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WRITING CHAPTER 3: METHODOLOGY [Qualitative

Research]
CONTENTS:

 Structure of the Thesis

 Writing Chapter 1: "Introduction"
 Writing Chapter 2: "Review of Literature"
 Writing Chapter 3: "Methodology" [Quantitative]"
 Writing Chapter 3: "Methodology" [Qualitative]"
 Writing Chapter 4: "Analysis of Data" (Quantitative)
 Writing Chapter 4: Analysis of Data (Qualitative)
 Writing Chapter 5: "Summary, Discussion and Conclusion"
 Writing Style and Language Expression
 APA Format & Style
 What are Examiners Looking for in a Thesis?
In chapter 3, "Methodology", you discuss in great detail how you conducted
the study, the research design, how you selected the sample and the data
collection techniques.

Writing Chapter 3 - 'METHODOLOGY' [Qualitative

Research]
In Chapter 3 of your Thesis, you discuss details about the methodology you
employed in collecting data for your study. Here the title 'Methodology' is
adopted for this chapter in which you tell the reader how you collected the
data to answer the research questions in Chapter 1 - Introduction. You will
describe the methods and procedures (or techniques) used in the your study
in sufficient detail that will enable future researchers to follow your
methodology for their respective study. You should write the methodology of
your study as though it were a 'recipe' which can be followed closely by
individuals who read what you have written.
In short, Chapter 1 describes why the research question is being asked and
Chapter 3 describes how the research question is answered. Note that there
are several ways of writing Chapter 3 and the following is a suggestion on the
sub-sections to include. Here, Chapter 3 for qualitative research has been
divided into 8 sub-sections. Please check with the requirements specified by
your respective institution.
1. PREAMBLE

The 'Preamble' sub-section would normally consist of TWO parts. In the first
part, you restate the 'problem statement', the 'purpose of the study' the
'research questions' (unless your study is based on the grounded theory
method) and the theoretical framework. Again you may ask, why should I
keep on 'retelling' about the purpose, problem statement, research questions
and theoretical framework of the study! You would assume that the reader
should know what the study is all about. You should keep in mind that when
your thesis is later kept in the university library or in an online database,
researchers interested in your study may 'jump' straight to Chapter 3 to find
out how you went about collecting data for your study. Hence, it would be
appreciated by future readers if you told them briefly the problem statement,
purpose, research questions and the underlying theory of your study so that
they understand this chapter.
In the second part of the 'Preamble', you tell the reader the sub-sections in
Chapter 3 and how you will address each sub-section. Think of this part as
the 'warm up' for the full discussion of your data collection strategy. Note that
the information regarding methodology should be comprehensive and
detailed enough to permit replication of the study by other researchers.
Excerpt of the 'Preamble' sub-section:
"The study examined decision-making styles and its effects on employee
performance in the workplace. Previous studies have demonstrated that
leaders may make decisions that are not popular with employees
(Boachie-Mensah, Dogbe & Ophelia, 2011). The main objective of this
study was to assess the impact of performance-related pay on
 motivation of employees. Pay increases or the lack of for employees can
have an effect on employee's and the productivity of their work. If the
employee feels they are not compensated for their work, they may tend
to decrease in being productive in their work ........................ . Specifically
the study sought to answer how might leaders's decision-making styles
effect employee performance and how leader's decision-making styles
are informed by emotions or feelings............... This chapter is divided into
several section addressing the choice of research design, selection of
informants, data collection procedures, pilot-testing, instrumentation
and data analysis".
2. RESEARCH DESIGN or METHOD

Generally, 'methods' used in qualitative research are more flexible compared

to the 'designs' or 'methods' used in quantitative research. Some argue that
in qualitative research, the 'Research Design' sub-section is not essential.
However, having this sub-section enables you to tell the reader from the
on-set whether your study used an ethnographic, case study,
phenomenological, narrative analysis, historical inquiry, grounded theory or
the generic qualitative method that does not subscribe to any specific
qualitative philosophy.
 You should state the rationale for your choice of the research design or
method and its appropriateness. For example, why did you choose the case
study method or the grounded theory method or the narrative inquiry
method.
 Show how the method you had chosen helped accomplish the goals of
the study. Focus only on what you employed and implemented in your
study.
 Discuss in detail the steps you took when using a particular design. For
example, if you study used the ethnographic design or method, write as
though it were like an 'operators's manual' that you might share with others
so they can be assured that someone can replicated your design.
 Description of your research design needs to have enough detail to
eliminate assumptions of the need to ask questions by someone who
want to adopt or adapt your research design. "It is a balancing act between
too much information and not enough information". Cite from textbooks
and articles on qualitative methods by the greats such as Guba, Lincoln,
Creswell, Merriam, Patton, Charmaz and others. However, do not take chunks
 from these authors but focus on what you need in telling readers about the
particular design or method you used or had adapted accordingly.
 Readers are interested in knowing HOW YOU USED the ethnographic
method or the case study method or the phenomenology method in YOUR
STUDY and not a generic description of the ethnographic or case study or
narrative inquiry or phenomenology method.

Excerpt of the Research Design or Method Sub-Section:

"The case study method was used in this study because it is well-suited
in answering the research questions appropriately and adequately. The
strength of the case study method is because it allows for the
examination of the phenomenon in depth using various kinds of evidence
obtained from interviews with those involved, direct observation of
events and analysis of documents and artifacts (Yin, 2003). Also, the
case study was used because the focus of the study is more to describe
and explain rather than prediction, and the variable variable studied is
note easily unidentifiable or embedded in the phenomenon to be
extracted for study (Merriam, 1988). In addition, the case study allows
for empirical inquiry of phenomenon within its real-life context,
especially when the boundaries between phenomenon and context are not
clearly evident (Yin, 2003)......................."
[source: adaptation of Elic Brown. Chapter 3 Methodology.
http://www.elicbrown.com/dissertation/CHAPTER3.pdf]
3. DATA COLLECTION TECHNIQUES

Irrespective of which qualitative research design you adopted for your study,
the three most common data collection techniques are the:
1. INTERVIEW TECHNIQUE [or Focus Groups]
2. OBSERVATION TECHNIQUE &
3. DOCUMENT ANALYSIS TECHNIQUE
You may have used one or more of these data collection techniques in your
study. Do not tell what is an interview, or observation or document analysis
technique but rather tell how you used these techniques in your study.
 Discuss where the Interview with your subjects or informants took place.
 How did you arrange the setting to ensure the level of quiet, intimacy and
privacy.
Excerpt of the 'Data Collection Techniques' sub-section:
 "On-site interviews and observations was the main data collection
techniques for the study........Secondary data sources included
documents provided by participants that pertain to the
study........Interviews were conducted based on questions listed in
Interview Guide (see Appendix C). However, participants were allowed
the freedom to talk about their experiences in a way in which they were
comfortable...............

4. INSTRUMENTATION

 If you used INTERVIEW as a data collection, you will invariably have used
an Interview Schedule or Guide
 Tell the reader if your interview schedule was semi-
structured or unstructured
 Discuss the types of questions included in the interview schedule or guide
 Provide examples of the questions you asked your informants
5. INFORMANTS (or Sampling)

In this sub-section, you give details about how you got your subjects or
informants for your study. The issue of sampling can be quite confusing in
qualitative research. Students often ask "how many subjects or informants"
do I need for my study. Can I base my PhD on information obtained from
ONE informant? Oftentimes, it is a difficult question to answer. Students
should avoid applying the sampling principles of quantitative research. The
key consideration in sampling in qualitative research is "saturation" and
not representativeness and the size of the sample is not statistically
determined (Neuman, 2003).
 HOW DID YOU CHOOSE THE INFORMANTS?
o Tell the reader how you chose the informants for your study - Usually,
'purposive sampling' is used because the informants are available,
convenient and most importantly represent characteristics you want to study
(Silverman, 2000).
o Outline the procedures you adopted for selecting the sample of 10
Managers including justification for the sampling method or sampling
procedure; i.e. why did you choose the particular sampling method.
 WHO ARE THEY? - Provide as much information as possible about
the characteristics of your informants.
 WHY YOU CHOSE THEM? - This is based on your judgement - the
informants will be able to provide you with information needed to answer
 the research questions; also you can argue that the informants are most
characteristic, representative or possess attributes typical of the population.
 HOW MANY? - For example, you chose 10 Managers - why 10 and not 15?
- You can argue that the sample of 10 Managers is adequate
enough to provide a manageable volume of data that is able to answer the
research questions.
 SETTING - Discuss where you conducted the study - was it in an office,
school canteen, discussion room? - explain how you got around the
'gatekeepers"?
Excerpt of 'Sampling' sub-section:
In this study purposive sampling was adopted which is “a method of
sampling where the researcher deliberately chooses who to include in
the study based on their ability to provide necessary data” (Parahoo,
1997, p. 232). The rationale for choosing this approach was that the
researcher was seeking knowledge about the nurses’ opinion of pain in
patients who suffer from dementia, which the participants would provide
by virtue of their experience.
The researcher worked in conjunction with the Head of Department, in
choosing participants, based on their level of experience in caring for
patients that suffer from dementia as well as their qualifications. There
were 12 potential participants, of whom seven participated in the study.
Some of the nurses were not available as they were off duty, off sick,
on holiday, while others did not want to participate in the
study..........................
In-person interviews were conducted and recorded in a quiet, neutral
location where the participants were not in danger and there was no
intimidation or coercion.........

[source: A. Langen (200). Chapter 3 Research Design and Methodology.

http://www.ais.utm.my/researchportal/files/2015/02/Example3-Res-Design.pdf]

6. PILOT-TEST

Some experts suggest that pilot-tests are not important for qualitative
research while others suggest it would be useful for novice researchers to do
pilot-test. For example, if you are using interviews for the first time, it would
 advisable for you to conduct interview as a pre-exercise to get used to the
type of data collection. The pilot test will assist the researcher in determining
if there are flaws, limitations, or other weaknesses within the interview
design and enable the researcher to make necessary revisions prior to the
implementation of the study. However, the informants or participants
involved in the pilot-test should similar to the informants involved in the
final study. It has also been suggested that the pilot test can the researcher
with the refinement of research questions.
Example:
A pilot-study was conducted with 3 senior managers and were
interviewed at their workplace. The interview was audio-recorded to
ensure correct use of the device. During the exercise, attention was
given to body language and non-verbal responses and the manner of
asking questions. As the researcher was the main data collection
instrument, the pilot-study provided an insight into phenomenon studied,
increased experience in interviewing as well as enhanced interpersonal
skills. Also errors in interviewing skills were rectified and not repeated
in the main study.
Source:
 Dissertation Guides Workbook - Chapter 1-5. Capella University,2008. p.65
 Kvale, S. (2007). Doing interviews. Thousand Oaks, CA: Sage.

7. DATA ANALYSIS

Data analysis in qualitative research is subject to wide variation and

this makes it important that you tell in great detail how YOU
ANALYSED the data YOU collected.
You should include the following in this sub-section:
 Explain how you analysed the data collection. It has been suggested to think
of it as “How to” guide that others would follow your data analysis and
coding method.
 Give a step by step narrative description how you conducted the entire
analysis of your data.
 You might start by making a bulleted list in another document, and then
narrate that list here in this section
 It is important for your reader to know what you did with the collected data
and that it fits well with your research philosophy, research design and
research questions.
 There should be enough detail to reduce the likelihood of a reader making
assumptions and forcing him or her to ask questions seeking clarification
which may cast doubts on the findings.
 However you need to balance between too much details and not enough
information. Too much details may also put off the reader from reading this
sub-section.


8. ETHICAL CONSIDERATIONS

 Letters of permission to conduct the study.

 Letters of invitation to participate with attached consent forms.
 Show compliance with protection of human subjects (as required by your
respective institution)
 A paragraph must be inserted that states the study is deemed to be one
of minimal risk to participants and that the probability and magnitude
of harm or discomfort anticipated in the research will not be greater than any
ordinarily encountered in daily life, or during the performance of routine
physical or psychological examinations or tests.
 Care should be taken to ensure that the participants fully understood
the nature of the study and the fact that participation is voluntary.
 A statement should be made that confidentiality of recovered data will
be maintained at all times, and identification of participants will not be
available during or after the study. For example, all data collected was
anonymised by replacing the participants' names with ascending code
numbers (P116 - P119) in the order of the initial interviews
 Participants should be informed that they could withdraw from the
study at any time without questions being asked.
9. RESEARCHER'S POSITIONALITY

Throughout the research process, you have interacted with your informants
or participants or subjects and there is always the likelihood that you may
impact the methodology or findings of the study. Especially in qualitative
research, it is difficult for you to distant yourself from the subjects you
interact with. Hence, it is necessary that you state your 'position' which is
described as 'reflexivity'. "Reflexivity involves a self-scrutiny on the part
of the researcher; a self-conscious awareness of the relationship between
the researcher and an 'other' (Bourke, 2014, p.2). In short, it is a process of
continuous self-analysis in which you reflect more deeply on the experiences
you encountered when doing the research.
 For example, if you study involves issues of race, ethnicity or religion, you
would be concerned how your race, ethnicity or religion being different from
your subjects influence interactions with them. The nature of qualitative
research puts you in the position of having to be close with your subjects and
it is reasonable to expect your beliefs, political stance, gender, socioeconomic
status, educational background and so forth to influence the research
process. It is critical that you be mindful of your own biases when you
interview or observe your subjects.
Under the section 'Researcher's Positionality', you state:
 your interest in the phenomenon you have investigated
 your background and experiences in conducting the study
 your role in data collection and analysis
 significant effects you may have had on the data at any stage of the
process

Brian Bourke (2014). Positionality: Reflecting on the Research

Process. The Qualitative Report. 19. How to Article 18, 1-9]
10. SUMMARY

This chapter discussed in detail the research philosophy, strategy and

methodology ....................

1. Writing the Methodology Chapter by Nathalie Sheridan

2. Research Methodology Chapter by Dr. Ziene Mottiar
3. Research Methodology Chapter by Dr. Cheryl Lentz
4. How Do I Choose a Dissertation Methodology by Dr. Guy E. White
Examples of PHRASES You Can Adapt For Use When Writing Chapter 3

As mentioned earlier, in Chapter 3, you write about the research design, data
collection methods, selection of the sample, the pilot test, instrumentation and
others. his website provides an excellent list of phrases which you could adapt
when writing Chapter 3 of your thesis or project paper.

'Describing Methods'. Academic Phrasebank by Dr. John Morley,

The University of Manchester
Copyright © 2020 Valmiki Academy | John Arul Phillips, PhD

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