COMPARE AND CONTRAST QUANTITATIVE AND QUALITATIVE RESEARCH

NRSE 4550 – Evidence-Based Nursing

August 2012 Ohio University© Page 1 of 1

Qualitative Research

Selecting a Problem and Preparing a Research Proposal

The following are tips and recommendations to consider when selecting a research problem and writing a research

proposal.

1. Is this the type of problem that can be effectively solved through the process of research? Can relevant data be gathered to test the theory or find the answer to the problem under consideration?

2. Is the problem significant? Is an important principle involved? Would the solution make any difference as far as educational theory or practice is concerned? If not, there are undoubtedly more significant problems waiting

to be investigated.

3. Is the problem a new one? Is the answer already available? Ignorance of prior studies may lead a student to spend time needlessly on a problem already investigated by some other worker.

Although novelty or originality is an important consideration, the fact that a problem has been investigated in

the past does not mean that it is no longer worthy of study. There are times when it is appropriate to replicate or

repeat a research study to verify its conclusions or to extend the validity of its findings to a different situation.

4. Is research on the problem feasible? After a research project has been evaluated, there remains the problem of suitability for a particular researcher. Although the problem may be a good one, is it a good problem for me?

Will I be able to carry it through to a successful conclusion? Some of the questions that should be raised are the

following:

a. Am I competent to plan and carry out a study of this type? Do I know enough about this field to understand its significant aspects and to interpret my findings? Am I skillful enough to develop, administer, and

interpret the necessary data-gathering devices and procedures? Am I well grounded in the necessary

knowledge of research design and statistical procedures?

b. Are pertinent data accessible? Are valid and reliable data-gathering devices and procedures available? Will school authorities permit me to contact the students, conduct necessary experiments or administer necessary

tests, interview teachers, or have access to important cumulative record? Will I be able to get the

sponsorship necessary to open doors that otherwise would be closed to me?

c. Will I have the necessary financial resources to carry on this study? What will be the expense involved in data-gathering equipment, printing, test materials, travel, and clerical help? If the project is an expensive

one, what is the possibility of getting a grant from a philanthropic foundation or from such organizations as

the National Institute of Education?

d. Will I have enough time to complete the project? Will there be time to devise the procedures, select the data-gathering devices, gather and analyze the data, and complete the research report? Since most academic

programs impose time limitations, certain worthwhile projects of a longitudinal type are precluded.

e. Will I have the courage and determination to pursue the study in spite of the difficulties and social hazards that may be involved? Will I be willing to work aggressively when data are difficult to gather and when

others are reluctant to cooperate? Sex education, racial integration, teaching about communism, and other

controversial problem areas, however, may not be appropriate for a beginning research project.