), the
reverse is implausible; in other words, whilst the number of hours a student spends revising
and the higher a student's IQ score may (or may not) change the test mark that a student
achieves, a change in a student's test mark has no bearing on whether a student revises more
or is more intelligent (this simply doesn't make sense).

Therefore, the aim of the tutor's investigation is to examine whether these independent
variables - revision time and IQ - result in a change in the dependent variable, the students'
test scores. However, it is also worth noting that whilst this is the main aim of the experiment,
the tutor may also be interested to know if the independent variables - revision time and IQ -
are also connected in some way.

In the section on experimental and non-experimental research that follows, we find out a little
more about the nature of independent and dependent variables.

Experimental and Non-Experimental Research

5 Experimental research: In experimental research, the aim is to manipulate an

independent variable(s) and then examine the effect that this change has on a
dependent variable(s). Since it is possible to manipulate the independent variable(s),
experimental research has the advantage of enabling a researcher to identify a cause
and effect between variables. For example, take our example of 100 students
completing a maths exam where the dependent variable was the exam mark
(measured from 0 to 100), and the independent variables were revision time
(measured in hours) and intelligence (measured using IQ score). Here, it would be
possible to use an experimental design and manipulate the revision time of the
students. The tutor could divide the students into two groups, each made up of 50
students. In "group one", the tutor could ask the students not to do any revision.
Alternately, "group two" could be asked to do 20 hours of revision in the two weeks
prior to the test. The tutor could then compare the marks that the students achieved.

6 Non-experimental research: In non-experimental research, the researcher does not

manipulate the independent variable(s). This is not to say that it is impossible to do so,
but it will either be impractical or unethical to do so. For example, a researcher may be
interested in the effect of illegal, recreational drug use (the independent variable(s))
on certain types of behaviour (the dependent variable(s)). However, whilst possible, it
would be unethical to ask individuals to take illegal drugs in order to study what effect
this had on certain behaviours. As such, a researcher could ask both drug and non-
drug users to complete a questionnaire that had been constructed to indicate the
extent to which they exhibited certain behaviours. Whilst it is not possible to identify
the cause and effect between the variables, we can still examine the association or
relationship between them.In addition to understanding the difference between
dependent and independent variables, and experimental and non-experimental
 research, it is also important to understand the different characteristics amongst
variables.

Identifying the Inquiry and Stating the Problem

The Range of Research Topics in the Area of Inquiry

Inquiry and Research

Students need the fundamental skills and knowledge of inquiry and research to be
information literate. Information literacy is a prerequisite for success in all subjects of the
curriculum, for preparation for work and further education, and for lifelong learning.

The purpose of inquiry and research is to encourage high levels of critical thinking so that
processes and resources are appropriate, conclusions are based on supporting evidence
and problems are solved and decisions made that will extend learning for a lifetime.

All subjects require attention to the expectations of this strand. However, research
demonstrates that students benefit most when they engage in systematic study of the
process of research and in varied, continuous and well-planned opportunities to extend
their information skills.

The resource-based learning programs offered by the integrating partnership between

teacher and teacher-librarian ground research and information problem solving in a
continuum of information skills and knowledge. This continuum can be described as the
development of the metaskills of understanding of concepts/reasoning, organizing,
communicating and applying through the process of preparing for research, accessing of
information, processing of information and transferring learning.

The Value of Research in the Area of Interest

What research seeks to accomplish

Research seeks to advance the existing body of knowledge in virtually all disciplines.
Although stereotypical depictions suggest research is conducted in laboratories, it is
actually performed in virtually all subjects from English to physics, from health sciences
to history, from chemistry to criminal justice. Different methods are employed, but, at its
most fundamental level, research seeks to expand understanding.
Why faculty conduct research

Faculty members are tasked with discovering and creating new knowledge and sharing
that knowledge as well as their systematic methods of acquiring it with students.
Faculty members who perform research gain the respect of their colleagues, stay at the
forefront of their fields, and are able to share their disciplines latest developments with
students. They tend to collaborate with scholars from other universities, consider new
interpretations and methods, and bring valuable grant funding to the university.

Benefits to Students

Teaching and research are far from mutually exclusive; they are, in fact, complementary
activities. Students benefit tremendously from involvement in hands-on research
experiences and develop valuable practical and analytical skills from their participation.
Faculty who conduct research share up-to-date information with students and give them
the opportunity to explore fields of interest in greater depth. The best and brightest
students are often attracted to a university because of the opportunity to work closely
with faculty; as a result, outstanding research programs tend to help recruit great students
at both the undergraduate and graduate levels.

Solving Community Problems

The public benefits when sophisticated faculty expertise is employed to improve quality of
life. Research addresses a variety of pertinent local and state issues, solves practical
problems, and encourages economic diversification. UNLV is particularly committed to
conducting research that is beneficial to the community, state, and region.

Economic Vitality

University research creates knowledge that can lead to new technologies, commercial
products, and development of industries that can have a significant impact on the
economy. UNLV researchers are working to create such new technologies and intellectual
property with commercialization potential. In addition to providing a revenue stream to
the university, this could also bring business opportunities and jobs to our area.

How Higher Education Views Research

Research is critical to the advancement of UNLVs reputation among colleges and

universities. Research success is a key indicator of the sophistication of a university; many
believe it is the yardstick by which academic reputation is measured. UNLV continues to
gain respect throughout the country because its research is highly regarded. If it seeks to
gain even greater respect in the academic community, supporting research is the way to go
about it.