What Secrets Do the Foundations of Research Methodology Hold for Educational Management?

FOUNDATIONS OF RESEARCH METHODOLOGY IN EDUCATIONAL MANAGEMENT

Intan Aulia Maryam / Student PTK UIN Sunan Gunung Djati Bandung

Preface

This paper is prepared as part of fulfilling course requirements, based on lecture notes and learning modules. The main focus is directed toward the study of the Foundations of Research Methodology in Educational Management, emphasizing four key aspects: the theoretical foundations of quantitative research, the distinctive characteristics of quantitative research, the distinctive characteristics of qualitative research, and the types of research based on paradigms and data analysis. Through this study, the author seeks to demonstrate how research methodology serves as both a conceptual and practical foundation in understanding, designing, and conducting research in the field of educational management. A deep understanding of these four aspects is expected to enrich students' academic competence, while also providing an applicative overview of research practices relevant to the needs of educational development in the field.

First: Quantitative research is rooted in the positivist paradigm, which views reality as objective, singular, and measurable. Its basic assumptions include objectivity (the researcher remains neutral), generalization (results can be applied to a wider population), and causality (cause--effect relationships between variables). The interconnection between theory--hypotheses--variables forms the logical framework of research, while valid and reliable instruments ensure trustworthy data. Example: a study on the relationship between learning strategies and students' academic achievement.

Second: The main purpose of quantitative research is to test hypotheses, measure variables objectively, and explain cause--effect relationships. Common research designs include experiments, surveys, and ex post facto studies. Data is numerical in nature and analyzed using descriptive statistics (e.g., mean, standard deviation) and inferential statistics (e.g., hypothesis testing, regression). Its advantages are objective results, generalizability, and ease of replication. Its limitations lie in its inability to capture deep meanings, as it focuses only on measurable data.

Third: Based on interpretive and constructivist paradigms, qualitative research views reality as multiple and contextual. Its primary focus is meaning, processes, and participants' experiences. Data is collected through in-depth interviews, participant observation, and document analysis. The validity of qualitative research is determined by credibility, transferability, and data triangulation. Its strengths lie in depth of analysis and contextual exploration, while its limitations concern the difficulty of generalizing results.

Fourth: Types of quantitative research include: descriptive (describing phenomena), comparative (comparing groups), correlational (examining relationships among variables), and experimental (testing cause--effect). Types of qualitative research include: ethnography (cultures/communities), phenomenology (lived experiences), case studies (particular cases), and grounded theory (developing theory from data). Mixed-methods research combines quantitative and qualitative approaches for more comprehensive results. Quantitative analysis employs statistical tools, while qualitative analysis involves coding, categorization, and thematic analysis.

Conclusion: The methodology of research in educational management is not merely a set of techniques, but a philosophical framework that guides researchers to understand reality scientifically. Quantitative research offers objectivity, measurement, and generalizability, whereas qualitative research provides depth of meaning, context, and lived experiences. These two approaches complement one another: quantitative research tests hypotheses with numerical data, while qualitative research explores the meanings behind the data. The variety of research types (descriptive, comparative, ethnographic, phenomenological, etc.) provides options that can be tailored to research objectives. Mixed-methods serves as a bridge, combining the strengths of both approaches to produce more valid, credible, and applicable findings. The core value of this understanding is that research in educational management is not only to fulfill academic requirements but also to generate real solutions beneficial for policy, instructional practices, and the development of educational institutions.