Research Method Cycle

All research involves a set of steps or stages that lead the researcher towards the achievement of the objective. When conducting any data search, it is very important to consider the major constructs of the research cycle since they lead to the achievement of the search objective effectively, thoroughly, and efficiently (Chenail, 2011). The application of the main constructs allows the correct development of any research. All research should be conducted guided by pre-established parameters, which lead to a better and more efficient result by the researcher.

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The research method cycle consists of coming up with the research question, developing a hypothesis, conducting a statistical test and a statistical significance then making a hypothesis decision that will provide answers to the main research question (Greenblatt, Dickinson, & Simpson, 2004). These constructs create an orderly, scientific, and logical flow between them. A clear hypothesis specifies, without ambiguity or doubt, the expected relationship between the elements of the problem (Creswell & Creswell, 2017). Empirical verification is the property of the hypothesis that enables it to be observed in reality. Hypotheses containing ideas that cannot be directly verified are not scientifically valid (Greenblatt et al., 2004). The value of the hypothesis is derived from whether or not it is testable in the real world and consequently, whether the research question is suitable or not.

Hypotheses must be constructed observing maximum simplicity and clarity and their possibility of empirical verification (Fisher & Frey, 2008). If any construct is omitted, the research process will be massively flawed. These constructs have an order, following logical reasoning that helps in answering the question that drove the investigation. That is why its structured form speeds up the process of solving the problems of researchers in any area of study, providing logical and consistent knowledge. Conclusions can be drawn from each step, but in order to draw conclusions from one step, the previous step is required, and so on.

References

Chenail, R. J. (2011). Ten steps for conceptualizing and conducting qualitative research studies in a pragmatically curious manner. The Qualitative Report, 16(6), 1715-1732. Retrieved from https://nsuworks.nova.edu/cgi/viewcontent.cgi?article=1324&context=tqr

Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approach. Los Angeles, CA: SAGE publications. Retrieved from https://gul.gu.se/public/pp/public_file_archive/archive.html?publishedItemId=42564721&courseId=86421&fileId=42564716

Fisher, D., & Frey, N. (2008). Student and Teacher Perspectives on the Usefulness of Content Literacy Strategy. Literacy Research and Instruction, 47(4), 246-263. Retrieved from https://doi.org/10.1080/19388070802300330 (Research Library pg. 246. Database - Proquest)

Greenblatt, M., Dickinson, G., & Simpson, C. (2004). Implementing the Research Question. Knowledge Quest, 33(2), 75-76. Retrieved from ProQuest Education Journals database. (Document ID: 787766381).