Introduction
Data collection and its subsequent analysis may be regarded as one of the most common and efficient methodologies in education research. Data collection is defined as a process of gathering available information from different types of relevant sources to find solutions to an identified research problem, test hypotheses, and assess outcomes (Cohen et al., 2018). In addition, while data collection presupposes gathering information, analysis refers to its processing for getting beneficial insights. Based on data sources, all methods of data collection may be divided into primary and secondary (Johnston, 2017). Primary data collection implies gathering measurements and observations no one made before in the format of focus group discussions, participant observation, questionnaires, and interviews (Moser & Korstjens, 2018). In turn, secondary data collection presupposes the search of information in already published journals, newspapers, books, and online newspapers for its analysis.
Main body
At the same time, there are two main approaches to data collection according to the purpose of the research and the nature of data – quantitative and qualitative. According to Rahman (2017), the “quantitative approach denotes amounting something,” focusing on the collection of numerical data for measuring (p. 105). A quantitative approach is used when quantifiable and direct questions require answers (Goertzen, 2017). This method involves “systematic experimental analysis of observable phenomenon via statistical, mathematical or computational techniques in numerical form such as statistics, percentages, etc.” (Mishra & Alok, 2017). In turn, the qualitative approach implies the collection of non-statistical and non-quantifiable data that incorporate various realities (Rahman, 2017). It may be individuals’ emotions, feelings, and experiences, or cultural phenomena, social movements, the interaction between people, and organizational functioning. While one of these approaches is chosen by the characteristics of the research, the study may combine both of them as well.
The online survey is one of the common methods for data collection. In the present day, multiple companies, such as JISC, offer online survey tools for public sector organizations, education, and academic research (JISC, no date). Online surveys may be regarded as an affordable and efficient tool that allows one to reach a considerable number of participants at once and collect data in a time-sensitive manner (“Online surveys,” n.d.). In addition, online surveys help attract more participants in comparison with other tools as it is more convenient due to accessibility from multiple devices. However, this method strongly depends on participants’ technological literacy and access to the Internet. Moreover, survey fraud is the most serious issue about online surveys as the reliability and validity of answers cannot be checked.
The use of semi-structured interviews is another method applied predominantly to qualitative research. In general, they may be regarded as a source of adequate amounts of information required for the research. In addition, due to its flexibility, it is convenient for both researchers and participants. At the same time, similar to online surveys, semi-structured interviews do not guarantee participants’ honest answers. In addition, the analysis and comparison of data received from open-ended questions may be challenging.
Conclusion
Thus, to improve the quality of the research, data analysis with the use of software, for instance, NVivo, is applied. NVivo is especially beneficial for the analysis of qualitative data as it provides structure for it avoiding time-consuming transcription. (Dollah et al., 2017; Dhakal, 2022). In particular, it may analyze unstructured text, video and image materials, image data, social media, focus groups, interviews, and journal articles. At the same time, the use of nVivo may be challenging for beginning researchers, it may be vulnerable to system errors, and it cannot be applied to all types of research.
References
Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge.
Dhakal, K. (2022). NVivo. Journal of the Medical Library Association, 110(2), 270-272.
Dollah, S., Abduh, A., & Rosmaladewi, M. (2017, September). Benefits and drawbacks of NVivo QSR application. In 2nd International Conference on Education, Science, and Technology (ICEST 2017) (pp. 61-63). Atlantis Press.
Goertzen, M. J. (2017). Introduction to quantitative research and data. Library Technology Reports, 53(4), 12-18.
JISC. (no date). Online surveys. JISC. Web.
Johnston, M. P. (2017). Secondary data analysis: A method by which the time has come. Qualitative and Quantitative Methods in Libraries (QQML), 3(3), 619-626.
Mishra, S. B., & Alok, S. (2022). Handbook of research methodology. Educreation Publishing.
Moser, A., & Korstjens, I. (2018). Series: Practical guidance to qualitative research. Part 3: Sampling, data collection, and analysis. European Journal of General Practice, 24(1), 9-18. Web.
Online surveys. (n.d.). Web.
Rahman, M. S. (2017). The advantages and disadvantages of using qualitative and quantitative approaches and methods in language “testing and assessment” research: A literature review. Journal of Education and Learning, 6(1), 102-112.