RESEARCH BASICS | SHULE YA UTAFITI | KWA WANAONZA | KWA KISWAHILI | PART 1 | ZOOM | SBK

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RESEARCH BASICS

The word research is composed of two syllables, 're' and 'search'. The dictionary defines the former as a prefix meaning again, anew or over again and the latter as a verb meaning to examine closely and carefully, to test and try, or to probe. Together they form a noun describing a careful, systematic, patient study and investigation in some field of knowledge, undertaken to establish facts or principles. (Grinnell 1993: 4)

Scientific methods consist of systematic observation, classification and interpretation of data. Now, obviously, this process is one in which nearly all people engage in the course of their daily lives. The main difference between our day-to-day generalizations and the conclusions usually recognized as scientific method lies in the degree of formality, rigorousness, verifiability and general validity of the latter. (Lundberg 1942: 5)

Burns (1997: 2) defines research as ‘a systematic investigation to find answers to a problem’. According to Kerlinger (1986: 10), ‘scientific research is a systematic, controlled empirical and critical investigation of propositions about the presumed relationships about various phenomena’. Bulmer (1977: 5) states: ‘Nevertheless sociological research, as research, is primarily committed to establishing systematic, reliable and valid knowledge about the social world.’

From these definitions it is clear that research is a process for collecting, analysing and interpreting information to answer questions.
But to qualify as research, the process must have certain characteristics: it must, as far as possible, be controlled, rigorous, systematic, valid and verifiable, empirical and critical.
Let us briefly examine these characteristics to understand what they mean:

• Controlled – In real life there are many factors that affect an outcome. A particular event is seldom the result of a one-to-one relationship. Some relationships are more complex than others. Most outcomes are a sequel to the interplay of a multiplicity of relationships and interacting factors. In a study of cause-and-effect relationships it is important to be able to link the effect(s) with the cause(s) and vice versa. In the study of causation, the establishment of this linkage is essential; however, in practice, particularly in the social sciences, it is extremely difficult – and often impossible – to make the link.

• Rigorous – You must be scrupulous in ensuring that the procedures followed to find answers to questions are relevant, appropriate and justified. Again, the degree of rigour varies markedly between the physical and the social sciences and within the social sciences.

• Systematic – This implies that the procedures adopted to undertake an investigation follow a certain logical sequence. The different steps cannot be taken in a haphazard way. Some procedures must follow others.

• Valid and verifiable – This concept implies that whatever you conclude on the basis of your findings is correct and can be verified by you and others.

• Empirical – This means that any conclusions drawn are based upon hard evidence gathered from information collected from real-life experiences or observations.

• Critical – Critical scrutiny of the procedures used and the methods employed is crucial to a research enquiry. The process of investigation must be foolproof and free from any drawbacks. The process adopted and the procedures used must be able to withstand critical scrutiny.

Types of research can be looked at from three different perspectives: 1 applications of the findings of the research study; 2 objectives of the study; 3 mode of enquiry used in conducting the study.

The classification of the types of a study on the basis of these perspectives is not mutually exclusive: that is, a research study classified from the viewpoint of ‘application’ can also be classified from the perspectives of ‘objectives’ and ‘enquiry mode’ employed. For example, a research project may be classified as pure or applied research (from the perspective of application), as descriptive, correlational, explanatory or exploratory (from the perspective of objectives) and as qualitative or quantitative (from the perspective of the enquiry mode employed). ********************************************************************************************
By Saniru Bia Kimweri
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