Research methodology in educational inquiry: A critical analysis of its core rudiments

Abstract

This paper critically reviews the basic components of research methodology and its role in developing credible educational and social-scientific investigation. It examines the linkage between research problems, philosophical assumptions, design decisions, and constraints by employing a critical narrative review and conceptual synthesis of existing methodological literature. It discusses the quantitative, qualitative, and mixed methods designs along with positivism, interpretivism, critical realism, and pragmatism. It also considers the selection of study contexts and populations, as well as inclusion/exclusion criteria, sampling frames, sampling techniques, and decisions about sample size. Additionally, it encompasses sources of data, instrument development, pre-testing and piloting, recruitment, operationalisation, data management, and quality control. It is guided by descriptive and inferential statistics, qualitative thematic and grounded-theory analysis, integration of both types of methods, and suitable software. Ethical requirements such as institutional approval, informed consent, confidentiality, data protection and participant welfare are considered integral and not procedural issues. This analysis reveals that methodological quality is not a function of any one preferred methodology; rather, it is a reflection of the clarity of the relationship between the research questions, assumptions, evidence, analysis, and claims. It finds that reflexive justification, technical expertise and ethical accountability are all necessary to produce rigorous, transferable and socially relevant knowledge, but that methodological checklists alone are not enough in a wide variety of research scenarios in different disciplines, research institutions, research participant groups and evolving policy environments.