GROUP 1 PRESENTATION 2019

TOPIC: RESEARCH APPROACHES

LECTURER: Dr. E. MASHIRI

MACC 713

GROUP MEMBERS

NAME SURNAME REG NO.

FADZAI CHUMA R102227Q
CHITEMBETEME ELVIS R145498P
GUYO TICHAONA. F R157827Y
MANHIRI TRINITY R1915430V
MAKONO OSCAR R132844P
MADYIRA ASHFORD R132906X
MAVIZA PARDON R145034M
TENDAYI RANGARIRAI R145826X
BESTER CHITATE R151531J
MDALA EMMANUEL R147043W
DEFINITION OF RESEARCH APPROACH:

Chetty (2016) defined research approach as a plan and procedures that consists of the steps of
broad assumptions to detailed methods of data collection, analysis and interpretation.
According to Saunders, Lewis and Thornhill (2009) research approach is mainly grouped into
two that is quantitative and qualitative. However, in many cases as a way of compensating
for the shortcomings of the two methods, a combination of both can be applied (mixed
approach).

1. QUALITATIVE RESEARCH APPROACH

Qualitative research is defined as a market research method that focuses on obtaining data
through open-ended and conversational communication. It also involves looking in depth of
non-numerical data. Qualitative approach has the ability to provide a detailed analysis of
change that’s according to Kohlbacher (2016). The qualitative research methods allow for in-
depth and further probing and questioning of respondents based on their responses, where the
interviewer/researcher also tries to understand their motivation and feelings a unique character
which cannot be found in quantitative approach.

There is no doubt that qualitative research methods are designed in a manner that helps to reveal
the behaviour and perception of a targeted audience with reference to a particular topic. This is
further enhanced by the different types of qualitative research methods such as an in-depth
interview, focus groups, ethnographic research (the systematic study of people and cultures),
content analysis and case study research. The major advantage of qualitative methods is that
its results are more descriptive in nature and any inferences can be drawn quite easily from the
data that is obtained. Furthermore, qualitative research methods makes a it a lot easier to
understand a phenomena as it is more communicative and descriptive.
TYPES OF QUALITATIVE RESEARCH METHODS

One-on-One Interview:

Conducting in-depth interviews is one of the most common qualitative research methods. It is
a personal interview that is carried out with one respondent at a time. This is purely a
conversational method and invites opportunities to get details in depth from the respondent.

Interviews are a useful method to:

 investigate issues in an in depth way

 discover how individuals think and feel about a topic and why they hold certain
opinions
 investigate the use, effectiveness and usefulness of particular product or service
 inform decision making, strategic planning and resource allocation
 sensitive topics which people may feel uncomfortable discussing in a focus group
 add a human dimension to impersonal data
 deepen understanding and explain statistical data

Advantages of on Interview

 It allows for an easy correction of speech

 Development of relationship between the interviewer and the interviewee
 Lessons the burden of selection of a suitable candidate e.g for a vacancy
 Collection of primary information
 they are useful to obtain detailed information about personal feelings, perceptions
and opinions
 they allow more detailed questions to be asked
 they usually achieve a high response rate
 they are useful to obtain detailed information about personal feelings, perceptions
and opinions
 they allow more detailed questions to be asked
 they usually achieve a high response rate
  interviewees are not influenced by others in the group
 Sufficient information can be collected
 It saves on time
 It is less costly as few or no questions are printed
 It increases knowledge of both the interviewer and the interviewee by interchanging
of ideas
 It can easily explore the cause behind a given problem
 In depth analysis can be done through planed interviews
 It is more flexible

Disadvantages of Interviews

 It is an incomplete process as suitable candidates cannot be selected by interview

only.
 At times there maybe lack of attention from both parties involved
 It is time consuming: as it involves preparation for the interview questions, interview
process and interpretation of the responses.
 It can be affected by biases of the interviewer.
 Inefficiency of the interviewer: Interview is a systematic process of data collection.
The success of an interview depends on the efficiency of the interviewer. This
inefficiency of an interviewer can lead to misleading results.
 Not suitable for personal matters: Personal matters may not be revealed through the
interview method.
 they can be very time-consuming: setting up, interviewing, transcribing, analysing,
feedback, reporting
 they can be costly
 different interviewers may understand and transcribe interviews in different ways.

Focus groups

 A focus group is a gathering of deliberately selected people who participate in a planned

discussion intended to elicit certain perceptions about a particular topic or area of
interest in an environment that is non-threatening and receptive.
 Focus groups are generally a collective on purpose. It is also one of the commonly used
qualitative research methods used in data collection. The main aim of a focus group is
to find answers to the why, what and how questions.
 Advantages

 One of the advantage of focus groups is, you don’t necessarily need to interact with
the group in person.
 Nowadays focus groups can be sent an online survey on various devices and
responses can be collected at the click of a button e.g online petitions.
 This method is very useful when it comes to market research on new products and
testing of new concepts.

Disadvantages
 Focus groups are an expensive method as compared to the other qualitative research
methods. Typically they are used to explain complex processes.

Ethnographic research
 This is the most in-depth observational method that studies people in their naturally
occurring environment.
 It requires the researchers to adapt to the target audiences’ environments which could
be anywhere from an organization to a city or any remote location.
 Here geographical constraints can be an issue while collecting data.
 This research design aims to understand the cultures, challenges, motivations, and
settings that occur. Instead of relying on interviews and discussions, you experience
the natural settings first hand. This type of research method can last from a few days
to a few years, as it involves in-depth observation and collecting data on those
grounds.
 It’s a challenging and a time-consuming method and solely depends on the expertise
of the researcher to be able to analyse, observe and infer the data. E.g. census.

Case study research

 A case study is a research methodology that is commonly used in social sciences. It is

a research strategy and an empirical inquiry that investigates a phenomenon within its
real-life context.
  Case studies are based on an in-depth investigation of a single individual, group or
event to explore the causes of underlying principles.

Advantages of a Case Study

 It simplifies the complex concepts

 It exposes the participants to real life which otherwise is difficult
 It truly helps adding value to the participants through discussion on concrete subjects
 It improves analytical thinking, communication, developing tolerance for different
views on the same subject matter, ability to defend one’s own point of view with logic
and enhances teamwork participation hence making the participants efficient over time
 The same solutions which come out of the case act as ready reference when participants
face similar problems at work place

Disadvantages of a Case Study

 It might be difficult to find an appropriate case study to suit all subjects

 Case studies contain the study of observations and perceptions of one person. There
are chances that the person presenting the case study may completely present it in
one manner missing some other aspects completely
 Managing time is a criterion in a training program. Case studies generally consume
more time as compared to other instruments. For shorter duration programs, case
studies may not be the best medium
 Since there is no wrong or right answer, the problem arises in validation of the
solutions because there are more than one way to look at things
 Its best suited to advanced training programs when compared to basic level training
and a certain level of maturity of participants is required as they have to participate
in the case discussion
The Process of observation

 Qualitative Observation is a process of research that uses subjective methodologies

to gather systematic information or data. Since, the focus on qualitative observation is
the research process of using subjective methodologies to gather information or data,
the qualitative observation is primarily used to equate quality differences.
 Qualitative observation deals with the 5 major sensory organs and their functioning –
sight, smell, touch, taste, and hearing. This doesn’t involve measurements or numbers
but instead characteristics.

Questionnaires

 According to Kumar (2013) questionnaires are the list of questions that the researcher
would have made in an attempt to obtain data towards a specified goal. Boeije (2013)
postulated that questionnaires are an effective way of collecting data from a lot of
people at the same time.

Developing and using a questionnaire some tips:

 Identify your research questions

 Identify your sample
 Draw up a list of appropriate questions and try them out with a colleague
 Pilot them
 Ensure questions are well laid out and it is clear how to 'score them' (tick, circle, delete)
 Ensure questions are not leading and confusing
 Code up the questionnaire so you can analyse it afterwards
 Gain permission to use questionnaires from your sample
 Ensure they put their names or numbers on so you can identify them but keep real names
confidential
 Hand them out/post them with reply paid envelopes
 Ensure you collect in as many as possible
 Follow up if you get a small return
 Analyse statistically if possible and/or thematically
2. QUANTITATIVE RESEARCH APPROACH

 Quantitative research methods are research methods dealing with numbers and anything
that is measurable in a systematic way of investigation of phenomena and their
relationships.
 It is used to answer questions on relationships within measurable variables with an
intention to explain, predict and control a phenomenon (Leedy 2013). Quantitative data
is numerical in nature and can be mathematically computed Quantitative approaches
address the ‘what’ of the program.
 They use a systematic standardized approach and employ methods such as surveys and
ask questions. It gives out the objective measurements and the statistical, mathematical,
or numerical analysis of data collected through polls, questionnaires, and surveys, or
by manipulating pre-existing statistical data using computational techniques (Babie
2010). Creswell (2016) pointed out, that quantitative research focuses on numeric and
unchanging data and detailed, convergent reasoning rather than divergent reasoning,
that is, the generation of a variety of ideas about a research problem in a spontaneous,
free-flowing manner.
 The objective of a quantitative research study is to classify features, count them, and
construct statistical models in an attempt to explain what is observed.
 Quantitative approaches have the advantage that they are cheaper to implement, are
standardized so comparisons can be easily made and the size of the effect can usually
be measured
 The Quantitative data collection methods rely on random sampling and structured data
collection instruments that fit diverse experiences into predetermined response
categories. They produce results that are easy to summarize, compare, and generalize.
 If the intent is to generalize from the research participants to a larger population, the
researcher will employ probability sampling to select participants.
 The main goal in conducting quantitative research is to determine the relationship
between independent variable and dependent variable or outcome within a population
(Muijis 2010). Brians, Craig et al. (2011) states that, quantitative research designs are
either descriptive [subjects usually measured once] or experimental [subjects measured
before and after a treatment].
  Before designing a quantitative research study, you must decide whether it will be
descriptive or experimental because this will dictate how you gather, analyze, and
interpret the results.
 A descriptive study is governed by the rules which includes, subjects are generally
measured once, the intention is to only establish associations between variables, and,
the study may include a sample population of hundreds or thousands of subjects to
ensure that a valid estimate of a generalized relationship between variables has been
obtained (Babie 2010).
 An experimental design includes subjects measured before and after a particular
treatment, the sample population may be very small and purposefully chosen, and it is
intended to establish causality between variables.

CHARACTERISTICS OF QUANTITATIVE RESEARCH

Bernard and Bernard (2012) states out the key characteristics of quantitative research which
are mentioned stated below:

 The data is usually gathered using structured research instruments.

 The results are based on larger sample sizes that are representative of the
population.
 The research study can usually be replicated or repeated, given its high
reliability.
 Researcher has a clearly defined research question to which objective
answers are sought.
 All aspects of the study are carefully designed before data is collected.
 Data are in the form of numbers and statistics, often arranged in tables,
charts, figures, or other non-textual forms.
 Project can be used to generalize concepts more widely, predict future
results, or investigate causal relationships.

Researcher uses tools, such as questionnaires or computer software, to collect numerical

data.
TYPES OF QUANTITATIVE RESEARCH

 There are four main types of quantitative research designs which are descriptive,
correlational, quasi-experimental and experimental.
 The differences between the four types primarily relates to the degree the researcher
designs for control of the variables in the experiment (Mcnabb 2008). Following is a
brief description of each type of quantitative research design, as well as chart comparing
and contrasting the approaches.

1. Descriptive Design

It seeks to describe the current status of a variable or phenomenon. The researcher

does not begin with a hypothesis, but typically develops one after the data is
collected. Data collection is mostly observational in nature.

2. Correlational Design

It explores the relationship between variables using statistical analyses. However,

it does not look for cause and effect and therefore, is also mostly observational in
terms of data collection.

3. Quasi-Experimental Design

It often referred to as Causal-Comparative and it seeks to establish a cause-effect

relationship between two or more variables. The researcher does not assign groups
and does not manipulate the independent variable. Control groups are identified and
exposed to the variable. Results are compared with results from groups not exposed
to the variable.

4. Experimental Designs

It often called true experimentation, use the scientific method to establish cause-
effect relationship among a group of variables in a research study. Researchers
make an effort to control for all variables except the one being manipulated (the
independent variable). The effects of the independent variable on the dependent
variable are collected and analysed for a relationship.
The key factors to be considered when reporting the results of a study using quantitative
methods are:

 Explain the data collected and their statistical treatment as well as all relevant
results in relation to the research problem you are investigating. Interpretation of
results is not appropriate in this section.
 Report unanticipated events that occurred during your data collection. Explain how
the actual analysis differs from the planned analysis. Explain your handling of
missing data and why any missing data does not undermine the validity of your
analysis.
 Explain the techniques you used to "clean" your data set.
 Choose a minimally sufficient statistical procedure, provide a rationale for its use
and a reference for it. Specify any computer programs used.
 Describe the assumptions for each procedure and the steps you took to ensure that
they were not violated.
  When using inferential statistics, provide the descriptive statistics, confidence
intervals, and sample sizes for each variable as well as the value of the test statistic,
its direction, the degrees of freedom, and the significance level.
 Avoid inferring causality, particularly in non-randomized designs or without further
experimentation.
 Use tables to provide exact values; use figures to convey global effects. Keep
figures small in size; include graphic representations of confidence intervals
whenever possible.

Brian, Craig et al (2011) emphasize that, quantitative research has its strength and weaknesses
though it is good for data collection within a targeted area.

Strengths of using quantitative methods to study research problems

 Allows for a broader study, involving a greater number of subjects, and enhancing
the generalization of the results.
 Allows for greater objectivity and accuracy of results. Generally, quantitative
methods are designed to provide summaries of data that support generalizations
about the phenomenon under study. In order to accomplish this, quantitative
research usually involves few variables and many cases, and employs prescribed
procedures to ensure validity and reliability.
 Applying well established standards means that the research can be replicated, and
then analyzed and compared with similar studies.
 You can summarize vast sources of information and make comparisons across
categories and over time.
 Personal bias can be avoided by keeping a 'distance' from participating subjects and
using accepted computational techniques.

Limitations associated with using quantitative methods to study research problems

 Quantitative data is more efficient and able to test hypotheses, but may miss
contextual detail.
 Uses a static and rigid approach and so employs an inflexible process of discovery.
  The development of standard questions by researchers can lead to "structural bias"
and false representation, where the data actually reflects the view of the researcher
instead of the participating subject.
 Results provide less detail on behaviour, attitudes, and motivation.
 Researcher may collect a much narrower and sometimes superficial dataset.
 Results are limited as they provide numerical descriptions rather than detailed
narrative and generally provide less elaborate accounts of human perception.
 The research is often carried out in an unnatural, artificial environment so that a
level of control can be applied to the exercise.
 Pre-set answers will not necessarily reflect how people really feel about a subject
and, in some cases, might just be the closest match to the preconceived hypothesis.

3. MIXED RESEARCH APPROACH

 It is a methodology for conducting research that involves collecting, analysing and

integrating quantitative (e.g., experiments, surveys) and qualitative (e.g., focus groups,
interviews) research.
 (Creswell and Plano 2011) says it refers to an emergent methodology of research that
advances the systematic integration, or “mixing,” of quantitative and qualitative data
within a single investigation or sustained program of inquiry. Homer et.al (2008) stated
that this approach is used when quantitative or qualitative alone cannot provide a better
understanding of the problem.
 Quantitative data includes close-ended information such as that found to measure
attitudes (rating scales), behaviors (observation checklists), and performance
instruments.
 The analysis of this type of data consists of statistically analysing scores collected on
instruments (questionnaires) or checklists to answer research questions or to test
hypotheses. Qualitative data consists of open-ended information that the researcher
usually gathers through interviews, focus groups and observations. The analysis of the
qualitative data (words, text or behaviors) typically follows the path of aggregating it
into categories of information and presenting the diversity of ideas gathered during data
collection, stated Mertens (2009).
  Yin (2009) pointed out that mixed approach gives the researcher the breadth and depth
of understanding and corroboration the problem, while offsetting the weaknesses
inherent to using each approach alone. The basic premise of this methodology is that
such integration permits a more complete and synergistic utilization of data than do
separate quantitative and qualitative data collection and analysis
 One of the most advantageous characteristics of conducting mixed methods research is
the possibility of triangulation, that is, the use of several means (methods, data sources
and researchers) to examine the same phenomenon.
 Triangulation allows one to identify aspects of a phenomenon more accurately by
approaching it from different vantage points using different methods and techniques
(Mason 2002). Successful triangulation requires careful analysis of the type of
information provided by each method, including its strengths and weaknesses.
 Evaluators can use a convergent design to compare findings from qualitative and
quantitative data sources (Yin 2009). It involves collecting both types of data at roughly
the same time; assessing information using parallel constructs for both types of data;
separately analyzing both types of data; and comparing results through procedures such
as a side-by-side comparison in a discussion, transforming the qualitative data set into
quantitative scores, or jointly displaying both forms of data (Homer et.al 2008).
 The two types of data can provide validation for each other and also create a solid
foundation for drawing conclusions

Mixed approach is best used when

 Little is known about a topic and it is necessary to first learn about what
variables to study through qualitative research, and then study those variables
with a large sample of individuals using quantitative research.
 One wants to elaborate, clarify, or build on findings from other methods. For
instance, if a causal relationship has been established through experimental
research but one wants to understand and explain the causal processes involved
through qualitative research.
 One wants to develop a theory about a phenomenon of interest and then test it.
Usually, qualitative research is more suitable to build theory, while quantitative
research provides better ways of testing theories.
  One wants to assess complex interventions (Homer et al. 2008 and Nutting et
al. 2009).

The core characteristics of a well-designed mixed methods study includes

 Collecting and analyzing both quantitative (closed-ended) and qualitative (open-ended)

data.
 Using rigorous procedures in collecting and analyzing data appropriate to each
method’s tradition, such as ensuring the appropriate sample size for quantitative and
qualitative analysis.
 Integrating the data during data collection, analysis, or discussion.

Using procedures that implement qualitative and quantitative components either

concurrently or sequentially, with the same sample or with different samples.

Framing the procedures within philosophical/theoretical models of research, such as within a

social constructionist model that seeks to understand multiple perspectives on a single issue.
(Creswell et al. 2004)

TYPES OF MIXED METHODS RESEARCH DESIGNS

When deciding what type of mixed methods design to use, it is important to take into account
the overall purpose of the research (exploration or generalization), the specific research
questions, and the strengths and weaknesses of each design.

1. Sequential explanatory design

 This design involves the collection and analysis of quantitative data followed by the
collection and analysis of qualitative data.
 The priority is given to the quantitative data, and the findings are integrated during the
interpretation phase of the study (the quantitative results are explained in more detail
through the qualitative data).
 It is considered sequential explanatory because the initial quantitative data results are
explained further with the qualitative data.
  It should be used when one wants to; explain, interpret or contextualize quantitative
findings and examine in more detail unexpected results from a quantitative study

Strengths:

 Easy to implement because the steps fall into clear separate stages.
 The design is easy to describe and the results easy to report.

Weaknesses:

 Requires a substantial length of time to complete all data collection given the two
separate phases.

2. Sequential exploratory design

 In this design, qualitative data collection and analysis is followed by quantitative data
collection and analysis.
 The priority is given to the qualitative aspect of the study, and the findings are integrated
during the interpretation phase of the study.

 From this exploration, an instrument could be developed using rigorous scale

development procedures that is then tested with a sample.
 It is best used when one wants to; explore a phenomenon and to expand on qualitative
findings, test elements of an emergent theory resulting from the qualitative research,
generalize qualitative findings to different samples in order to determine the distribution
of a phenomenon within a chosen population, develop and test a new instrument etc.

Strengths:

 Easy to implement because the steps fall into clear, separate stages.
 The design is easy to describe and the results easy to report.

Weaknesses:

 Requires a substantial length of time to complete all data collection given the two
separate phases.
 It may be difficult to build from the qualitative analysis to the subsequent data
collection.
3. Concurrent triangulation

 In this design only one data collection phase is used, during which quantitative and
qualitative data collection and analysis are conducted separately yet concurrently.
 The findings are integrated during the interpretation phase of the study.
 Usually, equal priority is given to both types of research. It is best to develop a more
complete understanding of the topic and to cross-validate findings

Strengths:

 Provides well-validated and substantiated findings.

 Compared to sequential designs, data collection takes less time because it’s being done
concurrently.

Weaknesses:

 Requires great effort and expertise to adequately use two separate methods at the same
time.
 It can be difficult to compare the results of two analysis using data of different forms.
 It may be unclear how to resolve discrepancies that arise while comparing the results.
 Given that data collection is conducted concurrently, results of one method (interview)
cannot be integrated in the other method (survey)

4. Concurrent nested

 In this design only one data collection phase is used, during which a predominant
method (quantitative or qualitative) nests or embeds the other less priority method
(qualitative or quantitative, respectively).
 This nesting may mean that the embedded method addresses a different question than
the dominant method or seeks information from different levels.
 The data collected from the two methods are mixed during the analysis phase of the
project.
  It is best used to gain broader and in-depth perspectives on a topic and to offset possible
weaknesses inherent to the predominant method.

Strengths:

 Two types of data are collected simultaneously, reducing time and resources (number
of participants).
 Provides a study with the advantages of both quantitative and qualitative data.

Weaknesses:

 The data needs to be transformed in some way so that both types of data can be
integrated during the analysis, which can be difficult.
 Inequality between different methods may result in unequal evidence within the study,
which can be a disadvantage when interpreting the results

Advantages of Mixed Approach

 Provides strengths that offset the weaknesses of both quantitative and qualitative
research. For instance, quantitative research is weak in understanding the context or
setting in which people behave, something that qualitative research makes up for. On
the other hand, qualitative research is seen as deficient because of the potential for
biased interpretations made by the researcher and the difficulty in generalizing findings
to a large group. Quantitative research does not have these weaknesses. Thus, by using
both types of research, the strengths of each approach can make up for the weaknesses
of the other.
 Provides a more complete and comprehensive understanding of the research problem
than either quantitative or qualitative approaches alone.
 Provides an approach for developing better, more context specific instruments. For
instance, by using qualitative research it is possible to gather information about a certain
topic or construct in order to develop an instrument with greater construct validity, i.e.,
that measures the construct that it intends to measure.
 Helps to explain findings or how causal processes work.
 Provides methodological flexibility. Mixed methods have great flexibility and are
adaptable to many study designs, such as observational studies and randomized trials,
 to elucidate more information than can be obtained in only quantitative research
(Thomas 2011)

Disadvantages and limitations of Mixed Approach

 The research design can be very complex.

 Takes much more time and resources to plan and implement. Mixed methods
studies are labor intensive and require greater resources and time than those needed
to conduct a single method study.
 Relies on a multidisciplinary team of researchers. Conducting high-quality mixed
methods studies requires a multidisciplinary team of researchers who, in the service
of the larger study, must be open to methods that may not be their area of expertise.
 Finding qualitative experts who are also comfortable discussing quantitative
analyses and vice versa can be challenging in many environments. Given that each
method must adhere to its own standards for rigor, ensuring appropriate quality of
each component of a mixed methods study can be difficult (Wisdom et al. 2011).
 For example, quantitative analyses require much larger sample sizes to obtain
statistical significance than do qualitative analyses, which require meeting goals of
saturation (not uncovering new information from conducting more interviews) and
relevance.
 Embedded samples, in which a qualitative subsample is embedded within a larger
quantitative sample, can be useful in cases of inadequate statistical power.
 It may be difficult to plan and implement one method by drawing on the findings
of another.
 It may be unclear how to resolve discrepancies that arise in the interpretation of the
findings.
 COMPARISON OF QUALITATIVE VS QUANTITATIVE RESEARCH

Criteria Qualitative Research Quantitative Research

Purpose To understand and interpret social To test hypothesis, looks at cause and effect
interactions and make predictions
Group Studied Smaller and not randomly selected Larger and randomly selected

Variables Study of the whole, not variables Specific variables studied

Type of data Identify patterns, features, themes Identify statistical relationships

collected
Subjectivity Subjectivity is expected Objectivity is critical
and objectivity
Researcher and their biases may be Researcher and their biases are not known
Role of the known to participants in the study and to participants in the study and participant
Researcher participant characteristics may be known characteristics are deliberately hidden from
to the researcher the researcher (double blind studies)

Particular or specialised findings that is Generalisable findings that can be applied

Results less generalisable. to other populations
Scientific Exploratory or bottom-up; the researcher Confirmatory or top-down: the researcher
Methods generates a new hypothesis and theory tests the hypothesis and theory with the data
from the data collected.

View of Human Dynamic, situational, social and Regular and predictable

behaviour personal

Most common Explore, discover and construct Describe, Explain, and predict
Research
objectives
Wide-angle lens; examines the breadth Narrow range lens; tests a specific
Focus and depth of phenomena hypothesis
Nature of Study behaviour in a natural Study behaviour under controlled
Observation environment conditions; isolate cause effects

Nature of Multiple realities; subjective Single reality: objective

reality
Final report Narrative report with contextual Statistical report with correlations,
description and direct quotations from comparisons of means and statistical
research participants significance of findings
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