3.

Research Methodology: Strategy and Tactics

A. Abraham Kaplan defines methods as the study of the process, rather than the
product, of inquiry.
B. Research methods
 are the various procedures, schemes and algorithms used in research.
 essentially planned, scientific and value-neutral. They include theoretical
procedures, experimental studies, numerical scheme, statistical approaches,
etc. Research methods help in the collection of samples, data and find solutions
to a problem.
C. Research methodology is
 A systematic way to solve a problem.
 A science of studying how research is to be carried out.
 Essentially, the procedures by which researchers go about their work of
describing, explaining and predicting phenomena are called research
methodology.
 is also defined as the study of methods by which knowledge is gained.
 aims to give the work plan of research.
D. Strategy is defined as “the skillful management and planning of anything.”
Strategy refers to the overall research plan or structure of the research study. In
contrast, the tactics refer to a more detailed deployment of specific techniques,
such as data collection devices, response formats, archival treatment, analytical
procedures, and so on.
E. A research design is “an action plan for getting from here to there,” where here
describes the investigator’s research question(s), and there describes the results
or knowledge derived from the research. In between the here and the there is a
set of steps and procedures that may range from being highly prescribed to being
emergent as the research proceeds.
F. The more detailed level of tactics, defined as “any skillful move.” In the military
sense of these words, strategy refers to a nation’s overall war plans, whereas
tactics refers to the disposition of armed forces in combat.
G. How to Choose a research method
 Suitability of the method for the chosen problem
 Order of accuracy of the results of a method
 Efficiency of the method
4. A Conceptual Framework for Understanding Research Methods in Architecture
A. The outermost framework represents the system of inquiry (sometimes labeled a
paradigm or worldview), which entails broad assumptions about the nature of
reality, knowledge, and being.
B. The next frame represents what is called a “school of thought,” a broad theoretical
perspective that has significantly influenced multiple disciplines. The adoption of

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 a particular school of thought is likely to influence how research questions are
framed, and often imply the use of specific modes of analysis.

5. Research Methods in the Context of Architectural Research

The circular element is defined by pie-shaped wedges, one for each of the six main
research strategies. At the center of the circle, there is a “core” that represents case
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 studies and/or combined strategies. The periphery of the circle represents the more
distinct and focused exemplars of each particular strategy. Next, the vertical dimension
of the cylinder represents the purpose or outcome of research, defined by the
dimension from theory to design (or application). As we have already mentioned,
architectural research may be undertaken for different purposes and in different
contexts. Sometimes a study of a theoretical concept serves as the initiation of or the
outcome of research. Other times, research, particularly in the context of practice, is
likely to be initiated with a particular application as the intended outcome. Finally, a
critical feature of the diagram is the sequence of the research strategies within the
circle. In the order represented here, each strategy is neighbored by others with
common traits.
6. Two General Types of Research Methods
A. Quantitative Researches
 is concerned with trying to quantify things. It asks questions such as “how
long”, “how many” Or “the degree to which”.
 looks to quantify data and generalize results from a sample of the population
of interest.
 An objective reality where the researcher is independent of the subject of
inquiry
 A research based on the measurement of quantity or amount.
 The result of this research is essentially a number or a set of numbers
 Often based on a theory or hypothesis or experiment, followed by the
application of descriptive or inferential statistical methods.
 Characteristics of quantitative research:
 Numerical, non-descriptive, applies statistics or mathematics and uses
numbers
 Iterative, whereby evidence is evaluated
 Results are presented in tables and graphs
 Conclusive
 Investigates the what, where and when of decision making
 Types of Quantitative Research
 Descriptive Research
a. Answers the question: “WHAT IS THE CURRENT SITUATION?”
b. Numerical data gathered through tests, surveys, observations,
interviews
c. Variables are not manipulated but are measured as they occur
d. Subgroups may be compared on some measure (criteria)
e. Two or more variables of a group may be correlated
f. Does not attempt to identify the cause of differences or
relationships.

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  Experimental
a. Answers the question: “WHAT IS THE CAUSE?”
b. At least one variable is manipulated and its effects are measured
c. Subjects are randomly assigned to experimental treatment and
control groups to determine cause and effect.
d. Sometimes quasi-experimental
 Ex post facto/explanatory/causal comparative
a. An attempt to connect ideas to understand cause and effect
(identifies an effect that has already occurred and attempts to
infer cause)
b. An explanation of what is going on
c. Searching explanations for events and phenomena
d. A treatment variable (alleged cause) is identified (but not
manipulated) and effects are measured
e. Questions from results can sometimes arise due to the presence
of uncontrolled variables.
B. Qualitative Research
 Concerned with a quality of information, qualitative methods attempt to
gain an understanding of the underlying reasons and motivations for actions
and establish how people interpret their experiences and the world around
them.
 Provide insights into the settings of a problem, generating ideas and/or
hypothesis.
 Characteristics of quantitative research:
 Assumes a subjective reality and view the researcher as interactive
with the subject of inquiry
 Non-numerical, descriptive, applies reasoning and uses words
 Aims to get the meaning, feeling and description of the situation
 Qualitative data cannot be graphed.
 Exploratory
 Investigates the whys and hows of decision making
 Used to gain understanding of underlying reasons, opinions and
motivations.
 Can be used to understand the meaning of the numbers obtained by
quantitative method.
 Provides insights into the problems or helps to develop ideas or
hypotheses
 Results: descriptive rather than predictive

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  Types of Quantitative Research
 Historical Research
a. Answers the question: “WHAT WAS THE SITUATION?”
b. Description of past events, problems, issues and facts
c. Data gathered from written or oral descriptions of past events,
artifacts, etc. – describes what was in an attempt to reconstruct
the past.
d. Involves much interpretation of events and its influence on the
present
e. It involves any appeal to past experience to help in knowing what
to do in the present and future.
f. It is concerned with describing past events or facts in a spirit of
inquiring critically for the whole truth.
g. Value of Historical Research
 Broadens experiences and make us more understanding and
appreciative of our human nature and uniqueness.
 Familiarization with that attempts were done.
 Can assist in determining possibly better ways of deciding and
doing things.
 Present historical investigations primarily aim for critical
search for truth.
h. Process of Historical Research
1. Formulate the problem
2. Gathering your source materials
 Sources:
 Documents and records (written, pictorial)
 Physical objects (remains and relics)
3. Sourcing of materials
4. Systematizing notes taken
5. Criticizing source materials
i. Classification of Historical Resources
1. Primary source
 Source of “best evidence”
 Data comes from the testimony of able eye and ear
witnesses to past events.
2. Secondary source
 Information supplied by a person who was not a direct
observer or participant of the event, object, or
conditions

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 3.
Deliberate sources
 Provide data which have been recorded with the
conscious effort to preserve information (e.g. diaries,
epitaphs on tombstones) – however may be subjective
and difficult to secure.
4. Inadvertent sources
 Supply information, however it was not the original
intention of the source (e.g. bracelet)
j. Criticizing Sources: Objectivity
1. External criticism
 Involves finding out if the source material is genuine
and if it possesses textual integrity.
 Questions:
 Who made or produced the document?
(establishing authorship)
 When and where was it produced? (establishing
place and date of publication)
 Is the material just a copy or is it an original work
of the credited author?
 Where were the contents of the documents
derived?
2. Internal criticism
 Reasons for doubting the author in good faith
 Author’s interest
 The forces of circumstances
 Sympathy or antipathy
 Vanity
 Deference to public opinion
 Literary distortion
 Doubting the accuracy of an author
 The author’s being a poor observer
 Hallucinations, illusions and prejudices
 Negligence and indifferences
 Facts may be of a nature to be directly observable
 Ethnographic Research
a. Answers the question: “WHAT IS THE CURRENT SITUATION?”
b. In-depth analytical description of educational systems, processes,
and phenomena within specific context based on detailed
observations and interviews.
c. Detailed examination of a single group, individual, situation or site
d. Often considered a case study.
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  Phenomenological Research
a. Used to describe how human beings experience a certain
phenomenon.
b. Attempts to set aside biases and preconceived assumptions about
human experiences, feelings, and responses to a particular
situation.
c. It allows the researcher to delve into the perceptions,
perspectives, understandings, and feelings of those people who
have actually experienced or lived the phenomenon or situation
of interest.
d. Therefore, phenomenology can be defined as the direct
investigation and description of phenomena as consciously
experienced by people living those experiences.
e. Typically conducted through the use of in-depth interviews of
small samples of participants.
f. By studying the perspectives of multiple participants, a researcher
can begin to make generalizations regarding what it is like to
experience a certain phenomenon from the perspective of those
that have lived the experience.
g. Characteristics of Phenomenological Research
 Situation or phenomenon.
 It is conducted primarily through in-depth conversations and
interviews; however, some studies may collect data from
diaries, drawings, or observation.
 Small samples sizes, often 10 or less participants, are
common in phenomenological studies.
 Interview questions are open-ended to allow the
participants to fully describe the experience from their own
view point.
 Phenomenology is centered on the participants’ experiences
with no regard to social or cultural norms, traditions, or
preconceived ideas about the experience.
 It focuses on these four aspects of a lived experience: lived
spaced, lived body, lived time, and lived human relations.
 Data collected is qualitative and analysis includes an attempt
to identify themes or make generalizations regarding how a
particular phenomenon is actually perceived or experienced

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 C. Summary of Quantitative vs. Qualitative Research
The Focus of Qualitative and Quantitative Research

Source: Groat & Wang (2013)

Quantitative vs. Qualitative Research Approach: A Summary

Source: Groat & Wang (2013)

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 2. Other Types of Research
A. Normal Researches
 A research performed in accordance with a set of rules, concepts and
procedures called a paradigm, which is well accepted by scientists.
 Similar to puzzle solving
 Interesting, even beautiful, solutions are found but the rules remain the
same
B. Revolutionary Researches
 Outcome are sometimes unexpected and novel, and discoveries which are
inconsistent with the existing paradigm.
 A marked paradigm shift and a new paradigm emerge under which normal
scientific activity can be resumed.
C. Action Research
 Fact finding to improve the quality of action the social world
 A type of research that examines a concrete situation, particularly the logic
of how factors within that situation relate to each other as the process
moves toward a specific empirical goal.
D. Explanatory Research
 Searching for explanations for events and phenomena
E. Exploratory Research
 Getting information on a topic
F. Comparative Research
 Obtaining similarities and differences between events, methods, techniques,
etc.
3. Framework for Architectural Research
A. Two basic ideas:
 The idea that there is a reality “out there”
 The assumption that to know this reality requires “objective” methods
B. Characteristic of Architectural Research
 Subjective System of Inquiry
 Objective System of Inquiry

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 4. Quality Standards for Research Approaches
A. Internal Validity – truthful representations of the object of the study
B. Study (results correspond to the questions or inquiry)
C. External Validity – applicability of results to a larger world or the contextual
definition of constraints are valid.
D. Reliability – consistency of the measurements or findings or the research
methods would yield the same results if it were conducted under the same
conditions.
E. Objectivity - keeping the potential bias or inter
Student Activity:
1. Students are assigned reading assignments and research works as preparation for the
discussion.
2. Objective quizzes are given to assess student learning.

Reference:
Center for Innovation in Research and Teaching (CIRT) (n.d.). Phenomenology Research
Overview. Retrieved from
https://cirt.gcu.edu/research/developmentresources/research_ready/phenomenology/
phen_overview
Groat, L.N. & Wang, D. (2013). Architectural research methods. John Wiley & Sons, Inc.,
Hoboken, New Jersey
MacDonald, S. & Headlam, N. (n.d.). Research methods handbook. An Introductory guide to
research methods for social research. Center for Local Economic Strategies (CLES),
Manchester
Rajasekar, S., Philominathan, P., Chinnathambi, V. (2013). Research methodology. Retrieved
from https://arxiv.org/pdf/physics/0601009.pdf

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